分頃單句練習(或稱為「針對性強化練習J)是英漢翻譯訓練教科書中常見的內容，集中訓練某些翻譯的困難點G但並非所有的翻譯訓練課程都加以採用。究竟此類型訓練的效用如何q過不適用於大學部的學生?本研究即通過實驗來驗證分項單句練習的效用。大學部的翻譯課程，以提高語言敏成度為目標。而被動句型的處理，可視為驗證學生語言敏戚度的指標之一。因為學生容易受到譯出語(英語)的干擾，譯成不符合譯入語(中文)語法或拙劣的被動句型。本實驗的對象是銘傳大學應、用英語系二年級與三年級學生共一百三十一位。三年級學生在接受數篇短文翻譯訓練後，翻譯一段文章;而二年級學生在接受被動句型的分項單句訓練後(取材自劉泌慶.�英漢翻譯訓練手冊〉中英譯;美分項單句練習四「被動語態」一節).在未經告知實驗目的的情況下，翻譯同一段文章。筆者分析兩批學生的作業中，出現被動句型的比例，以驗證分項單句練習對大學部學生的效用。實驗結果發現，在約兩百字(原文)的短文中，二年級學生平均每人用了1.76次的被動句型，三年級學生平均每人用了1.0!次的被動句型，因此被動言吾態的分工員單句訓練對提升二年級學生的語言敏成度並沒有明顯的效用。本研究亦將討論學生對不同練習的反應，及其他教學方法上的建議。

The practice of translating certain sentence patterns can be found in many English-Chinese translation textbooks. This study is designed to investigate the effectiveness of such kind of training to undergraduate students Passive sentence pattern was selected to test the effectiveness of such kind of training. The translation of English passive sentences into Chinese has bothered many teachers because the students tend to be influenced by the source language (English) and produced unnatural passive sentences in Chinese The subjects were 63 sophomores and 68 junior students of Applied English Department at Ming Chuan University. The sophomores were received a training focusing on translating English passive sentences into Chinese. During the same period， the juniors were required to translate short passages instead of sentences. Then both groups were required to translate the same passage. The result was， the sophomores used more unnatural passive sentences in their translated text， proving that the training on sentence pattern had no obvious effect on raising their linguistic sensibility. Thestudy concluded that the training of translating certain sentence pattern might not be an effective approach to teach English-Chinese translation for undergraduate students in Taiwan.