在過去十年間，翻譯教學邁入了新的趨勢，許多學者呼籲翻譯教學需要更另類 的教學法。更者，目前亦缺乏具系統性及組織性的翻譯教學法提供給翻譯教師。為 此，本研究者不斷嘗試為教師們發展出一個翻譯學習任務活動：合作式翻譯學習任 務。此教學法是採「設計本位研究方法」，強調持續循環式的設計、運用、分析、 再設計的概念，在兩個真實學習環境中實施後建立。雖然合作式翻譯學習任務歷經 之前兩次的試驗(質性研究），然而它的量化成效及與傳統教學法的比較硏究尚待進 行。本研究將採取準實驗法，比較合作式翻譯學習任務與傳統教學在學習成效上的 差異。基於傳統教學及合作式翻譯學習任務皆有助於學生改善譯作，二組學生的翻 譯進步成績(後測-前測)將作為比較的基礎。另採質性研究方法來瞭解學生對這兩種 教學法的觀感。本研究發現合作式翻譯學習任務對學生的翻譯學習具正面效果，採 取合作式翻譯學習任務的學生表現優於傳統教室的學生，並在學生的譯作上有顯著 的差異。然而，訪談資料顯示合作式翻譯學習任務太過複雜、費時。有鑑於此，研 究者簡化了步驟，建立了「新合作式翻譯學習任務」，以期鼓勵翻譯教師能在教室 中採用另類的翻譯教學法。

Due to the changing trend in translation learning and teaching, in the past decade, a number of scholars have called for alternative translation pedagogies. Moreover, there is a lack of a systematic and organized translation teaching methodology for translation teachers. To echo those needs，I have been working on developing a translation learning task， named the Cooperative Translation Task (CoTT) for teachers. Following a design-based research (DBR) framework, which encourages development through continuous cycles of design, enactment，analysis, and redesign，the CoTT was developed in two authentic learning environments through two cycles of implementation. Even though the CoTT has undergone two cycles of implementations, its quantitative effects on students5 translation learning and the differences in the learning effects between the traditional and this new teaching approach have yet to be explored. The current study employed a quasi-experiment to compare the effects of the CoTT and traditional instmction on students5 learning performance. As both traditional translation teaching and the CoTT are beneficial to students5 revised works, the progress grades (posttest-pretest) of the two groups5 performance were used to compare the differences in the effects. Qualitative results were used to further investigate the subjects5 perspectives toward the two approaches as well. The current study found that the CoTT had the more positive effect on students5 translation learning. The students in the CoTT class outperformed their counterparts in the traditional class, and there was a significant difference between their performances on the translation assignments. However，the interview data indicated that the CoTT was too complex and time-consuming. Based on the results of this study, the researcher simplified the procedures and developed the New CoTT. It is hoped that the New CoTT will encourage translation teachers to adopt or adapt alternative translation pedagogies in their translation classrooms.