The Utility of Sight Translation Cognitive Teaching Methods in Its Teaching to B.A. Students: A Case Study in Qassim University - Saudi Arabia

Abstract

The present study is an attempt to determine the effect of teaching sight translation to the students of the undergrade level at Qassim. The discussion and development of the phases and stages of teaching sight translation (ST) compared to other types of interpretation, such as simultaneous interpretation and consecutive interpretation, reveals its utility and effectiveness. The study claims the process of sight translation to be more effective than the other two types. The students call for the use of written material that they consider helpful and not distracting. This study used the descriptive method to fulfil its aims. There were about 14 male students in the 8th level of Qassim University in Saudi Arabia who participated in the study. The students were requested to answer questionnaire questions aimed at pointing out the difficulties and challenges they might face as students of the B.A. in English language and Translation while studying sight translation. After an examination, the students of Qassim University were asked to express their opinion on a sight translation text of 200 words. The results show that the Saudi dialect has an impact on the output. However, the majority conducted the test with high training skills. Some exercises proved that focusing on personal capabilities such as the tone, the speed of the speaker, and the emotions helps develop the teaching of sight translation. These exercises also emphasize that sight translation must be taught parallelly with the other modes and types of interpreting, as sight makes the obvious link between a written text and the oral aspect and feature of the other types.