| 摘要 | 第1-6页 |
| Abstract | 第6-11页 |
| Introduction | 第11-16页 |
| Chapter 1 Language Learning and Interpreting Learning | 第16-28页 |
| ·The Language Learning | 第17-22页 |
| ·The Purpose of the Language Learning | 第18-19页 |
| ·The Vocabulary Mastering in the Language Learning | 第19-21页 |
| ·Culture Understanding in the Language Learning | 第21-22页 |
| ·The Interpreting Learning | 第22-28页 |
| ·The Features of the Interpreting Learning | 第24-25页 |
| ·The Situation of the Interpreting Learning | 第25-28页 |
| Chapter 2 Theory Framework---The Motivation Theories | 第28-39页 |
| ·The Concept of Motivation | 第29-30页 |
| ·The Classification of Motivation | 第30-36页 |
| ·Instrumental and Integrative Motivation | 第31-33页 |
| ·Extrinsic and Intrinsic Motivation | 第33-34页 |
| ·Task-oriented,Situational and Global Motivation | 第34-35页 |
| ·Achievement Motivation | 第35-36页 |
| ·Another Two Motivation Theories | 第36-39页 |
| Chapter 3 Motivation Investigation in the Form of Questionnaire | 第39-51页 |
| ·Objective | 第40页 |
| ·Subjects | 第40-41页 |
| ·Instrument and Questionnaire | 第41-42页 |
| ·Procedure | 第42-43页 |
| ·Data Analysis | 第43-51页 |
| Chapter 4 Implications for the Improvement on InterpretingTeaching | 第51-78页 |
| ·Implications for the Teachers in the Interpreing Teaching | 第52-56页 |
| ·Implications for the Learners in the Interpreting Teaching | 第56-69页 |
| ·Language Requirements for the Interpreting Learners | 第57-67页 |
| ·Cross-Cultural Awareness Requirement for the Interpreting Learners | 第67-68页 |
| ·Extra-Linguistic Knowledge Requirement for the Interpreting Learners | 第68-69页 |
| ·Implications of Class Grouping Based on the Teachers' Qualification and the Learners' Different Levels | 第69-72页 |
| ·Implications for the Interpreting Teaching Materials | 第72-74页 |
| ·Implications for the Interpreting Teaching Environment | 第74-75页 |
| ·Implications on the Tests for the Interpreting Learners | 第75-78页 |
| Conclusion | 第78-82页 |
| Bibliography | 第82-87页 |
| Appendix | 第87-92页 |
| Acknowledgements | 第92-93页 |
| 攻读学位期间研究成果 | 第93页 |
