Effect Of E-C Sight Translation On Orality Of Texts

This study aims to ifgure out whether E-C ST (sight translation) has an effect onorality of texts. First, previous studies in this regard, relevant theories as well asstudies on ST are reviewed. Based on the above and the author’s observation, ahypothesis that E-C ST has an "equalizing effect" on the position of a text on theoral-literate continuum is put forward. To test its validity, an experiment withinterviews with the subjects is carried out. Parameters distinguishing orality andliteracy are nailed down for a quantitative study. Besides statistical analysis withSPSS, a reason analysis follows aided by interviews and relevant theories. Finally,implications for ST teaching and textbook compilation are drawn.In brief, the current research offers the following insights.1.E-C ST can effect shifts in the position of texts on the oral-literate continuum.To be speciifc, E-C ST diminishes the orality of markedly oral texts and theliterateness of markedly literate ones.2.Markedly oral texts moving towards the literate end of the continuum afterE-C ST may be explained with the Theory of Adaptation, while markedly literate textsmoving towards the oral end of the continuum after E-C ST may be attributed to thefact that the total requirements may exceed the total processing capacity, according tothe Effort Model of ST and interviews with the subjects.3.Oral texts are preferred during ST teaching for novices and in the ifrst chaptersof ST textbooks; later literate texts can be added in a gradual fashion. It is advisedthat teachers and textbook compilers endeavor to make literate texts more oral beforeutilizing them at the initial stage.This thesis is innovative in that it is the ifrst study into the effect of E-C ST onorality of texts. Moreover, statistical and reason analyses also shed light on STteaching and textbook compilation.