國內翻譯教學的成效往往未能盡如人意，其中一個可能原因在於學生的翻譯學習型態（translation learning styles）未能契合翻譯學科的特性和教師的教學方式，導致其學習行為缺乏效率。不過目前翻譯教學的研究多集中在教學方法和課程設計上，對於學生學習翻譯型態的研究則完全闕如，也不確定學生的翻譯學習型態是否會影響其翻譯能力。因此本研究旨在設計一份「翻譯學習型態」問卷，先透過專家評定和學生預試（ pilot test）確保該問卷量表的信效度，接著針對三所國立大學共120名修習翻譯課的學生進行施測。收回問卷後先進行描述性統計如次數分配、平均數、標準差等計算，了解全體學生在各種翻譯學習型態上的傾向。再以學生的學期成績與其學習型態執行Pearson積差相關性統計，檢視學生的翻譯學習型態與其翻譯能力之間的關係。最後以學生成績的前25%和後25%區分為高成就和低成就兩組與其學習型態做獨立樣本t 檢定，探究筆譯高低成就與其學習型態間是否具顯著性差異。研究結果希望有助闡明翻譯學習型態與翻譯能力之間的關係，增進翻譯教師對於學生學習筆譯過程的理解，在教學上也可協助學生有意識地認識自己的學習型態，以擴大其學習效能和增進翻譯能力。

The effectiveness of translation teaching in Taiwan has often failed to live up to most people’s expectations. One possible reason for this unsatisfactory result may lie in the mismatch between students’ learning styles and features of translation activities as well as teachers’ teaching styles in the classroom. However, current translation education studies conducted in Taiwan have mostly focused on the development of curriculum and teaching methods. Very little research attention has been paid to the study on students’ translation learning styles and to explore if these learning styles could have any impact on their translation competence. Therefore, the main purpose of this research project was to develop a survey instrument entitled Translation Learning Styles Questionnaire by conducting expert consultation and a pilot test on college students to ensure its validity and reliability. And then the questionnaire was administered to 120 translation students from three national universities to investigate their translation learning styles. Descriptive statistical analyses such as frequency, means, and standard deviations were first calculated to obtain students’ overall responses to the questionnaire. Then independent t-tests and correlational statistics were conducted to explore the relationship between students’ translation learning styles and their translation competence. Both high achievers (top 25% of the research subjects) and low achievers (bottom 25% of the research subjects) were also compared to see if there was a statistically significant difference between their translation learning styles. It is hoped that the implications of this study will shed some light on how translation learning styles affect students’ translation competence as well as help students to be more consciously aware of their own learning styles, which could further enhance their own learning. Furthermore, teachers could benefit from understanding their students’ translation learning styles and translation process in order to provide students with consistent teaching methods and materials and improve the quality of translation teaching.