Part of
Doubts and Directions in Translation Studies: Selected contributions from the EST Congress, Lisbon 2004
Edited by Yves Gambier, Miriam Shlesinger † and Radegundis Stolze
[Benjamins Translation Library 72] 2007
► pp. 183198
Cited by

Cited by 10 other publications

Abdel Latif, Muhammad M. M.
2020. Translation/Interpreting Process Research. In Translator and Interpreter Education Research [New Frontiers in Translation Studies, ],  pp. 85 ff. DOI logo
Alikina, Elena V., Lyudmila V. Kushnina, Anton Yu. Naugolnykh & Kirill I. Falko
2019. Integrative Methodology of Teaching Translation and Interpreting. In Going Global through Social Sciences and Humanities: A Systems and ICT Perspective [Advances in Intelligent Systems and Computing, 907],  pp. 245 ff. DOI logo
Chen, Sijia
2020. The process of note-taking in consecutive interpreting. Interpreting. International Journal of Research and Practice in Interpreting 22:1  pp. 117 ff. DOI logo
Chen, Sijia
2022. The process and product of note-taking and consecutive interpreting: empirical data from professionals and students. Perspectives 30:2  pp. 258 ff. DOI logo
Dam, Helle V.
2021. From controversy to complexity. Interpreting. International Journal of Research and Practice in Interpreting 23:2  pp. 222 ff. DOI logo
Kuang, Huolingxiao & Binghan Zheng
2022. How does interpreting performance correlate with note-taking process, note-taking product and note-reading process? An eye-tracking and pen-recording study. Across Languages and Cultures 23:2  pp. 167 ff. DOI logo
Liu, Yuqiao, Weihua Luo & Xiaochen Wang
2023. Exploring the relationship between students’ note-taking and interpreting quality: a case study in the Chinese context. Frontiers in Education 8 DOI logo
Sasaki, Anna
2020. Reconsidering the contents of interpreters’ notes: A human-centered approach to classification. Yearbook of the Poznan Linguistic Meeting 6:1  pp. 1 ff. DOI logo
Zhao, Nan, Zhenguang G. Cai, Yanping Dong & Daniel Mirman
2023. Speech errors in consecutive interpreting: Effects of language proficiency, working memory, and anxiety. PLOS ONE 18:10  pp. e0292718 ff. DOI logo

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