本研究旨在探討口譯學生對於課堂外進行的兩種逐步口譯練習(個人練習及小組練習)是否有所偏好、有哪些因素導致學生較喜歡某一練習方式，以及兩種練習方式對於提昇學生逐步口譯表現是否有影響。研究招募兩所大學中三個班級的中英逐步口譯課程學生，最終共有73位學生的資料納入研究分析。學生於期初接受逐步口譯前測，學期當中完成課堂外個人及小組練習並填寫四份心得/評量表;期末時，研究者再對學生實施後測。小組組員的分組乃根據期初前測的成績來決定；而研究參與者的逐步口譯前、後測錄音檔由兩位專業口譯員進行評分。研究結果發現學生的逐步口譯後測成績顯著高於前測成績，而基於小組練習過程中可互相學習，有超過一半以上的口譯學生較偏好小組練習，但學生對於何種練習方式可較有效的提昇逐步口譯表現，從問卷答覆分析結果卻未發現明顯的差異。另一方面，後測成績表現高於平均的受試者對何種練習方式較能有效提升口譯表現亦無顯著偏好差異。本研究之結果可提供大學逐步口譯課程設計參考，鼓勵教師將課外練習時間納入課程作業，以期學生透過自主練習達到口譯技巧不斷進步的目標。

Interpreters-in-training are not oblivious to the fact that practice is paramount to developing professional skills in interpreting. The dearth of research regarding interpreting trainees’ perceptions of the effectiveness of practice sessions they engage in out of class prompted the current study to further investigate into this topic. The participants of the present study were recruited from three intact consecutive interpreting classes at two universities in Taiwan who engaged in both out-of-class individual and pair consecutive interpreting practice sessions. The study adopted a mixed methods approach and analyzed both quantitative and qualitative questionnaire responses following the completion of a total of 73 students’ practice sessions and their pre- and post-test scores. Students’ pre- and post-tests were scored by two independent evaluators, and the findings indicated that significant score improvements were made. Questionnaire results revealed that the majority of students preferred to undertake pair practice primarily because of the useful feedback offered by the partner or their partner’s performance that allowed them to recognize their own mistakes which would have gone unnoticed during individual practice. The study also suggests directions that may be taken by future studies to tease out whether one type of practice is more effective than the other.