近年來國內大學紛紛設立口譯課程以因應國際化的腳步。然而尚未設計出有系統的教學規劃。由於英文與日文的語言學習時間長短不一，課程設計，教學內容，訓練方法均不同。文中首先介紹各大學口譯課程的設計狀況，再由其中選擇了6所大學做教案分析及學生問卷調查，以瞭解師生雙方面的配合度。調查結果發現相當比例的學生希望藉由口譯訓練增強其外語能力。唯有英文系少數學生希望將來當口譯員。由於口譯工作需要高度的語言能力及廣泛的知識，筆者認為大學部的口譯教學應該定位為外語教學的一環，而不是以培養口譯員為最終目標。文中針對各種口譯訓練法做了簡單介紹，並經由對各校的教案分析，探討是否需要訓練譯入外語，以及訓練同步口譯的必要性。

The rapid pace of internationalization in the ROC has led institutions of higher learning throughout the country to establish interpretaion courses in the undergraduate level， despite the lack of a systematic planning for the instruction of these courses. Since the number of years spent in learning English and that spent in learning Japanese are not identical， different models of curriculum design， instructional material， and teaching methodology are followed in both English and Japanese interpretaion courses. This study will fIrstpresent the various curriculum designs of these undergraduate interpretation courses， out of which six are chosen for further study. Teaching plans are analyzed while students are handed questionnaires to fill up， in order to make the interaction between teachers and students better understood. This survey reveals that a significant proportion of the students expect to improve their foreign language abilities; only a handful of students majoring in English aspire to become interpreters in the future. In as much as interpreting requires an excellent liguistic ability and a broad range of knowledge， interpretation courses in the college level should be treated as part of foreign language instruction and not as training for future interpreters. The study will also present a brief introduction of the various teaching methods used in these courses. Through the analysis of teaching plans， this study will also examine the need to teach interpreting into the foreign language and the necessity of teaching simultaneous interpretaion.