本論文旨在探討採用複層式方法(pluralistic approach)教授碩士班翻譯課程之教學效益。作者/教師於她的翻譯課程(一學期)中，使用「多重P導向學習」方法，簡稱為MPBL(multi-P-based learning)，實施翻譯教學。該方法鼓勵學生參與多種不同的活動，並提供多重P (multiple Ps)的學習資源，包括專業業者(Professionals)之協同教學、參訪翻譯公司(Place of work)、實際翻譯練習(Practice of translation)、問題解決活動(Problem solution)、同儕翻譯評估(Peer evaluation of translation)、翻譯專題之口頭報告(Presentation of Projects)。實施MPBL教學方法之目的期能培育翻譯學生具有多方面的能力，包括專業知識、語言能力及翻譯技能。欲了解參與學生對於MPBL的接受度，作者/教師於學期結束，針對全班同學進行問卷調查，並於另一學期開學之後，邀請6位同學進行半正式訪談。結果發現78%的學生對於MPBL方法抱持正面看法，但是22%的學生卻持有保留的態度。另一方面，訪談結果透露出學生們最喜歡的是同儕翻譯評論，其次是參訪公司，但學生最不喜歡的是解決問題活動。他們認為該活動與他們目前的學習沒有直接關係。大體而言，學生的偏好與教育學者們(Meyer et al., 2015)提出的複合能力方法(pluriliteracies/PL approach)不謀而合。但是多半學生的學習需求，仍然是與他們追求實用目的有關，如提升翻譯能力，方能通過畢業前的資格考試，並且學習翻譯理論可以改進他們期末論文或碩士論文寫作品質。有鑑於多數學生的學習需求，本研究提出一些補救措施，包括減少問題解決活動、增加翻譯練習的時數，並且教授較多的翻譯理論。總而言之，本研究的精義乃是證實「一體適用」(one-size-fits-all)的教學方法是不可能存在的；即便是複層式教學方法也需要針對特定學習者提出滾動式的修正。

This article aims to investigate the effectiveness of teaching translation with a pluralistic approach in a graduate-level translation course. The author/instructor implemented a multi-P-based-learning (MPBL) approach in her translation class for a semester. The MPBL approach engaged students in multiple tasks and provided them with multi-P learning resources: Professionals’ lectures, a school trip to the Place of work, translation Practice, Problem solution, Peer translation evaluation and Presentation of translation Projects. The implementation of this approach hopes to develop students’ multi-dimensional translation competence that consists of professional, linguistic knowledge and practical skills. To understand student reception, a questionnaire-based survey was conducted at the end of the semester, and overall findings showed that 78% of students were positive, but 22% were not satisfied. Semi-formal interviews conducted at the beginning of a new semester revealed that peer translation evaluation was most favored and the class trip to a translation company was their secondary preference, but problem solution was least favored. Student preferences are supported by educational scholars’ (Meyer et al. 2015) pluriliteracies (PL) approach. However, student learning needs are majorly based on their instrumental concerns: to enhance translation skills to pass a qualifying examination and acquire theoretical knowledge to improve their term paper/thesis writing. Due to students’ special learning needs, remedial measures were proposed including the reduction of time for problem solution, and increasing hours for translation practice and for lectures on translation theories. In sum, the research findings have shed light on the impossibility of adopting a “one-size-fits-all” teaching approach. Ongoing modification of a pluralistic approach remains necessary for its specific group of target students.