Online Teaching’s Influences On The After-Class Practice Frequency And Duration Of Trainee Interpreters From The Perspective Of Second Language Learning Motivation

Against the backdrop of COVID-19,online teaching has won much attention.Although the influence of the pandemic is fading and online teaching may not be conducted on a large scale,three-year online teaching and study still tells that it is necessary to study online teaching’s influences on the after-class practice frequency and duration of trainee interpreters with different motivations,so that they can get ready for future possible online classes due to other risks.The thesis aims to investigate how the after-class practice frequency and duration of trainee interpreters with different motivations are influenced by online teaching.Moreover,it strives to explore effective methods to help trainee interpreters ensure enough after-class practice frequency and duration when engaged in online teaching.Based on D?rnyei’s L2 Motivation self system(L2MSS),the motivations of trainee interpreters can divide into three types: ideal L2 self,ought-to L2 self,and L2 learning experience.Through analyzing the data collected,the author found that online teaching has almost no influence on the after-class practice frequency and duration of subjects in the ideal L2 self group.However,when the after-class practice frequency of subjects in the ought-to L2 self group receives negative impacts,the after-class practice duration of them is not significantly affected.As for the influence degree,trainee interpreters motivated by ought-to L2 self are influenced more by online teaching than those motivated by ideal L2 self.The reason lies in that trainee interpreters motivated by ideal L2 self has a strong internal drive,while those motivated by ought-to L2 self are easily influenced by external factors.What is more,since only one of thirty-five subjects is motivated by L2 learning experience,it fails to make a complete analysis of the L2 learning experience group.But for the subject himself,huge negative effects can be seen.Finally,self-discipline and heteronomy measures are given by subjects to help trainee interpreters ensure enough after-class practice frequency and duration when being engaged in online teaching.