[[abstract]]This study examines students’ notes in relations to their speech production throughout the training course in graduate level Translation and Interpretation programs. This study takes content completeness as the only criterion for the evaluation of the 12 student subjects’ notes and delivery. Major findings of this paper include: 1) regardless of years of training, students rely heavily on their notes in speech production; 2) training has more effect on students’ notes than on speech production in terms of bringing their performance closer together; 3) senior students demonstrate better capability in coordinating their notes and working memory in that they tend to deliver fuller of their incomplete or missing notes; while junior students tend to translate their complete notes incompletely or even incorrectly, showing that their information processing before the act of note-taking is not deep enough. However, due to the small sample size and the fact that this experiment was done only once, it is not clear whether the progress in note-taking demonstrated by students comes from the good training program design, or it is simply the result of experience and practice.
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