Exploring the relationship between students’ note-taking and interpreting quality: a case study in the Chinese context

This paper aims to explore the relationship between note-taking and interpreting quality in consecutive interpreting. Research questions focus on three perspectives: language choice, use of symbols their influence quality, problems note-taking. The research design is divided into steps: pre-interpretation preparation, interpretation, retrospective interview. Through empirical study, a mixed method adopted with analysis notes interviews six participants whose major translation at university Northeast China. Specifically, both descriptive data correlation are used for quantitative data, thematic better describe qualitative data. Findings as follows: first, students prefer English take English-to-Chinese interpreting, while Chinese more Chinese-to-English interpreting; second, number not related third, following five identified from interview student students’ notes: missing key information, inconsistent abbreviations, unclear logics, incomplete records figures meaning figures, inadequate high-density information. identification choice practice might help teachers understand shed light teaching learning