本研究是根据关联迁移理论，从EAP视听说到英语口译进行正迁移的口译操作增效研究。其目的是检验学生译员通过EAP视听说对口译的关联迁转效应，使之进行增效口译。本研究者对教授的2014~2015学年第二学期非英语专业英语口译选修课5个班级的147名本科学生译员进行了交替传译实验研究。以跟踪实验法、比较法以及SPSS统计法做大数据分析，结果表明：EAP听对学生译员的听具有关联和整体预设功能，使他们在听SL信息时听觉神经再度被激活，对SL信息的迁移输入作用凸现；EAP说对学生译员TL的输出表达具有相关和整体预设功能，使他们在TL信息编码和表达时话语神经再度被激活，对TL信息的输出迁移效果突显。因此，EAP视听说对学生译员的口译产出具有关联、迁移和教学预设之效。

 On the basis of the theory of relevance and transfer, this study puts forward interpreting operation synergism through positive transfer from Visual-Audio-Oral Course of EAP to E-C & C-E interpreting. The purpose is to test the transferring effects from Visual-Audio-Oral Course of EAP to interpreting and to make student interpreters develop their interpreting synergism. In the way of consecutive interpreting, the researcher has done the experiments to 147 undergraduate interpreters of non-English majors in 5 classes taught by him in the second semester from 2014 to 2015. The analyses conducted on the big data through the method of tracking test, comparison and SPSS show that listening of EAP has the functions of relevance and holistic presupposition to student interpreters, whose audio nerves have been activated once more while listening to SL information. At this moment the function of transferring SL information as input occurs. And further, speaking of EAP also has the functions of relevance and holistic presupposition to student interpreters, whose oral nerves have been activated once more while encoding and expressing in TL. At this moment the results of transferring information as TL output are prominent. Therefore, Visual-Audio-Oral Course of EAP has the effect of relevance, transfer and presupposition to student interpreters’ interpreting operation.