Zur Rolle der Dolmetschnotizen beim Konsekutivdolmetschen. Ein Erfahrungsbericht

This paper deals with the note-taking system in consecutive interpretation. It discusses the relevance and usefulness of taking notes as well as some essential issues relating to problems which note-taking presents, e.g. whether note-taking can be learnt. If yes, which method is the best one? Symbol for everything or noting words? Which one is the most effective technique? Which language to prefer? The foreign or the target language? Or, another case, is it better to use some international symbols offered by various interpreting schools? The aim of this paper is not to answer those questions, it is rather an attempt to show some famous ideas of interpreters with international recognition like Jean-Francois Rozan, Jean Herbert, Danica Seleskovitch, Heinz Matyssek etc. In spite of their differing views on note-taking, all of them stick to some general principles they recommend: it is important to note the idea, not the word; the interpreter must focus on the main idea; and, at last, notes should be clear, simple and easy to be read. We can say that each of us, teachers, interpreters and student interpreters, will have our own idea on what note-taking should be. Therefore, it is very difficult to demand the same system of note-taking of all students. My own experience shows that, at first, students try to note everything which is being said finding out that they can not cope with their notes afterwards. Taking this into account, students should be taught general principles and techniques because they could help students elaborate their own way of note-taking while training their analytical abilities