與翻譯研究所的口譯課程相較，應用外語系研究所口譯課程時數少又缺乏口譯實作經驗，一直是待解決的議題。本個案研究中，母語為中文的教授在一門數學理論課程中以英語授課，為協助學生學習與促進課堂溝通，聘雇來自同校應用外語系研究所口譯課程的兩位研究生在其課堂中進行同步口譯。學生口譯員的工作是將課程或外籍學生發言同步英翻中，或是將本地學生課堂中的中文發言同步中翻英。
本研究目的在於探討此兩位學生口譯員與目標課程中教授、學生對此以同步口譯輔助英語授課的看法，期能對此口譯實作提出全面性深入之報告。本研究以個案研究為研究方法，以Yin (1994) 建議的資料來源途徑進行資料收集，並提出的兩項假設：1) 在英語授課中的課堂口譯對口譯訓練有正面的影響；2) 課堂口譯能降低英語授課中的語言障礙。結果顯示，學生口譯員對此口譯練習採正面的看法，但是必須搭配自我學習策略才能在缺乏指導下亦能達到學習效果；另一方面，授課教授與課堂學生也對此課堂同步口譯的幫助表示肯定。研究結果亦顯示課堂口譯仍有許多面向有待更進一步的研究調查與改進。希望本個案研究能提供英語授課課程與口譯教學參考。

The interpreter training courses in the graduate schools of the Department of Applied Foreign Languages (DAFL) have been facing the issues of lacking sufficient training hours and field experience compared to the curricula offered in the translation and interpretation graduate institutes. In this case studied, two graduate students from the DAFL had been taking the interpreter training course for two consecutive semesters. In the second semester, they were hired by an instructor to perform simultaneous interpreting (SI) in his English-medium course (EMC). The task of the interpreters was to interpret simultaneously the English instruction and the foreign students’ words into Chinese, and Chinese to English when the local students spoke in Chinese in the class. The aim of this study was to explore the perspectives of the two student interpreters, the instructor and the students in the math-theoretical EMC, with two hypotheses that the SI has positive effects on interpreting training and SI could reduce the language barriers in EMCs. Case study method and Yin’s (1994) sources of evidence for case study research were employed for data collection so to provide a holistic view of the study. Positive feedback on the implementation of the in-class interpreting service was given by the student interpreters as well as the instructor and students in the target class. On the other hand, the results also indicate issues in need of further research. It is hoped that this case study will shed light both on EMCs and interpreter training.

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