Abstract
This paper delves into the context of the prevailing low employment rate among professional interpreters in China, with the primary objective of dissecting the sources of demotivation experienced by Chinese student interpreters during their training. The central methodology employed in this research involves conducting a questionnaire survey, followed by statistical analysis using SPSS to derive meaningful insights. The results emphasize the pivotal role of instructors in contributing to the demotivation of student interpreters during the learning process. This highlights the necessity for a proactive approach wherein teachers in the field of interpreting in China must continually update and iterate their teaching methodologies.
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