In der Dolmetschwissenschaft wird die Stenografie größtenteils mit Skepsis betrachtet. Während es einzelne Stimmen gibt, die einen möglichen Nutzen derselben beim Notationsvorgang des Konsekutivdolmetschens sehen, wird das Stenografieren in diesem Rahmen insgesamt kritisch gesehen. Weit verbreitet ist die Ansicht, dass eine Kurzschrift lediglich beim Erstellen von Wortprotokollen eingesetzt werden sollte. Diese Arbeit geht der Frage auf den Grund, inwiefern die Stenografie, konkret die Deutsche Einheitskurzschrift (DEK), dennoch beim Notationsvorgang des konsekutiven Dolmetschens hilfreich sein kann. Als Grundlage hierfür dient die Analyse der Verdolmetschungen einer Reihe kurzer Reden, die über den Zeitraum von etwa einem Jahr im Selbstversuch unter ausschließlicher oder anteiliger Verwendung der DEK-Vorstufe Notizschrift und der Verkehrsschrift konsekutiv verdolmetscht wurden. Die Schwierigkeit der Reden wurde dabei schrittweise gesteigert. Der Fokus der Analyse liegt auf dem Sprachenpaar Englisch-Deutsch, wobei auch Besonderheiten für Spanisch-Deutsch aufgezeigt werden. Betrachtet werden hierbei sowohl die Notizen selbst als auch die Dolmetschleistung. Die Originalreden können über das Speech Repository der Europäischen Kommission aufgerufen werden. Es konnte abgeleitet werden, dass die Stenografie eine wertvolle Ergänzung für die Notation sein kann, wenn sie in Kombination mit anderen bekannten Notizentechniken angewendet wird. Eine frühzeitige Vermittlung der DEK in der Laufbahn von Dolmetscher:innen ist dabei als sinnvoll anzusehen, damit diese früh in ein individuell zu entwickelndes System eingebunden werden kann.:Inhaltsverzeichnis 1 Einleitung 1 2 Kurzüberblick Konferenzdolmetschen 3 2.1 Einführung in das Konsekutivdolmetschen 5 2.2 Einsatzbereiche beim Konsekutivdolmetschen 7 3 Einführung in die Stenografie 9 3.1 Was ist und woher kommt Stenografie? 9 3.1.1 Anfänge 10 3.1.2 Entwicklung stenografischer Systeme in Europa 11 3.1.2.1 England 12 3.1.2.2 Romanischer Sprachraum 13 3.1.2.3 Deutschland 15 3.1.3 Die Deutsche Einheitskurzschrift (DEK) 18 3.1.4 Stenografie heute 19 3.2 Grundlagen der DEK 21 3.2.1 Stufe 1 – Notizschrift 24 3.2.2 Stufe 2 – Verkehrsschrift 25 3.2.3 Stufe 3 – Eilschrift 27 3.2.4 Stufe 4 – Redeschrift 29 3.2.5 Zusammenhänge 31 4 Übersicht zur Notation 32 4.1 Grundlagen der Notizentechnik 33 4.2 Gedächtnis und Notation 35 4.3 Notationssystem nach Gillies 38 4.4 Notationssystem nach Matyssek 41 4.5 Mögliche Anwendung der Stenografie 44 5 Stenografie im Selbstversuch 46 5.1 Versuchsaufbau 46 5.1.1 Zeitlicher Rahmen 48 5.1.2 Sprachrichtungen 49 5.1.3 Verwendetes Stenografiesystem 49 5.2 Auswertung 50 5.2.1 Kriterien für die Auswertung 51 5.2.2 Auswertung Sprachenpaar Englisch, Deutsch 52 5.2.2.1 Deutsch-Englisch 52 5.2.2.2 Englisch-Deutsch 77 5.2.3 Ergänzungen Sprachenpaar Spanisch, Deutsch 94 5.2.3.1 Deutsch-Spanisch 94 5.2.3.2 Spanisch-Deutsch 104 5.3 Bedeutung für Notation und Lehre 111 5.3.1 Stenografie als Alternative zur klassischen Notizentechnik 111 5.3.2 Stenografie als Ergänzungsmöglichkeit bei der Notation 112 5.3.3 Stenografieunterricht für Dolmetschstudierende 113 6. Schlussbetrachtung 116 Literaturverzeichnis 117 Anhang i Anhang I: Material zu einem Gespräch mit Dr. Roth vom 16.03.2022 i Anhang Ia: Transkript zu Gesprächsauszügen vom 16.03.2022 i Anhang Ib: Einverständniserklärung zur Verwendung des Transkripts xix Anhang II: Elektronischer Datenträger xx Eidesstattliche Erklärung / In interpreting studies, there is considerable scepticism about the use of shorthand. While some researchers do see a possible benefit in shorthand when applied in consecutive interpreting, the vast majority is not recommending its use. The opinion that shorthand should only be used when preparing verbatim minutes is widely spread. This paper investigates to what extent shorthand, more precisely, the DEK (German Unified Shorthand), could still be of use in consecutive note-taking and thus, interpreting. The underlying analysis is based on several short speeches that were interpreted consecutively by the author over a period of approximately a year, while exclusively or partly using shorthand for note-taking. The analysis is mainly based on the so-called note-taking style (Notizschrift) which is a preliminary stage of the first official level of shorthand: correspondence style (Verkehrsschrift). The level of difficulty of the speeches was gradually increased over time. The focus is on the English-German language pair, although there are some particularities mentioned for Spanish-German as well. The notes themselves and the respective interpreting results form the basis of the analysis. The original speeches can be found in the Speech Repository of the European Commission. It was found that shorthand can indeed be a valuable complement to other note-taking techniques when used together with them. Therefore, it should be taught relatively early during an interpreter’s career to avoid having to later fit it in with an already existing system that each interpreter develops individually.:Inhaltsverzeichnis 1 Einleitung 1 2 Kurzüberblick Konferenzdolmetschen 3 2.1 Einführung in das Konsekutivdolmetschen 5 2.2 Einsatzbereiche beim Konsekutivdolmetschen 7 3 Einführung in die Stenografie 9 3.1 Was ist und woher kommt Stenografie? 9 3.1.1 Anfänge 10 3.1.2 Entwicklung stenografischer Systeme in Europa 11 3.1.2.1 England 12 3.1.2.2 Romanischer Sprachraum 13 3.1.2.3 Deutschland 15 3.1.3 Die Deutsche Einheitskurzschrift (DEK) 18 3.1.4 Stenografie heute 19 3.2 Grundlagen der DEK 21 3.2.1 Stufe 1 – Notizschrift 24 3.2.2 Stufe 2 – Verkehrsschrift 25 3.2.3 Stufe 3 – Eilschrift 27 3.2.4 Stufe 4 – Redeschrift 29 3.2.5 Zusammenhänge 31 4 Übersicht zur Notation 32 4.1 Grundlagen der Notizentechnik 33 4.2 Gedächtnis und Notation 35 4.3 Notationssystem nach Gillies 38 4.4 Notationssystem nach Matyssek 41 4.5 Mögliche Anwendung der Stenografie 44 5 Stenografie im Selbstversuch 46 5.1 Versuchsaufbau 46 5.1.1 Zeitlicher Rahmen 48 5.1.2 Sprachrichtungen 49 5.1.3 Verwendetes Stenografiesystem 49 5.2 Auswertung 50 5.2.1 Kriterien für die Auswertung 51 5.2.2 Auswertung Sprachenpaar Englisch, Deutsch 52 5.2.2.1 Deutsch-Englisch 52 5.2.2.2 Englisch-Deutsch 77 5.2.3 Ergänzungen Sprachenpaar Spanisch, Deutsch 94 5.2.3.1 Deutsch-Spanisch 94 5.2.3.2 Spanisch-Deutsch 104 5.3 Bedeutung für Notation und Lehre 111 5.3.1 Stenografie als Alternative zur klassischen Notizentechnik 111 5.3.2 Stenografie als Ergänzungsmöglichkeit bei der Notation 112 5.3.3 Stenografieunterricht für Dolmetschstudierende 113 6. Schlussbetrachtung 116 Literaturverzeichnis 117 Anhang i Anhang I: Material zu einem Gespräch mit Dr. Roth vom 16.03.2022 i Anhang Ia: Transkript zu Gesprächsauszügen vom 16.03.2022 i Anhang Ib: Einverständniserklärung zur Verwendung des Transkripts xix Anhang II: Elektronischer Datenträger xx Eidesstattliche Erklärung

This study was designed to evaluate the effects of a note-taking intervention using the Livescribe 4GB Echo SmartpenTM assistive technology on students’ notes and lecture comprehension, with an emphasis on content, vocabulary skills, and total words written. Students both with and without disabilities, including Specific Learning Disability, in 9th grade English Language Arts classes participated in this study. Students with disabilities may struggle with slower processing speed and poor working memory skills, which reduces the quality of their notes. Students in the experimental group were instructed how to use a note-taking intervention in conjunction with the smartpen assistive technology. This note-taking intervention was designed to assist students with disabilities to focus on taking their notes using the smartpen assistive technology, identify vocabulary words and definitions, amend their notes for errors or missed information, and write a brief summary of the important content. Results from the data analysis found statistical significance with special education students in the experimental group; they recorded more words in their notes, as well as an increase in word count and vocabulary words on the Immediate Free Recall (IFR) assessment. / Special Education

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本論文旨在探討作筆記(note-taking)是否能幫助英語為外語的國中生增進會話或短文的聽力能力。根據本研究生的經驗及本實驗對象的個人英語聽力學習狀況的問卷調查結果，學生對英語聽力測驗中的對話或短文題型最易受挫。因此本研究嘗試引進學習策略中的作筆記方式以幫助學生改善對這種題型的聽力能力。 　　本論文所要探討的問題包含(1)受試者認為最難的聽力測驗題型是什麼？(2)國中生是否只重聽同樣內容及老師的測後解釋就能增進對話或短文測驗的英語聽力能力呢？(3)做筆記的學習者是否比未做筆記者進步？(4)作筆記策略適用程度高的學習者或程度低的學習者？(5)受試者對本實驗的意見:最有用和最無用的聽力測驗指導方式為何？受試者在此項實驗中改善最多的為那三樣？ 　　本實驗期約四個月，包含國三學生兩個班70個學生。一班為實驗班，另一班為對照班。為了進一步的比較，每一班再分為高、低分群。實驗班考聽力測驗時要作筆記，對照班則無此要求。所有的教材全取自康軒出版社，詹麗馨，李欣蓉編著的 “國中英語聽力測驗”第五冊。 　　由統計分析及問卷調查得到下列結論：（1）國中生認為最困難的聽力測驗題型為聽完短文或對話後選出最適當的答案; (2)在實驗後，對照班及實驗班均進步並達顯著水準。由此可見若老師提供學習者重聽同樣的內容及測後講解聽力內容讓學生有更正的機會，學習者仍可以改善聽力能力；（3）雖然實驗班也進步並達顯著水準，但和對照班比較結果，不論是全班或高低分群，均未有顯著差異。可見做筆記的學習者並沒有比未做筆記者進步。這意謂著並非每種學習策略適合每個人，而且也沒有保證成功的學習策略。因此，老師應介紹各種學習策略以供學習者選擇有利個人學習的策略；（4）在實驗班中，低分群進步分數達顯著水準且和高分群的進步分數達顯著差異。顯然，作筆記策略嘉惠低分群但可能導致高分群無法專心聽；(5) 問卷調查結果發現大多數受試者認為老師試後講解聽力內容幫助最大;知道不同的口音助益最小。此外，依受試者意見顯示，作 筆記可使學生不分心，養成記重點字的習慣並且容易記得內容。 　　由以上研究，建議老師聽力測驗多播放幾次，並在測後講解內容及指導學生作筆記的方式。不過，作筆記較適合低分群而非高分群。因此，老師可以不要求高分群作筆記，避免影響他們的專心度。此外，本研究發現學習者很難去預測即將聽到的句子或內容。 關鍵字；聽力訓練，作筆記策略，國中生 / This study aims to explore if note-taking could assist EFL junior high school students to improve their listening comprehension in the test style of “selecting anoptimal choice after listening to a dialogue or a short passage.” According to the researcher’s experience and the personal profile questionnaires of students, studentsfeel frustrated easily when they have a listening test on a dialogue or a short passage. Thus, the researcher tries to help them improve their listening comprehension in the test style by teaching them how to take notes. The research questions of this study included: (1) What is the most difficultlistening test style? (2) Could junior high school students improve their listening ability in understanding a dialogue or a short passage bylistening to the same content several times and through the teacher’s teaching instruction? (3) Did junior high school students who were asked to take notes perform better than those who were not? (4) Does note-taking benefit only high proficiency subjects or only low proficiency subjects? (5) How did the subjects feel about the experiment? What are the most useful and useless ways in a listening activity? What are the first three improved aspects the subjects felt after the experiment? The duration of this experiment was four months. Seventy of the third junior high school students from two classes were involved in the study. One class was assigned as an experiment class and the other as a control class. For further comparison, each class was subdivided into high and low proficiency groups. The experiment class was asked to take notes while listening but the control class was not.All the materials were adopted from “English Listening Comprehension for Junior High School”(Li-shin Jan, Shin-rung Li, 2001, Kan-shiuan Publisher). The statistical analyses and the questionnaires showed the following conclusions: (1) The most difficult listening test style was selecting an optimal choice after listening to a dialogue or a passage.(2) The classes made significant progress after the experiment. The result indicated that learners improved their listening ability when a teacher provided the students with sufficient practice by letting them listen to the same content several times and explained the meanings of the sentences after a listening test; (3) Although making significant progress, the experiment class, compared with the control class, did not improve significantly. The two different proficiency groups did not make significant progress, either. This could imply that not every learning strategy fits every learner. Also, no learning strategy assures success. Therefore, a teacher had better introduce different kinds of learning strategies for learners to choose an optimal learning strategy on their own; (4) In the experiment class, low proficiency learners made more progress than high proficiency ones at a significant level. Apparently, note-taking benefited low proficiency learners but may hinder high proficiency learners from concentrating on listening. (5) The subjects chose “teacher’s explanation of the content after a listening test” as the most useful way to improve their listening ability. However, they thought “knowing the different accents” as the least useful way. In addition, as seen in the result of the feedback questionnaire, note-taking helped learners listen without distraction, acquire a habit of writing down key words and remember the content easily. The research suggested that a teacher should let students listen to the same content several times on the tape, explain the meanings of the sentences after a listening test, and instruct learners how to take notes. However, note-taking was good for low proficiency learners, but not for high proficiency ones. Thus, a teacher might not need to ask high achievers to take notes, which might block them to concentrate on listening. In addition, it seems not easy for learners to predict the coming message. Key words: listening training, “note-taking strategy”, junior high school students

This research focuses on the development and study of socially appropriate ways to archive data about important life experiences during unexpected and unstructured situations. This work involves three significant phases: formative studies to understand the data capture needs of particular populations of users in these situations; design and development of a technical architecture for capture and access in these settings coupled with design and development of applications for two specific domain problems; and evaluation of this solution as it pertains to these domain problems. The underlying solution presented in this dissertation is known as selective archiving, in which services are always on and available for recording but require some explicit action to archive data. If no such action is taken, recorded data is deleted automatically after a specified time. Selectively archived segments of data can provide an efficient way to recover and to analyze high quality data that traditionally available. The projects presented in this dissertation provide insight about the ways in which we can support record-keeping in informal and unstructured settings. Furthermore, when examined together, these projects provide a view into the larger generalized problem of unstructured capture and access and the acceptability of capture technologies. These considerations evolved into a set of seven tensions surrounding recording technologies that are presented in this dissertation. Furthermore, the experiences surrounding the deployment and evaluation of selective archiving technologies demonstrate the ways in which people use different types of knowledge and cues from the world to determine their reactions to and adoption of such technologies.

This research explores the annotation and note-taking practices of graduate students and reports on the sets of activities, habits, objects, tools and methods that define the practice. In particular, this empirical study focuses on understanding the integration of annotation practices within larger scholarly processes. This study therefore aims to describe and analyze annotation not only as material externalities of the research process, but also as crucial epistemic practices allowing students to progress from one research activity to the other. Interviews are supplemented by document collection and analyzed using a multi-perspectival framework. The findings describe an annotation lifecycle and suggest a new model of the scholarly process using annotation practices as units of analysis. The study further discusses annotation as a primitive epistemic practice and examines the productive tensions fostering the student’s progress towards her goals. This research finally proposes requirements for future tools supporting scholarly practice.

This research explores the annotation and note-taking practices of graduate students and reports on the sets of activities, habits, objects, tools and methods that define the practice. In particular, this empirical study focuses on understanding the integration of annotation practices within larger scholarly processes. This study therefore aims to describe and analyze annotation not only as material externalities of the research process, but also as crucial epistemic practices allowing students to progress from one research activity to the other. Interviews are supplemented by document collection and analyzed using a multi-perspectival framework. The findings describe an annotation lifecycle and suggest a new model of the scholarly process using annotation practices as units of analysis. The study further discusses annotation as a primitive epistemic practice and examines the productive tensions fostering the student’s progress towards her goals. This research finally proposes requirements for future tools supporting scholarly practice.

abstract: The problem under investigation was to determine if a specific outline-style learning guide, called a Learning Agenda (LA), can improve a college algebra learning environment and if learner control can reduce the cognitive effort associated with note-taking in this instance. The 192 participants were volunteers from 47 different college algebra and pre-calculus classes at a community college in the southwestern United States. The approximate demographics of this college as of the academic year 2016 – 2017 are as follows: 53% women, 47% men; 61% ages 24 and under, 39% 25 and over; 43% Hispanic/Latino, 40% White, 7% other. Participants listened to an approximately 9-minute video lecture on solving a logarithmic equation. There were four dependent variables: encoding as measured by a posttest – pretest difference, perceived cognitive effort, attitude, and notes-quality/quantity. The perceived cognitive effort was measured by a self-reported questionnaire. The attitude was measured by an attitude survey. The note-quality/quantity measure included three sub-measures: expected mathematical expressions, expected phrases, and a total word count. There were two independent factors: note-taking method and learner control. The note-taking method had three levels: the Learning Agenda (LA), unguided note-taking (Usual), and no notes taken. The learner control factor had two levels: pausing allowed and pausing not allowed. The LA resulted in significantly improved notes on all three sub-measures (adjusted R2 = .298). There was a significant main effect of learner control on perceived cognitive effort with higher perceived cognitive effort occurring when pausing was not allowed and notes were taken. There was a significant interaction effect of the two factors on the attitude survey measure. The trend toward an improved attitude in both of the note-taking levels of the note-taking factor when pause was allowed was reversed in the no notes level when pausing was allowed. While significant encoding did occur as measured by the posttest – pretest difference (Cohen’s d = 1.81), this measure did not reliably vary across the levels of either the note-taking method factor or the learner control factor in this study. Interpretations were in terms of cognitive load management, split-attention, instructional design, and note-taking as a sense-making opportunity. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2018

Le phénomène de l'alternance codique a été connu et étudié depuis le début du XXe siècle. L'intérêt psycholinguistique à l'alternance codique orale a été suivi par des perspectives socio-pragmatiques dans la seconde moitié du XXe siècle ; puis vers la fin du siècle, l'attention des chercheurs a été attirée sur l'alternance codique écrite. Même si l'alternance codique a été bien étudié depuis, il y a encore quelques lacunes. Par exemple, l'intersection de l'écriture bilingue et la critique génétique présente une source de données naturalistes bilingues écrites qui restent fortement peu étudiées. Cette thèse tente de combler cette lacune en fournissant une analyse qualitative et quantitative des brouillons d'examen des apprenants de langue seconde. L'approche multimodale englobe la perspective visuelle, pragmatique et linguistique. Les résultats montrent que l'alternance codique représente un outil que les élèves utilisent habilement dans leur écriture personnelle académique. Néanmoins, les objectifs de son utilisation diffèrent non seulement entre les individus mais aussi entre les sociétés / communautés. Cela souligne la valeur sociolinguistique de l'écriture personnelle bilingue. Ce travail démontre également l'alternance codique dans l'écriture personnelle comme un type indépendant de l'alternance codique, qui peut prendre une place égale à côté de l'alternance codique orale, écrite et littéraire et qui mérite d'être étudié en tant que tel. / The phenomenon of code-switching has been known and researched since the beginning of the 20th century. The psycholinguistic interest in spoken code-switching was followed by socio-pragmatic perspectives in the second half of the 20th century; then towards the end of the century, researchers' attention was drawn to code-switching in writing. Even though language alternation has been well studied since, there are still some lacunae. For example, the intersection of bilingual writing and genetic criticism presents a source of naturalistic bilingual written data which remains significantly under-studied. The present thesis attempts to fill this gap by providing a qualitative and quantitative analysis of second-language learners' examination drafts. The multimodal approach encompasses the visual, the pragmatic and the linguistic perspectives. The findings show that code-switching represents a tool which students skillfully use in their academic personal writing. However, the purposes of its use differ not only among individuals but also among societies/communities. This emphasizes the sociolinguistic value of bilingual personal writing. This work also recognizes code-switching in personal writing as an independent type of code-switching, which can be placed in line with the oral, written and literary code-switching and which merits to be studied as such.

This paper investigates students’ attitudes towards using gestures and speech-to- text (GaST) to take notes while watching recorded lectures. A literature review regarding video based learning, an expert interview, and a background survey regarding students’ note taking habits led to the creation of the prototype AnnotEasy, a tool that allows students to use GaST to take notes. AnnotEasy was tested in three iterations against 18 students, and was updated after each iteration.  The students watched a five minute long lecture and took notes by using AnnotEasy. The participants’ perceived ease of use (PEU) and perceived usefulness (PU) was evaluated based on the TAM. Their general attitudes were evaluated in semi structured interviews.  The result showed that the students had a high PEU and PU of AnnotEasy. They were mainly positive towards taking notes by using GaST. Further, the result suggests that AnnotEasy could facilitate the process of structuring a lecture’s content. Lastly, even though students had positive attitudes towards using speech to create notes, observations showed that this was problematic when the users attempted to create longer notes. This indicates that speech could be more beneficial for taking shorter notes.