知識習得會直接影響口譯員的表現，Chang 等 (2018) 調查專業口譯員的會議準備和知識習得過程。本研究旨在延續Chang 等之研究，並將重點放在口譯學生於課堂內外習得知識的過程；有助於知識習得的教學方式，以及對知識習得的看法和感知效益，試圖剖析知識習得對於學生專業發展與學習的意義。本研究採取半結構訪談法，訪問 24 位口譯組一到三年級的學生，並以質性方式分析訪談資料。
研究結果顯示大部分的受訪者認為知識習得很重要。在受訓過程中，教師扮演舉足輕重的角色，為形塑學生「學習如何學習」的重要因素。教師講解為課堂中主要的知識來源，而教師挑選之主題也會影響口譯學生自主學習的方向。另一方面，學生也會透過和同儕準備一同摸索課堂準備的方式。而當課堂準備技巧愈來愈純熟，學生也會由團體準備轉為獨自準備。整體而言，碩一至碩三口譯學生在學習課堂準備時符合自我調整學習者的特徵，他們會不斷試驗準備方式，並透過課堂練習、教師反饋觀察自己是否需要調整準備方式，使課堂準備更為全面。
透過課堂練習，學生體認到終身學習能力為最重要的知識子能力，其次則為準知識能力。然而，碩二課堂尤其繁重，口譯學生較無暇實踐終身學習，而是在碩三後才有餘裕以自己的步調學習。當學生知道可以怎麼學習，他們更容易發展終身學習的態度。在完成受訓後，口譯學生普遍認為習得大量知識，且即便面對知識困難，學生也會試圖調整學習心態、尋求教師或專家的協助面對難題。口譯學生在訓練中亦體認到知識學無止盡。在修完課後，口譯學生最大的收穫之一為不論未來職涯選擇為何，在口譯所習得的終身學習習慣皆對他們大有裨益。期望本研究能夠對口譯教學有幫助，並鼓勵口譯學生持續充實自我，做到終身學習。

Knowledge acquisition is critical for an interpreter's performance. While existing research has addressed the importance of knowledge acquisition in the professional interpreting community, little is known on how student interpreters acquire knowledge on their journey to becoming professionals. Built on research by Chang et al. (2018), which interviewed 10 professional interpreters on their knowledge acquisition and conference preparation practices, this study attempts to shed light on the student interpreters’ perception and practices of knowledge acquisition, their sense of self-efficacy and teaching methods that they consider instrumental to their knowledge acquisition. To this end, this study utilized semi-structured interviews with 24 conference interpreting students from three graduate-level translation & interpreting institutes in Taiwan. The results of this study suggest that interpreting students generally consider knowledge acquisition indispensable in interpreter training. Teachers, in particular, play a key role in assisting their students in “learning how to learn.” For example, a teacher's instructional explanation is the most important element in fostering the student’s learning process in the classroom, with the materials provided by teachers shaping how the student can apply the learning techniques in their self-directed learning later on. Student interpreters also come to realize that gaining new knowledge is a never-ending journey for interpreters, aspiring or established. Student interpreters generally believe that the they will benefit from the lifelong learning habits they pick up in the two-year training program regardless of the career path they choose to embark on upon graduation. The findings of this study have practical implications for interpreting educators in terms of providing guidance for their students’ knowledge acquisition endeavors, thus encouraging them to become self-regulated lifelong learners.

中文文獻
汝明麗(2011) 。 <建構論教學觀之下的情境學習理論於大學中譯英口譯課程的實踐>。《翻譯學研究集刊》，215-245。http://dx.doi.org/10.29786/STI.201112.0009
汝明麗(2010) 。<從新手到專家: 以 Dreyfus and Dreyfus 技能習得模型檢視口譯專業考試通過標準>。《翻譯學研究集刊》，163-190。http://dx.doi.org/10.29786/STI.201011.0005
李自軒 (2019) 。《專家與新手口譯員會議口譯準備工作之差異研究》(未出版之碩士論文) 。國立臺灣師範大學。http://dx.doi.org/10.6345/THE.NTNU.GTI.001.2019.A07
林金國(2001) 。<成功學習的關鍵—自我調整學習>。《課程與教學》，5 (1) ，145-164。http://dx.doi.org/10.6384/CIQ.200201.0145
廖柏森：英語與翻譯教學 (2012) 。研究的類別 (2) 。上網日期 2012 年 10 月 12。日，檢自：http://blog.udn.com/trjason/6938184
廖柏森(2009)。<溝通式翻譯教學法之意涵與實施>。《編譯論叢》，2(2)，65-91。
http://dx.doi.org/10.29912/CTR.200909.0003
游麗蓉、龔心怡。(2009) 。<當代動機理論及其在教育上的應用>。《東海大學教育專業發展學術研討會論文集》，5，321-342。

英文文獻
Adams, D., & Hamm, M. (1994). New designs for teaching and learning: Promoting active learning in tomorrow's schools. Jossey-Bass.
Albl-Mikasa, M. (2012). The importance of being not too earnest: A process-and experience-based model of interpreter competence. In B. Ahrens, M. Albl-Mikasa, Claudia Sasse (Eds.), Dolmetschqualität in Praxis, Lehre und Forschung: Festschrift für Sylvia Kalina (pp. 59-92). Narr.
Albl-Mikasa, M. (2013). Developing and cultivating expert interpreter competence. The Interpreters' Newsletter, 2013(18), 17-34.
Alexander, P. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. In M. Maeher & P. Pintrich (Eds.), Advances in motivation and achievement (pp. 213–250). JAI Press.
Azevedo, R., Behnagh, R., Duffy, M., Harley, J., & Trevors, G. (2012). Metacognition and self-regulated learning in student-centered leaning environments. Theoretical foundations of student-centered learning environments, 22, 171-197.
Bajo, M. T., Padilla, F., & Padilla, P. (2000). Comprehension processes in simultaneous interpreting. Benjamins translation library, 39, 127-142. https://doi.org/10.1075/btl.39.15baj
Bandura, A. (1994). Self-efficacy. In V. S. Ramacharudran (Ed.), Encyclopedia of. human behavior (pp. 71-81). Academic Press.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215. https://doi.org/10.1037/0033- 295X.84.2.191
Bao, C. (2015). Pedagogy. In H. Mikkelson & R. Jourdenais (Eds.), The Routledge handbook of interpreting (pp. 412-428). Routledge. https://doi.org/10.4324/9781315745381
Beran, M. J., Brandl, J., Perner, J., & Proust, J. (2012). Foundations of metacognition. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199646739.001.0001
Boekaerts, M., & Minnaert, A. (1999). Self-regulation with respect to informal learning. International journal of educational research, 31(6), 533-544. https://doi.org/10.1016/S0883-0355(99)00020-8
Bransford, J., Brophy, S., & Williams, S. (2000). When computer technologies meet the learning sciences: Issues and opportunities. Journal of Applied Developmental Psychology, 21(1), 59-84.
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper & P. M. Camic & D. L. Long & A. T. Panter & D. Rindskopf & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). American Psychological Association. https://doi.org/10.1037/13620-004
Bravo, E. A. F. (2019). Metacognitive self-perception in interpreting. Translation, Cognition & Behavior, 2(2), 147-164. https://doi.org/10.1075/tcb.00025.fer
Candy, P. C. (1991). Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. ERIC. https://doi.org/10.5860/choice.29-4017
Cao, Y. (2017). Peer and self-evaluation for cooperative learning in interpreting course. Advances in Social Science, Education and Humanities Research, 99, 245-247. https://doi.org/10.2991/icsshe-17.2017.61
Chan, P. (2015). The student interpreter’s glossary: A survey. [Unpublished master’s thesis]. National Taiwan Normal University.
Chang, C., Wu, M. M., & Kuo, T. G. (2018). Conference interpreting and knowledge acquisition: How professional interpreters tackle unfamiliar topics. Interpreting, 20(2), 204-231. https://doi.org/10.1075/intp.00010.cha
Choi, J. Y. (2006). Metacognitive evaluation method in consecutive interpretation for novice learners. Meta: journal des traducteurs/Meta: Translators' Journal, 51(2), 273-283. https://doi.org/10.7202/013256ar
Cleary, T. J., & Zimmerman, B. J. (2001). Self-regulation differences during athletic practice by experts, non-experts, and novices. Journal of applied sport psychology, 13(2), 185-206. https://doi.org/10.1080/104132001753149883
Cleary, T. J., & Zimmerman, B. J. (2004). Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550. https://doi.org/10.1002/pits.10177
Coyle, D. (2013). Listening to learners: An investigation into ‘successful learning’ across CLIL contexts. International journal of bilingual education and bilingualism, 16(3), 244-266. https://doi.org/10.1080/13670050.2013.777384
Craig, K., Hale, D., Grainger, C., & Stewart, M. E. (2020). Evaluating metacognitive self-reports: Systematic reviews of the value of self-report in metacognitive research. Metacognition and Learning, 15(2), 155-213. https://doi.org/10.1007/s11409-020-09222-y
Díaz-Galaz, S., Padilla, P., & Bajo, M. T. (2015). The role of advance preparation in simultaneous interpreting: A comparison of professional interpreters and interpreting students. Interpreting, 17(1), 1-25. https://doi.org/10.1075/intp.17.1.01dia
Doğan, A., Ribas, M. A., & Begonya, M. R. (2009). Metacognitive tools in interpreting training: A pilot study. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 26(1), 69-84.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(3), 117-135. https://doi.org/10.1017/S026144480001315X
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Dreyfus, S. E. (2004). The five-stage model of adult skill acquisition. Bulletin of science, technology & society, 24(3), 177-181. https://doi.org/10.1177/0270467604264992
Dumont, H., & Istance, D. (2010). Analysing and designing learning environments for the 21st century. The nature of learning: Using research to inspire practice, 19-34. https://doi.org/10.1787/9789264086487-3-en
Dunlosky, J., Hertzog, C., Kennedy, M. R. F., & Thiede, K. W. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 10(1), 4-11.
Ericsson, K. A. (2000). Expertise in interpreting: An expert-performance perspective. Interpreting, 5(2), 187-220. https://doi.org/10.1075/intp.5.2.08eri
Fan, D. (2012). The development of expertise in interpreting through self-regulated learning from trainee interpreters [Unpublished doctoral dissertation]. Newcastle University.
Fantinuoli, C. (2017). Computer-assisted preparation in conference interpreting. Translation & Interpreting, 9(2), 24-37. https://doi.org/10.12807/ti.109202.2017.a02
Flick. (2014). Mapping the field. The SAGE handbook of qualitative data analysis. SAGE Publications.
Ficchi, V. (1999). Learning consecutive interpretation: An empirical study and an autonomous approach. Interpreting, 4(2), 199-218. https://doi.org/10.1075/intp.4.2.04fic
Galaz, S. (2011). The effect of previous preparation in simultaneous interpreting: Preliminary results. Across Languages and Cultures, 12(2), 173-191. https://doi.org/10.1556/Acr.12.2011.2.3
Garcia, T., & Pintrich, P. R. (1996). Assessing students' motivation and learning strategies in the classroom context: The motivated strategies for learning questionnaire. In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 319-339). Springer. https://doi.org/10.1007/978-94-011-0657-3_12
Gile, D. (2002). The interpreter's preparation for technical conferences: Methodological questions in investigating the topic. 통역과 번역, 4(2), 7-27.
Gile, D. (2009). Basic concepts and models for interpreter and translator training (Vol. 8). John Benjamins Publishing. https://doi.org/10.1075/btl.8
Hannafin, M. J., Hill, J. R., Land, S. M., & Lee, E. (2014). Student-centered, open learning environments: Research, theory, and practice. In Handbook of research on educational communications and technology (pp. 641-651). Springer.
Hattie, J., & Timperley, H. (2007) The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Heo, E. (2021). Applying Metacognition in Interpreter Education. 영어영문학, 26(1), 361-381. https://doi.org/10.46449/MJELL.2021.02.26.1.361
Hild, A. (2014). The role of self-regulatory processes in the development of interpreting expertise. Translation and Interpreting Studies. The Journal of the American Translation and Interpreting Studies Association, 9(1), 128-149. https://doi.org/10.1075/tis.9.1.07hil
Hoffman, R. R. (1997). The cognitive psychology of expertise and the domain of interpreting. Interpreting, 2(1-2), 189-230. https://doi.org/10.1075/intp.2.1-2.08hof
Jiang, H. (2013). The interpreter's glossary in simultaneous interpreting: A survey. Interpreting, 15(1), 74-93. https://doi.org/10.1075/intp.15.1.04jia
Kalina, S. (2000). Interpreting competences as a basis and a goal for teaching. The Interpreters' Newsletter, 10, 3-32.
Kalina, S. (2002) Quality in interpreting and its prerequisites – a framework for a
comprehensive view. In G. Garzone & M. Viezzi (Eds.), Interpreting in the
21st Century: Challenges and Opportunities (pp. 121-130). Benjamins. https://doi.org/10.1075/btl.43.12kal
Kelly, D. (2014). A handbook for translator trainers. Routledge.
Kiraly, D. (2000). From teacher-centered to learning-centered classrooms in translator education. Across Languages and Cultures, 1(2), 239-244.
Li, X. (2018). Teaching beliefs and learning beliefs in translator and interpreter education: An exploratory case study. The Interpreter and Translator Trainer, 12(2), 132-151. https://doi.org/10.1080/1750399X.2017.1359764
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading &Writing Quarterly, 19(2), 119-137. https://doi.org/10.1080/10573560308223
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. International Journal of Innovation in Language Learning and Teaching, 1(1), 14-29. https://doi.org/10.2167/illt040.0
Little, D. (2009). Language learner autonomy and the European language portfolio: Two L2 English examples. Language teaching, 42(2), 222-233. https://doi.org/10.1017/S0261444808005636
Luccarelli, L. (2006). Conference preparation: What it is and how it could be taught. 통역과 번역, 8(1), 3-26.
Hsieh, M.T. (2019)。《台灣自由口譯員就業力初探》(未出版之碩士論文) 。臺灣師範大學。
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Moser-Mercer, B. (1992). Banking on terminology conference interpreters in the electronic age. Meta: journal des traducteurs/Meta: Translators' Journal, 37(3), 507-522.
Moser-Mercer, B. (1997). The expert-novice paradigm in interpreting research. In F. Eberhard & K. Wladimir & A. S. Peter (Eds.), Translationsdidaktik: Grundfragen der Übersetzungswissenschaft (pp. 255-261). Gunter Narr Verlag Tübingen. https://doi.org/10.7202/003634ar
Moser-Mercer, B. (2008). Skill acquisition in interpreting: A human performance perspective. The Interpreter and Translator Trainer, 2(1), 1-28. https://doi.org/10.1080/1750399X.2008.10798764
Moser-Mercer, B., Frauenfelder, U. H., Casado, B., & Künzli, A. (2000). Searching to define expertise in interpreting. In E. D. Birgitta & H. Kenneth (Eds.), Language Processing and Simultaneous Interpreting. Interdisciplinary Perspective (pp. 107-131). John Benjamins Publishing Company. https://doi.org/10.1075/btl.40.09mos
Motta, M. (2011). Facilitating the novice to expert transition in interpreter training: A ‘deliberate practice’ framework proposal. Studia Universitatis Babes-Bolyai-Philologia, 56(1), 27-42.
Motta, M. (2016). A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills. The Interpreter and Translator Trainer, 10(1), 133-149. https://doi.org/10.1080/1750399X.2016.1154347
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
Papaleontiou-Louca, Eleonora (2008). Metacognition and Theory of Mind. Cambridge Scholars Press.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational psychologist, 36(2), 89-101. https://doi.org/10.1207/S15326985EP3602_4
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). SAGE Publications.
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. SAGE Publications.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning. components of classroom academic performance. Journal of educational psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1990, November 30). A Manual for the use of the motivated strategies for learning questionnaire (MSLQ). ERIC. Retrieved July, 2021, from https://eric.ed.gov/?id=ED338122
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In B. Monique & R. P. Paul & Z. Moshe (Eds.), Handbook of self-regulation (pp. 451-502). Elsevier. https://doi.org/10.1016/B978-012109890-2/50043-3
Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative. research. Journal of counseling psychology, 52(2), 137.
Pöchhacker, F. (2015). Routledge encyclopedia of interpreting studies. Routledge.
Pöchhacker, F. (2016). Introducing interpreting studies. Routledge.
Pressley, M., Graham, S., & Harris, K. (2006). The state of educational intervention research as viewed through the lens of literacy intervention. British Journal of educational psychology, 76(1), 1-19. https://doi.org/0.1348/000709905X66035
Riccardi, A. (2005). On the evolution of interpreting strategies in simultaneous interpreting. Meta: Journal des traducteurs/Meta: Translators' Journal, 50(2), 753-767. https://doi.org/10.7202/011016ar
Rodriguez, N., & Schnell, B. (2009). A look at terminology adapted to the requirements of interpretation. Language Update, 6(1), 21-27.
Rutten, A. (2003). Computer-based information management for conference
interpreters or how will I make my computer act like an infallible information
butler? In Translating and the computer 25. Aslib.
Sawyer, D. B. (2004). Fundamental aspects of interpreter education. Benjamins. https://doi.org/10.1075/btl.47
Sawyer., D. B. (2015). Curriculum. In F. Pöchhacker (Ed.), Routledge encyclopedia of interpreting studies (pp. 96-99). Routledge.
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational psychologist, 32(4), 195-208. https://doi.org/10.1207/s15326985ep3204_1
Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. Guilford Press.
Seleskovitch, D. (1999). The teaching of conference interpretation in the course of the last 50 years. Interpreting, 4(1), 55-66. https://doi.org/10.1075/intp.4.1.07sel
Setton, R., & Dawrant, A. (2016). Conference interpreting–A complete course. John Benjamins Publishing Company. https://doi.org/10.1075/btl.120
Slatyer, H. (2015). Multilingual interpreter education curriculum design and evaluation. [Unpublished doctoral dissertation]. Macquarie University.
Stamp, L. N. (1993). On the value of informal learning: The fabric shop. Childhood Education, 69, 262-264. https://doi.org/10.1080/00094056.1993.10520950
Süß, S., & Becker, J. (2013). Competences as the foundation of employability: A qualitative study of German freelancers. Personnel Review, 42(2), 223-240. https://doi.org/10.1108/00483481311309393
Thomson, A. M., & Perry, J. L. (2006). Collaboration processes: Inside the black box. Public administration review, 66(1), 20-32. https://doi.org/10.1111/j.1540-6210.2006.00663.x
Tiselius, E., & Hild, A. (2017). 23 Expertise and Competence in Translation and Interpreting. In W. S. John & F. Aline (Eds.), The Handbook of translation and cognition (pp. 425). John Wiley & Sons. https://doi.org/10.1002/9781119241485.ch23
Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78-89.
Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. In H. S. Dale & Z. Barry (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 19-35). Routledge/ Taylor & Francis Group.
van Riesen, S. A., Gijlers, H., Anjewierden, A. A., & de Jong, T. (2019). The influence of prior knowledge on the effectiveness of guided experiment design. Interactive learning environments, 30 (1), 1-17. https://doi.org/10.1080/10494820.2019.1631193
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
Wang, B. (2016). Describing the development of interpreting competence-based on a longitudinal observation on Chinese students of conference interpreting. In Chen & Yang (Eds.), Interpreting studies: The way forward. Proceedings of the 10th national conference and international forum on interpreting (pp. 150-165). Foreign Language Teaching and Research Press.
Wang, W., Xu, Y., Wang, B., & Mu, L. (2020). Developing interpreting competence scales in China. Frontiers in psychology, 11, 481. https://doi.org/10.3389/fpsyg.2020.00481
Webb, N. M. (1985). Verbal interaction and learning in peer‐directed groups. Theory into practice, 24(1), 32-39.
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.
Will, M. (2007). Terminology work for simultaneous interpreters in LSP conferences: model and method. In Proceedings of the EU-High-Level Scientific Conference Series MuTra (pp. 65-99).
Xu, R. (2015). Terminology preparation for simultaneous interpreters [Unpublished doctoral dissertation]. University of Leeds.
Yudes, C., Macizo, P., Morales, L., & Bajo, M. T. (2013). Comprehension and error monitoring in simultaneous interpreters. Applied Psycholinguistics, 34(5), 1039. https:doi.org/10.1017/S0142716412000112
Yurdakul, C. (2017). An investigation of the relationship between autonomous learning and lifelong learning. International Journal of Educational research review, 2(1), 15-20. https: doi.org/10.24331/ijere.309968
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American educational research journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In Handbook of metacognition in education (pp. 311-328). Routledge.