لخّصلي

In courses in interpreting, students are required to process the contents of a message using memory correctly.They are:

what you already know

narrative prompts

visual prompts

structural prompts

logical prompts (latent memory)

You'll also see how this technique can be combined with the techniques.(Ballester & Jimenez 1992:238)

In this chapter your will learn how to use your memory in a number of different ways that will help you recall speeches you're trying to interpret.Interpreting without taking notes, or from memory, is something that many interpreting students (and practising professionals!) find rather daunting.They are required to take in the meaning of the text, to isolate sense units, to organize them...Paradoxically, they are given few practical guidelines to achieve all this.described in Chapter 1.

In courses in interpreting, students are required to process the contents of a message using memory correctly. They are required to take in the meaning of the text, to isolate sense units, to organize them... Paradoxically, they are given few practical guidelines to achieve all this. (Ballester & Jimenez 1992:238)

In this chapter your will learn how to use your memory in a number of different ways that will help you recall speeches you're trying to interpret. They are:

what you already know

narrative prompts

visual prompts

structural prompts

logical prompts (latent memory)

You'll also see how this technique can be combined with the techniques. described in Chapter 1.

Interpreting without taking notes, or from memory, is something that many interpreting students (and practising professionals!) find rather daunting. There are a number of reasons for this: many people are convinced they have a poor memory; outside the world of interpreting we are very rarely required to remember speech of more than a few seconds of speech in any detail; this type of exercise is often part of the admissions tests and exams which themselves are nerve-wracking affairs; and students are often givenlittle or noinstruction as to how to best recall information in a speech, and consequently aren't very good at it. Faced with what appears to be an uninterrupted stream of words and the instruction to "remember the speech", itis no wonder that the would-beinterpreter-whohasnoidea how to best deal with the flood of incominginformation doesn'tenjoy the task or complete it very well. In this chapter we'll see that by applyinga number of simple techniques you are able to recall far more information than you might have thought possible. This in turn will give you confidence about how much and what type of information can be recalled without notes. This will be useful later when you will need to resist the temptation to take too many notes.

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The interpreter uses a variety of memory prompts when interpreting