將訓練專業口譯員的口譯活動融入第二外語教學已行之有年，也有許多研究證明此做法有許多好處，然而仍有不少學生對於語言課堂中的口譯活動抱持負面看法。本研究旨在探討將口譯活動應用至語言課堂設計時應如何調整課堂活動流程與教法，以提升學生口語流利度並改善學生對此類課程的看法。
本研究設計為期五週的華語口說實驗課程，每週皆以主題式規劃並以口譯活動為主軸、「做中學」作為教學原則。十二位具中級或中高級中文程度的非中文母語者隨機加入實驗組或對照組，學習相同的課程內容但在口譯活動後接受不同方式的反饋。研究以問卷和半結構式訪談調查學生在實驗課程前、中、後自評的口說流暢度，以及他們對教學口譯課程的態度變化。結果顯示在五週的實驗課程後，所有學生都對中文口說更有自信，不過中高級程度的學生表示他們的自信心來自逐步口譯活動，他們也認為該活動對提升口說能力非常有幫助；中級程度的學生則認為自由發表意見的口說活動讓他們更有信心，少數同學表示口譯活動反而阻礙他們發揮口說實力。至於實驗組與對照組的差異反映在學生著重的口說問題以及對口譯能力的自信心。實驗組學生更注重以篇章為單位的問題，並且對從事口譯活動更有信心；對照組學生則因為口譯活動而發現詞彙量嚴重不足，也降低對口譯的信心，不過整體而言他們仍對說中文更有自信。此外，許多實驗組學生將口說進步歸功於他們在口譯活動中學到的變通策略，並提及課程結束後他們會在生活中有意識地用此策略解決口說困難，然而對照組的學生大多認為是課程的整體規劃及大量口說練習讓他們在生活中更敢說中文。
本研究發現以做中學為教學原則的教學口譯課程中，學生對口譯活動持正面的態度，而教師引導學生反思更有助於學生意識到如何將口譯活動中學到的技巧應用至日常口說情境。此外，本研究也發現在高壓的環境下發言對專業口譯員十分重要，但在以口說為目標的語言課堂上可能阻礙學生的口說表現與自信心，因此在教學口譯時可以適時加入遊戲的元素或討論活動營造輕鬆、合作的氛圍。

Integrating interpreting activities used in professional interpreter training into second foreign language (L2) teaching has been a long-standing practice, and many studies have demonstrated the benefits of this approach. However, many students still view interpreting activities in language classes negatively. This study aims to explore how to adjust classroom activities and teaching methods when applying interpreting activities to language lessons designed to improve students’ oral fluency and improve their perceptions of such courses. The research design involved a five-week Chinese-speaking experimental course, with each week being thematically planned and centered on interpreting activities, using the “learning by doing” principle. Twelve non-native Chinese speakers with intermediate (B1) or upper-intermediate (B2) Chinese speaking proficiency were randomly assigned to the experimental or control groups, studying the same course content but receiving different types of feedback after the interpreting activities. The study used questionnaires and semi-structured interviews to investigate students’ self-assessed oral fluency and attitudes toward pedagogical interpreting courses before, during, and after the experimental course.
The results showed that all students felt more confident speaking Chinese after the five-week experimental course. B2-level students said their confidence came from interpreting activity (sentence by sentence), which was also helpful to their speaking proficiency improvement; while B1-level students indicated that their confidence came from activities that allowed them to speak freely. On the other hand, the differences between the experimental and control groups were reflected in the speaking challenges they focused on, their confidence in interpreting abilities, and the elements they attributed to their improvement in speaking.
This study found that students in pedagogical interpreting courses taught with the “learning by doing” approach have a positive attitude toward interpreting activities. Teacher-guided reflection is more helpful in establishing the connection between interpreting activities and speaking learning, while it also helps students realize how to apply the skills learned in interpreting activities to daily speaking situations. In addition, this study also found that speaking under pressure is very important for professional interpreters, but it may hinder students’ speaking performance and self-confidence in language classes with a focus on speaking. Therefore, game elements or discussion activities can be appropriately added when using learning by doing in pedagogical interpreting lessons.

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