Abstract
This paper studies the interpreting notes and output made by five English major for the purpose of analyzing relationship between notes and output. The conclusions are as follows: Understanding should prior to or at the same time with note-taking, because the use of symbols and short-term memory are both based on understanding; Noting key information, i.e. SVO, can help make better interpreting because it is the main structure of a sentence; Larger quantity of notes do not guarantee better interpreting output. This thesis then proposes suggestions for interpreting teaching.
Keywords   Interpreting Notes   Output   Relationship   Interpreting teaching

本论文对5位英语专业学生译员的口译笔记和输出效果进行研究，分析口译笔记与输出效果之间的关系，并得出了以下结论：理解应该同时或先于记笔记，因为使用口译符号和短时记忆都是建立在理解的基础上；在笔记中应该优先记录主语、动词和宾语，这些词汇构成了语句的主体结构；笔记数量多和口译质量好并无必然的联系。最后根据分析，为口译教学提出建议。
关键字：口译笔记   输出效果   关联   口译教学

Note-taking plays an important role in interpreting. Interpreters often encounter long and complex sentences which can’t be remembered completely just by memory. Interpreting note-taking makes up for human memory limits. Now the ability of note-taking in interpreting has become an important part for interpreting teaching and one of the necessary skills for any good interpreter.
Although there are quite a few books on note-taking skills and training, empirical studies about notes are rare. However, notes are closely related with the output effect in interpreting tasks. Note-taking is also a very important part in English major interpreting training. An analysis on relationship between interpreting notes and output is very necessary. For this purpose, this paper conducts an empirical research on relationship between interpreting notes and outputs. The subjects are 5 undergraduate English majors in NUST. Tentative suggestions for interpreting teaching for note-taking are then put forward.