Part of
Teaching Dialogue Interpreting: Research-based proposals for higher educationEdited by Letizia Cirillo and Natacha Niemants
[Benjamins Translation Library 138] 2017
► pp. 101–115
Edited by Letizia Cirillo and Natacha Niemants
[Benjamins Translation Library 138] 2017
► pp. 101–115
Chapter 5Ideas for use of notes and other visual prompts in dialogue interpreting classes
This paper discusses ideas for encouraging students of dialogue interpreting to appreciate the potential benefits of acquiring limited familiarity with note-taking and, more generally, with use of visual prompts. After assessing the rationale for raising awareness of notes, even at beginners’ level, the text examines how this can be done as a by-product of listening comprehension and interpreting exercises. Contextualising notes as just one medium through which the interpreter can factor visual input into reception and reproduction of the source speech, the article also offers suggestions for incorporating pictorial cues or short captions into classroom exercises. Material for oral presentation by the teacher (or also by students) is discussed, with simple examples on the subject of rose growing, in English, French and Italian.
Article outline
- 1.Introduction
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2.Putting notes in context
- 2.1Why keep notes out of the picture completely?
- 2.2Notes: A means to an end, not an end in themselves
- 3.Ideas for initial exposure to notes and use of visual material
- 3.1Listening comprehension exercises as a starting point
- 3.2Visual input as a natural prompt in interpreting exercises
- 4.Conclusion
Cited by
Cited by 1 other publications
Gumul, Ewa & Rachel E. Herring
2022. Employing retrospective process tracing in an international exploratory study. Translation, Cognition & Behavior 5:2 ► pp. 221 ff. 
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