Motivation In Interpreter Training

Second language learning is,to a large extent,influenced by learners' motivation and such motivation also has an impact on learners' performances.However,learning motivation has not been paid enough attention to in the field of interpreting,let alone diachronic studies.In the theoretical framework of Self-Determination Theory,this thesis uses a questionnaire survey to investigate the types of postgraduate students' interpreting learning motivation in China Foreign Affairs University(CFAU)and the possible changes of interpreting learning motivation.The objects of the survey are students of the class of 2019 in Master of Translation and Interpreting(MTI)program in CFAU.MTI students of the class of 2020 were taken as the reference group by doing the same questionnaire online so as to speculate about the original interpreting learning motivation of students of the class of 2019 before entering CFAU.Specific pedagogical suggestions are provided on the basis of the survey.The main findings of this thesis are: 1.Postgraduate interpreting learners,whatever stage they are in,they are mainly driven by autonomous motivation including intrinsic motivation,integrated regulation,and identified regulation,among which integrated regulation is the most influential stimulus.2.On the whole,the level of autonomy of the interpreting learning motivation shows a mile downward trend,but basically,the types and levels of interpreting learning motivation have no significant changes.3.Students' basic psychological needs for autonomy,competence and relatedness are less satisfied.The need for relatedness is the least satisfied.To stimulate and internalize students' interpreting learning motivation,teachers should cultivate students' interest in interpreting by satisfying students' need for autonomy,competence and need for relatedness.