國內翻譯系所於進幾年內劇增，翻譯教學需求隨之殷切，可是翻譯教學的研究才剛起步，質量均仍有不足的現象，尤以實徵性的研究更為缺乏。因此本研究以國內修習翻譯課的大專生為研究對象，探討學生在翻譯過程中的心理認知機制，特別針對其翻譯策略的選用與其翻譯能力間的關係作深入解析。翻譯策略一向被認為是翻譯能力的組成部份，要提昇學生的翻譯能力，可以從教導有效的翻譯策略著手，可是翻譯教學界對翻譯策略的定義和內涵尚未達共識，更遑論釐清翻譯策略與翻譯能力間的關係。因此本研究期能建立翻譯策略的分類範疇，主要目的有二：（1）從事實徵研究，建立大專學生翻譯策略的分類架構和策略類型，並分析高低成就學生使用翻譯策略的差異，（2）指出大專生在翻譯過程中所使用策略的範疇和頻率。研究方法採質性的放聲思考法(think-aloud protocol)和焦點團體訪談(focus group interview)，以及量性的問卷調查(servey)。研究對象為128位應用外語系修習翻譯課學生，資料分析方式則採內容分析(content analysis)和描述性統計(descriptive statistics)，用以發展有系統的策略範疇，並比較高成就和低成就學生在使用策略類別和頻率上的差異。研究結果當能促進學界對翻譯心理過程的瞭解，而教師在教學上也能依據學生不同的策略使用來設計課程和教案，進而整合翻譯策略的訓練，發揮更有效能的翻譯教學。

While there has been a rapid increase of translation courses in Taiwan, research on translation pedagogy is still at a beginning stage. In particular, although translation is often viewed as an active and complex mental process, little research attention has been put specifically on students' process of translation. Thus, this study is an attempt to empirically describe how the process of translation is carried out by college students and to explain what mental mechanisms are involved in the process. The specific steps taken were (1) to classify college students' translation strategies into systematic categories and then to investigate different characteristics of the use of these strategies by effective and less effective student translators, and (2) to identify the range and frequency of translation strategies used by college students. A total of 128 college students from three different translation classes served as subjects for the study. The students were nominated for participation by their translation teachers, who also designated students as effective or ineffective translators. The data collection approach was through the use of think-aloud protocols, focus group interviews, and a questionnaire survey. The students were first interviewed using think-aloud procedures to describe their thoughts or strategy use while in the process of responding to a specific translation task. Next, more data were collected using focus group interviews in which students described the range of translation strategies they were using for finishing translation activities. Finally, a questionnaire was administered to participants to elicit their responses on translation strategy use. The analysis of the data primarily involved content analysis and descriptive statistics. These descriptions of strategic acts of translation may help translation teachers design their syllabus and further integrate strategy training into classroom activities.