本文介紹結構分解模式混合語言口譯員訓練課程，在這種訓練裡，教師與學生的工作語不同，共通工作語只有一種，而且學生來自不同的口譯與語言背景。例如，Schweda-Nicholson（1984）曾經為美國聯邦調查局設計並教授了一個混合語言口譯課程，學生工作語有八種，英語是教師與學生之間唯一共通工作語。本文第一位作者設計了一個混合語言口譯訓練課程，送交美國西南部一所社區大學審核，獲得該校的許可，在1998年的秋季教授該口譯課程並且在教學時搜集資料完成一項研究計劃，該課程學生分別以日語，韓語，西班牙語為工作語，英語是師生唯一共通工作語，該三名亞洲學生的第二語言是英語，第二位作者是該研究計劃的指導教授也是實驗參與者，本文是該計劃的一部份。結構分解（觀念）模式混合語言口譯訓練計劃是根據兩個前提設計而成：第一，口譯員訓練課程是按照階層結構排列的訓練項目及次項目組成的，這些項目相互關聯，產生明確結果；第二，口譯技巧是透過熟練特別的訓練項目和次要項目培養出來的，若精通這些訓練項目，則在課程結束之後，便能夠水到渠成地鍛鍊出更整體的口譯能力。

This paper introduces the design of a structured decomposition model of a non-language-specific interpreter training (NIT) program. In an NIT program, the instructor and students do not share aII the working languages and students come from diverse interpretation and language backgrounds Schweda-Nicholson (1994), for instance, developed and implemented an NIT program at the FBI for training interpreters of eight languages in the course English is the only working language that the instructor shared with her students The first author designed an NIT program, submitted it to a community college in the southwestern United States, and obtained approval from the college to implement the program in the fall semester of 1998. Participants consisted of eight bilinguals of English and Spanish, two Japanese and one Korean speakers. The second author served as a participant supervisor. The three Asian participants were ESL learners. This paper is partof that research project The acceptance of two basic assumptions underlies the application of structured decomposition (conceptual modeling) to the NIT program. First, an interpreter-training program comprises hierarchically structured training components and sub-components that interrelate to generate a certain clearly defined outcome. Second, interpretation skills are generated through the development of specific trainig tasks or subtasks, and a mastery of these tasks builds more global interpretation skills at the completion of the program.