要成為專業譯者，除了加強語言及翻譯能力，跨文化溝通能力也相當重要。本研究參考趙子嘉 （2017） 大學英語學習者跨文化溝通能力量表以及，趙子嘉 （2009） 跨國文化溝通能力訪談訪綱，透過問卷和半結構式訪談的方式，探究台灣翻譯所在學生對自己跨文化溝通能力的看法。根據回收41份問卷以及訪談6位翻譯所在學生的結果顯示，有國外久居經驗、上過跨文化溝通訓練課程的台灣翻譯所在學生，整體自評跨文化溝通能力皆高於無國外久居經驗以及沒上過該類課程的學生，但分數未達顯著差異。在與不同文化人士交流方面，有出國久居經驗的學生，相較於沒有出過國的學生更有自信。但對於文化的理解以及是否策略採取方面，則沒有明顯差異。本研究發現有助於了解台灣翻譯所在學生對自己跨文化溝通能力的看法，藉此作為翻譯相關政策制定者、口筆譯教育工作者在教學以及課綱、教學設計上的參考。

To become a professional translator, it is essential not only to enhance language and translation skills but also to develop strong intercultural communication competence. Using Chao's (2017) Intercultural Communication Competence Scale for College English Learners and the Intercultural Communication Competence Interview questions from Chao (2009) , based on Chen and Starosta's model of intercultural communication competence, the author measured Taiwanese translation students' perceptions of their own intercultural communication competence through questionnaires and semi-structured interviews.
The study collected data from 41 questionnaires and the viewpoints of 6 translation students. The findings revealed that Taiwanese translation students with extensive overseas experience or those who had taken intercultural communication training courses generally rated their intercultural communication competence higher than those without such experience or training. However, the difference in scores was not statistically significant. Students with long-term overseas experience were more confident in interacting with people from different cultures compared to those who had not been abroad. Nevertheless, there was no significant difference in terms of cultural understanding and strategic approach. The findings contribute to understanding Taiwanese translation students' perceptions of their intercultural communication competence, serving as a reference for policymakers, and translation educators in their teaching, curriculum development, and instructional design.

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