Note-Producing and Note-Reading Patterns of Turkish Students in Consecutive Interpreting
| dc.authorid | 0000-0002-6723-3760 | |
| dc.contributor.author | Khezerlou, Ebrahim | |
| dc.date.accessioned | 2023-08-16T06:46:18Z | |
| dc.date.available | 2023-08-16T06:46:18Z | |
| dc.date.issued | 2023 | en_US |
| dc.department | Kapadokya Üniversitesi, Beşeri Bilimler Fakültesi, İngilizce Mütercim ve Tercümanlık Bölümü | |
| dc.description.abstract | Consecutive interpreting (CI) is a mode of verbal translation between a source and target language (TL) which “involves listening to what someone has to say and then, when they have finished speaking, reproducing the same message in another language” (Gillies, 2017, p. 5). Note taking, a fundamental skill in the process of long CI, refers to the activity of jotting down a speech in a highly individualised style and then recreating the original speech by the help of a combination of notes, memory, and general knowledge (Albl-Mikasa, 2008; Gillies 2017). To better understand the CI proficiency of the students in the context of Turkey, the study examined the idea-identifying, note-producing, and note-reading patterns of 26 undergraduate students majoring in English Language Translation and Interpreting. The data for the study were obtained from the papers of three official exams: a midterm, a quiz, and a final exam. In analysing data, the identified test items were divided into their composing components and were assigned one score for each. Then, their total scores were calculated as a hypothesized value (In task one: midterm= 12 and final= 12, in task two: midterm= 38 and final= 49, and in task three: midterm= 23 and final= 48). Next, students’ responses to test items in idea-identifying, note-producing, and note-reading tasks were computed to obtain their true scores. Finally, their performance results were statistically analysed to answer the research questions. The results revealed a preference for the use of word note form over the other ones among the students. They also confirmed a better idea-identifying, note-producing, and note-reading performance among the high-level students. Moreover, it was found that note-reading patterns of the students were better than their note-producing ones. The findings of the study are pedagogically and practically useful for teachers and practitioners in the field. | |
| dc.identifier.endpage | 242 | en_US |
| dc.identifier.issn | 2548-0502 | |
| dc.identifier.issue | Çeviribilim Özel Sayısı | en_US |
| dc.identifier.startpage | 216 | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.12695/2197 | |
| dc.institutionauthor | Khezerlou, Ebrahim | |
| dc.language.iso | en | |
| dc.relation.ispartof | Söylem Filoloji Dergisi | |
| dc.relation.publicationcategory | Makale - Ulusal - Editör Denetimli Dergi | |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | consecutive interpreting | |
| dc.subject | notetaking | |
| dc.subject | note-producing | |
| dc.subject | note-reading | |
| dc.subject | Turkish students | |
| dc.title | Note-Producing and Note-Reading Patterns of Turkish Students in Consecutive Interpreting | |
| dc.type | Article |
