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Article published In: Interpreting
Vol. 23:1 (2021) ► pp.76–102

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Reading patterns and cognitive processing in an eye-tracking study of note-reading in consecutive interpreting

 | Southwest University
 | Macquarie University
 | University of New South Wales
Published online: 9 November 2020
DOI logo with link
https://doi.org/10.1075/intp.00050.che
Abstract
This article reports on the eye-tracking data collected from 18 professional interpreters while they performed consecutive interpreting with notes. It is a pioneering study in its visualisation of the way in which note-reading occurs. Preliminary evidence suggests that note-reading proceeds in a nonlinear manner. The data collected in this study also report on indicators of cognitive processing in consecutive interpreting, particularly during note-reading, which appears to be a cognitively demanding process. It differs from reading for comprehension in various ways, while staying closer to reading in sight translation. In addition, the data show that the note-taking choices made during Phase I of consecutive interpreting, in which interpreters listen to the source speech and write notes, affect the level of cognitive load in Phase II, in which interpreters read back their notes and produce a target speech.
Article outline
  • 1.Introduction
  • 2.Note-taking and note-reading in CI
  • 3.Eye tracking and language processing
  • 4.Objectives of the study and research questions
  • 5.Method
    • 5.1Participants, apparatus and interpreting tasks
    • 5.2Experimental procedure
    • 5.3Data and analysis
      • 5.3.1Semantic gaze mapping and AOI drawing
      • 5.3.2Statistical analysis
  • 6.Results
    • 6.1How interpreters read back their notes
    • 6.2The relationship between note-taking choices and cognitive processing in Phase II of CI
      • 6.2.1Between language and symbol
      • 6.2.2Between abbreviation and full word
      • 6.2.3Between Chinese and English
  • 7.Discussion
    • 7.1Cognitive processing during note-reading
    • 7.2Note-taking choices and cognitive load during Phase II of CI
  • 8.Conclusion
  • Notes
  • References
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