| Publication type: | Book part |
| Type of review: | Editorial review |
| Title: | Notation language and notation text : a cognitive-linguistic model of consecutive interpreting |
| Authors: | Albl-Mikasa, Michaela |
| Published in: | Consecutive notetaking and interpreter training |
| Editors of the parent work: | Someya, Yasumasa |
| Page(s): | 71 |
| Pages to: | 117 |
| Issue Date: | 2016 |
| Series: | Routledge Advances in translation and interpreting studies |
| Publisher / Ed. Institution: | Routledge |
| Publisher / Ed. Institution: | London |
| ISBN: | 978-1-138-65673-4 |
| Language: | English |
| Subjects: | Relevance theory; Notetaking; Consecutive interpreting; Interpreter training |
| Subject (DDC): | 418.02: Translating and interpreting |
| Abstract: | This chapter is a concise English version of my German book (Albl-Mikasa, 2007), entitled "Notationssprache und Notizentext. Ein kognitiv-linguistisches Modell für das Konsekutivdolmetschen" (Notation language and notation text. A cognitive-linguistic model of consecutive interpreting). It deals with notetaking in consecutive interpreting (CI), which, in pre-theoretical popular views, sometimes appears to be some modern form of hieroglyphics or some kind of pseudo-mathematical or stenographic system. The book started from the observation that, in the traditional approaches developed on the basis of practical interpreting experience, this system was commonly regarded as a notetaking "technique", and, in relevant pre-cognitive specialist literature, was often conceived as a language-independent instrument. It was motivated by social constructivist modern language processing research and an understanding that the so-called notetaking technique could be adequately described by means of the theoretical constructs language and text or discourse. At the time of working on my book, interpreting research in general had made substantial progress in its cognitive theoretical and empirical foundation (see, for instance, Gile, 1988, 1995; Gran & Dodds, 1989; Pöchhacker, 1994; Kohn & Kalina, 1996; Danks et al., 1997; Kalina, 1998; Setton, 1998). However, the findings from cognitive research had not been applied to the specific field of notetaking. The motivation behind this English chapter is that, in the meantime, the situation has not changed considerably. With few exceptions, such as Someya (2005), descriptions of notetaking are still very much guided by practical and didactic considerations and geared towards answering traditional questions (see below). The following chapter presents an overview of the traditional views in the specialist literature on notetaking and then reconstructs notation as an individualized language, exploring the language dimension with regard to word meanings, word formation and inflection, semantic relations at sentence and text levels, as well as pragmatic functions. It continues in Section 3 by laying the cognitive theoretical foundations against the backdrop of the social constructivist paradigm and then presents an empirical study on the discourse dimension of the use of linguistic notational means in notation texts. In doing so, it outlines the added value of the methodological tools provided by Relevance Theory (RT) (Sperber & Wilson, 1986/1995) to analyze the balance between explicit and implicit information in notation texts. In conclusion, it addresses didactic implications. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/2414 |
| Fulltext version: | Published version |
| License (according to publishing contract): | Licence according to publishing contract |
| Departement: | Applied Linguistics |
| Organisational Unit: | Institute of Translation and Interpreting (IUED) |
| Appears in collections: | Publikationen Angewandte Linguistik |
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Albl-Mikasa, M. (2016). Notation language and notation text : a cognitive-linguistic model of consecutive interpreting. In Y. Someya (Ed.), Consecutive notetaking and interpreter training (pp. 71–117). Routledge.
Albl-Mikasa, M. (2016) ‘Notation language and notation text : a cognitive-linguistic model of consecutive interpreting’, in Y. Someya (ed.) Consecutive notetaking and interpreter training. London: Routledge, pp. 71–117.
M. Albl-Mikasa, “Notation language and notation text : a cognitive-linguistic model of consecutive interpreting,” in Consecutive notetaking and interpreter training, Y. Someya, Ed. London: Routledge, 2016, pp. 71–117.
ALBL-MIKASA, Michaela, 2016. Notation language and notation text : a cognitive-linguistic model of consecutive interpreting. In: Yasumasa SOMEYA (Hrsg.), Consecutive notetaking and interpreter training. London: Routledge. S. 71–117. ISBN 978-1-138-65673-4
Albl-Mikasa, Michaela. 2016. “Notation Language and Notation Text : A Cognitive-Linguistic Model of Consecutive Interpreting.” In Consecutive Notetaking and Interpreter Training, edited by Yasumasa Someya, 71–117. London: Routledge.
Albl-Mikasa, Michaela. “Notation Language and Notation Text : A Cognitive-Linguistic Model of Consecutive Interpreting.” Consecutive Notetaking and Interpreter Training, edited by Yasumasa Someya, Routledge, 2016, pp. 71–117.
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