Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/7766
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dc.contributor.authorHan, Lilien_US
dc.contributor.authorLu, Jingen_US
dc.contributor.authorProf. WEN Zhisheng, Edwarden_US
dc.date.accessioned2023-04-20T10:44:52Z-
dc.date.available2023-04-20T10:44:52Z-
dc.date.issued2022-
dc.identifier.citationTheory and Practice in Language Studies, 2022, 12 (10), 2024-2035.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11861/7766-
dc.description.abstractNote-taking skills are critical to consecutive interpreting. As an important construct of translation competence and an essential skill of interpreting performance, note-taking merits rigorous and systematic investigations as well as reliable and valid assessment instruments and procedures. In the present study, we aim to further validate the note-taking fluency scale developed by Zhou and Dong (2019), focusing on four dimensions, the coordination between listening and note-taking, the timing of taking notes, the systematic nature of notes, and the use of notes. We evaluated the note-taking skills of a group of Master in Translation and Interpreting (MTI) students majoring in Chinese-Portuguese interpretation in Macao. The fluency scale was administered twice, at the beginning and the end of the training program respectively. The results corroborated the development of note-taking proficiency along with note-taking training in three cognitively less demanding dimensions, i.e., the timing of taking notes, the systematic nature of notes and the use of notes, while the more “stagnant/attractor” aspect of the coordination between listening and note-taking remained unchanged after several months' training. We conclude the paper by outlining specific pedagogical implications tailor made for the four dimensions of note-taking skills for future Chinese-Portuguese interpreting training.en_US
dc.language.isoenen_US
dc.publisherAcademy Publicationen_US
dc.relation.ispartofTheory and Practice in Language Studiesen_US
dc.titleNote-Taking Proficiency in Interpreting Teaching: Putting the Note-Taking Fluency Scale to the Testen_US
dc.typePeer Reviewed Journal Articleen_US
dc.identifier.doi10.17507/tpls.1210.09-
item.fulltextNo Fulltext-
crisitem.author.deptDepartment of English Language and Literature-
Appears in Collections:English Language & Literature - Publication
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