同步口譯的過程複雜，有時候只能意會，很難言傳。因此，教師在教授同步口譯時容易傾向結果導向的教學模式－把上課的重心放在修正學生在做口譯時所犯的錯誤。這種上課方式容易使師生感受到很大的挫折感及無力感，學生經常無所適從，不知如何避免錯誤，甚至可能陷入重蹈覆轍的惡性循環。這篇論文旨在陳述作者根據自己的教學經驗所理出的過程導向、學生需求導向、策略導向的教學模式。

The process of simultaneous interpreting, in all its complexity, resembles a black box. We know what goes in (the source language input) and we know what comes out (the target language output); and we can judge whether or not the interpretation is acceptable. It is, however, often difficult to place a finger on what exactly went wrong during the process. Consequently, in the classroom situation, instructors of interpreting often focus on the product of the interpretation by identifying and correcting the students’ mistakes. Such an approach can be quite demoralizing, and students can feel debilitated by a sense of frustration and powerlessness. In this paper, I propose a process-oriented, student-initiated and strategic approach to the teaching of simultaneous interpretation.