因應全球化時代來臨，國內對翻譯專才的需求愈加殷切，多所大專院校陸續創設翻譯（口筆譯）研究所，大學部英（外）文系及應用英（外）語系亦開設口筆譯相關的課程，顯見翻譯教學逐漸受到重視。為了解大學翻譯相關課程的教學現象和問題，並增進教學成效，已有不少專家學者提出研究，包含設立翻譯學系、翻譯教學法、翻譯課學生的表現、學習心態等，均有建設性的成果，但是部分研究因在多年前完成，當時研究呈現的結果與現況有相當差異；從翻譯研究所學生的角度，探索其學習需求、學習困難等問題的研究亦相對缺乏。有鑑於此，本研究的目的為探討翻譯研究所學生的學習需求，試圖以問卷調查的研究方法，從學生的角度，調查學生對翻譯課程的學習需求。研究對象為國內某大學翻譯研究所碩士班口譯組學生，研究構念擬為「某大學翻譯研究所的口譯組學生的學習需求」，根據此研究構念轉化為六個研究構面：選擇口譯為主修的因素、對口譯課程的期待、學習口譯遇到的困難、未來口譯課須加強的項目、必須開設的口譯課程及未來希望的出路等，研究成果能客觀反映研究所學生的口譯學習需求，有助於口譯教學的規劃與課程設計，以增進口譯教學的成效，提供從事口譯教學者參考。

In response to the times of globalization, there have been greater needs for translation professionals. Many colleges and universities have established graduate institutes for translating and interpreting education, so it is obvious that translation education has been increasingly valued. In order to explore the phenomena and problems in translation education and enhance its efficiency, many researchers have presented constructive studies about establishing translation institutes, translation teaching methods, students' achievements in translation courses and learning attitudes. However, it has been several years since these studies were completed and the findings then are very different from what can be observed today, and the studies on students' learning needs and difficulties have yet to be published. The purpose of this research is to explore students' learning needs in translation and interpretation institutes with survey research methods. The subjects are interpretation majors from a translation and interpretation institute in a university in Taiwan. The construct is 'students' learning needs in translation and interpretation institutes.' Based on this construct, the six facets are the reasons for majoring in interpretation, the expectations for interpretation courses, the difficulties in learning interpretation, the improvements required in interpretation courses, the required interpretation and the possible career choice for interpretation majors. The results of this research can present the interpretation majors' learning needs and contribute to the curriculum design of interpretation education to enhance teaching efficiency.