A Study Of The Effects Of Text Types On Orality-Literacy Shifts In E-C Consecutive Interpreting

This thesis aims to explore the effects of different text types on the shifts in orality/literacy after E-C consecutive interpreting through an empirical research.In order to ensure the feasibility and scientificity of quantitative study,a total of 12 parameters are selected to measure the orality and literacy features of texts.In accordance with Reiss' Text Typology Theory,texts are categorized into three main types: informative,expressive and operative.But given that primarily expressive texts are rarely seen in consecutive interpreting activities,the present study only adopts primarily informative and primarily operative texts as its experiment materials.The whole interpreting processes of subjects are recorded and their interpreting outputs are transcribed into texts.All transcripts of both source texts and target texts are marked according to the 12 parameters,the occurrences of which are calculated and analyzed with the help of SPSS.Through comparison of sources texts and the corresponding target texts,the author identifies significant changes in orality/literacy features as well as the trend and degree of orality/literacy shifts respectively in informative texts and operative texts,so as to highlight the differences in orality/literacy shifts in the two different text types.Based on Reiss' Text Typology Theory and Gile's Effort Model for consecutive interpreting,further reason analysis is conducted to find out the possible causes of those differences in orality/literacy shifts in the two different text types.