Abstract
This paper aims to analyze the pattern of learners' note-taking skills in the Korean-French consecutive interpretation. Data used in the analysis are (i) the quantity of note-taking as well as interpreters' choice of note taking formality (language vs non language), (ii) interpreters' choice of language (source language, target language or others) and (iii) the way they note the components of the discourse (word, phrase, clause, or sentence.) The study shows that learners experience difficulties in maintaining consistency in the notes and their reception/ production of the notation text is personal. Learners' notes revealed lack of accuracy, as well. Given the crucial role note-taking takes in consecutive interpretation, the author proposes to systemize note taking lectures focusing on correctness, clarity and concision. In the end, the author suggests that customized training should be provided to the learners.
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