本論文主要探討翻譯練習目前在台灣高中英文寫作教學中之定位。有關「翻譯」寫作題型近年由於在升大學「推甄」、「學測」及「指考」中取消，因而使其失去傳統大學聯考時代做為考試題型而具引導平日教學之影響力，加上大考中心開發更豐富、多樣的寫作題型，以及主流溝通教學法之指導作用情況下，因此確有必要探究、了解平日英文寫作教學活動和月考翻譯寫作命題方面，高中教師對使用翻譯的行為、態度是否受上述因素影響而有所改變？以及學生對接受翻譯練習的態度、行為表現是否有所不同？
有關教師部份，在設計與翻譯練習有關的問卷題目後，以筆者任教學校內的13位英文教師為研究對象，依教學服務年資深淺每10年做一區隔，共分三組，請其勾選填答問卷，然後再針對教師填答部份予以更深入訪談。從問卷調查、訪談及蒐集月考翻譯試題所獲結果，加以比較、分析討論得知：絕大多數高中英文教師無論在平日寫作活動項目中或校內月考翻譯題型命題，使用翻譯練習或翻譯的態度、行為並未受大學入學考試題型變化而有明顯改變。教師態度、行為未有明顯改變的考量因素包括英語在台灣屬外語、學生母語是中文而且教學現場為混合程度編班；絕大多數教師認為透過穩定、規律的翻譯練習方式有助學生了解如何在涉及不同文化、思維的中、英兩種語言系統間進行換碼並熟練中譯英字、詞、片語、句型等文法相關方面的正確性學習。此外，教師亦認為盛行溝通教學法雖強調語言流暢度重於正確性，主張多用標的語、少用或避用母語，翻譯仍為高中教師最常運用的英文寫作教學活動項目和寫作評量題型。
至於學生部份，以筆者新任教兩班高二學生為研究對象，先請其做學年初始學習狀況自述，然後穩定進行維時一學年的翻譯寫作練習活動，並於學年結束時讓學生填寫接受翻譯寫作練習之相關問卷及其學習歷程反思。從調查所得結果亦證實：絕大多數學生認為翻譯練習有必要並有助他們平日英語學習，他們並不因大學入學考試取消翻譯題型而有不同之行為表現，其接受翻譯練習的態度也未明顯改變。
最後，本文根據研究結果，提出翻譯在高中英文寫作教學方面所能扮演的角色與如何使用的教學建議，並指出本文限制及未來的研究方向。

The purpose of this study is primarily to examine the role translation exercises play in Taiwan’s senior high school Englsih writing instruction. Due to the shift of focus from accuracy to fluency in English teaching and learning, translation exercises do not receive as much recognition as they used to. Behaviors and attitudes of Taiwan’s senior high school English teachers and students about using translation exercises are investigated. The subjects in the study were 13 English teachers and 86 students. Questionnaire survey was conducted on these teachers and students, and in-depth interviews with the teachers were also conducted. Besides, translation items in school monthly exams were analyzed to see if they correspond with the attitudes and behaviors of teachers. The findings reveal that the majority of teachers and students still recognize and emphasize the positive effects of translation exercises especially when doing the communicative writing tasks in an EFL environment.

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