口譯課程的相關議題向來為國內外口譯學者與教師所關注，每年的翻譯學研究集刊所紛表的各式論文中可為明證，然而眾多研究之中，多傾向於探討課程中應按涵蓋的口譯重點，並建議與研究所的口譯教學作出區隔，卻少有研究提出過切的口譯教學活動供在第一線的口譯教師作為參考。以往對於翻譯教學的探討主要集中在課程設計、教學現況的分析、以及翻譯教學方法的評估，但量1(;多以筆譯為主，口譯教學活動相關研究則極為缺乏。因此本文昌在提出適用於大專口譯課程的教學活動，以國際模擬會議為例，明確介紹其概念、實施步絲、注意事項等細則，並闡述國際模擬會議如何能與大專口譯課程教學重點互相搭自己、中目得益彰，期望為國內的大專口譯教師提供有別於傳統的教學模式，得以有效實踐教學目標及提升學生學習口譯的熱忱。

In recent years， there has been a dramatic proliferation of discussion concerned with interpretation-related issues. Within the extensive literature on this emerging area， while numerous studies were carried out to investigate the topics such as principles of interpretation teaching， designs of interpretation curriculum， and evaluations of interpretation teaching methods， comparatively little research has focused on empirically validating and elaborating practical teaching procedures that instructors can follow to implement an effective interpretation class. Therefore， the purpose of this article is to ascertain the effect of using international mock conference as a term project at college to provide students with interpretation training as compared to that of a traditional teacher-centered approach in teaching interpretation skills. The teaching system described here offers an alternative interpretation teaching option， which is firmly anchored in well-accepted principles of language teaching and learning. Itis hoped that this brief paper could encourage interpretation teachers to explore more possibilities to promote teaching effectiveness as well as to enhance their students' learning motIvatIOn to acqUIre mterpretatlOn competence.