Microsoft Word Tezisler Tercume 2009 2010 2011. doc

«TƏRCÜMƏŞÜNASLIQ VƏ ONUN MÜASİR DÖVRDƏ ROLU»   IV Respublika tələbə elmi-praktik konfransı 
 
 
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and internalize? Who or what are they trying become? Ask questions that get the 
professor and various students to comment in greater details on the real-world horizons 
of the field. Draw connections with your own experience. If the professor or one or 
more students grow impatient with questions like this, study their response: why are 
they irritated? Speculate about the habitus of a specialist in the field that makes your 
questions seem irrelevant or impatient. 
When a teacher offers you an abstract model in class explore it in other media; 
paint it; sketch it; draw a flowchart for it showing how one might move through it, 
or a “web” or ‘mind-map” showing what connects with what . 
OTHER SUGGESTIONS: 
Invent a kinesthetic image for the model: is it an elevator? A forklift? A weaving 
loom, with shuttle? A tiger slinking through the jungle? Abstract models are usually 
constructed to be static, which will make it very difficult in most cases to think of a 
kinesthetic image; but that very difficulty, the challenge of putting a static image into 
motion is precisely what makes this exercise so fruitful? 
The other problem with going to a translator discussion group with a terminology 
question is that getting an answer may take anywhere from several hours to several 
days. At the end of the process you will know more than you ever wanted to know the 
problematic terms- but process may take longer than you can afford to delay. 
 
 
 
CONSECUTIVE INTERPRETING: - NOTE - TAKING               
AND ANALYSIS 
 
Qumru ƏLİYEVA 
Kurs II Qrup 319T1 Qərb dilləri fakultəsi 
Elmi rəhbər: Məmmədova Təranə 
 
In Consecutive Interpreting, you must constantly analyze during the note-taking 
process the incoming message and note the most salient points to help improve your 
memory processes during interpretation. 
During consecutive interpreting the interpreter has the opportunity to make notes 
and may refer to those notes while rendering the interpretation. 
Both consecutive and simultaneous interpreting require that you understand the 
message, analyze it, transfer it into the target language mentally, and, finally, refor-
mulate the message in the target language. 
When you take notes during consecutive interpreting you can take notes in the 
target language or in the source language or in some combination of both. 

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However, If the target language is a signed language, it is not possible to take 
notes in the target language and sign language interpreters tend to make notes in the 
source (spoken) language. 
In simultaneous interpreting note-taking is not possible because the source mes-
sage is ongoing. 
Some interpreters find consecutive interpreting more difficult because of the 
amount of time that passes between hearing the source message and rendering the 
interpretation. 
Although consecutive is more time consuming than simultaneous interpretation, 
consecutive interpretation allows for more precision and is therefore often the preferred 
method in highly sensitive meetings where a slip of the tongue could lead to disaster.? 
(Mikkelson, 1983, p. 5) 
Taking notes can relieve the burden of memory, but you must know how to take 
notes effectively during the interpreting process. 
Analysis allows you to understand the meaning of the source message as best 
you can with your current resources and skill level. 
You must understand the source message before you can interpret. 
The most basic level of analysis occurs when you consider the source language 
text to get the gist or overall meaning. The text can be viewed as a whole, a grouping 
of ideas or sentences, and grouping of words. 
The source text has a communicative function and all the words and phrases that 
make up the text must be considered within the cultural framework and function of 
the text. The point of analysis at this level is to trace the? web of relationships? We 
must also be aware that some expressions that have functions only in the source 
language and will have no communicative purpose in the target language. 
2.4. NOTE-TAKING IN CONSECUTIVE INTERPRETING 
During the interpretation process, both memory and notes should be cultivated. 
While memory is of crucial to interpreters, notes can be of certain support. 
The importance of note-taking in consecutive interpreting had not been well 
recognized until Rozan laid down fundamental principles of note-taking in 1956 and 
Seleskovitch solidified the benefits of the skill in 1975. Experience has shown that the 
consecutive interpretation of speeches that are longer than two or three minutes re-
quires at least some form of note-taking, of course, this also depends on the inter-
preter’s personal need, expertise and familarity with the subject. 
Note taking has been proved to be very useful for the interpreter working con-
secutively. Firstly, notes improve concentration; prevent distraction, thus facilitating 
the reception and analysis of the speech. Secondly, notes help the interpreter relieve 
the memory. 

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«TƏRCÜMƏŞÜNASLIQ VƏ ONUN MÜASİR DÖVRDƏ ROLU»   IV Respublika tələbə elmi-praktik konfransı 
 
 
308 
Although the interpreter may have understood the ideas of a speech, he or she 
cannot remember every point in the speech because one characteristic of short-term 
memory is that it only keeps information for a limited amount of time, cognitive 
scientists also show that for nearly all speakers of all languages, list retention peaks 
at around seven items, plus or minus two. By recording the specific details and data 
such as proper names, numbers, figures, lists of things, or specialized terms, technical 
expressions, etc, notes release the interpreter from bearing the whole thing in mind. 
Thirdly, as mnemonic, notes activate the memory of the interpreter with cues or 
signals that call up the information in the speech. With notes, the main ideas, the 
secondary elements and the links among them become clear and easier for the inter-
preter to visualize. Finally, notes can also be used to highlight missing details, in-
consistencies within the speech and anything implausible that needs attention latter. 
Conspicuously, the skill of note-taking is very helpful to interpreters, the content 
and structure of a speech are reflected in notes, and the notes in turn are used as a path 
to verbalize the speech. 
Thus notes play an important part in consecutive interpreting. However, taking 
proper notes needs a lot of practice, and the gap between the “theory of note-taking” 
and “actual notes” can be very large. In order to bridge the gap, first, an understanding 
of note-taking process is required. 
SYMBOLS 
Although the abbreviation is commonly used in notes, its most prominent 
drawback is that it tends to entice the interpreter to stick to the word level instead 
of meaning level. In other words, it easily leads the interpreter to think in terms of 
words rather than ideas, which could harm the interpretation. Therefore symbols 
are more preferable for their capacity of representing ideas and eliminating source 
language interference. 
A "symbol" is anything, a mark, sign or letter used to represent a thing or a 
concept. Symbols are quicker and easier to write than words. Similar to 
abbreviations, firstly symbols need to be prepared in advance. Any symbol 
improvised in the middle of interpretation could drive the interpreter into a difficult 
and intense situation. One basic rule for the interpreter: only use the symbols which 
are already stuck in the mind. 
Secondly, symbols must be consistent. That means symbols are instantly 
associated for the interpreter himself with the meaning he gives them. Attending to 
this point, the interpreter can avoid mistakenly “deciphering” the meaning of the 
symbols he or she uses. 
Followings are some symbol examples retrieved from electronic source at 
Interpreter Training Resource. 
Consequences
     
          
success
     
              
Relations
     
 

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