| Motivation is an important factor in interpreting learning.Studies on motivation can help teachers to be more student-oriented in class by getting more informed of learner's motivation.However,only a few researches have studied interpreting learner's motivation,among which the perspective of gender is hardly adopted.This paper adopts Self-Determination Theory(SDT)and studies the effects of gender on postgraduate interpreting learners' motivation under the sub-theory of SDT:the Basic Psychological Needs Theory(BPNT)and the Organismic Integration Theory(OIT).The major tool for this study is the Questionnaire on Postgraduate Interpreting Learners'Motivation.The survey participants are interpreting learners who started their postgraduate studies in the Graduate School of Translation and Interpretation,Beijing Foreign Studies University in Sept.2016.In the survey analysis,there are two sub-studies:the first is under BPNT and the second OIT.This study is aimed at exploring the effects of gender on postgraduate interpreting learners' motivation and then offering practical suggestions on interpretation teaching.The conclusions of the study are as follows:there are effects of gender on postgraduate interpreting learners' motivation.The differences between female and male learners are the origin of interpreting learner' s motivation,the degree of competence,autonomy and relatedness,the degree of intrinsic motivation,the degree of integrated regulation,the direction of identified regulation and the direction of introjected regulation.Based on these findings,this study puts forward the following suggestions on interpreting teaching:for female learners,teachers can offer some suggestions on their career planning;by encouragement and communication,teachers can help them find their own learning methods;offer more chances for them to get close to top interpreters;for male learners,teachers can give them some discretion;increase the difficulties of practice;or instruct them to form groups to practice. |
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