長久以來，國內大學部英文系的翻譯課仍偏重語言教學，其性質與功能幾乎與英文閱讀及作文課程無異，未能著眼於培養學生畢業之後實際從事翻譯工作之能力；除了教學重點僅止於加強學生的英語理解及表達能力，教材也大多與翻譯實務情境脫節，至為可惜。德國翻譯學者萊斯、弗米爾及諾德等人提倡的功能翻譯學派向來主張以翻譯之目的與功能做為翻譯實務及翻譯教學的指導方針。功能論之概念於近二十年來在世界各地逐漸興盛，筆者亦認為功能論恰可矯正及彌補國內大學部翻譯課的偏失與不足，但相關文獻多僅止於紙上談兵，少有實證研究。有鑑於此，筆者以功能論為教學內涵，以真實稿件為教材，實施於國內某私立大學英文系之某班 30人的大四翻譯課，並以資料收集、測驗及訪談等方式進行質性研究。研究結果發現，學生的譯文品質明顯提升，對於翻譯的興趣也有顯著增長；處理翻譯稿件的思維和方式更趨近專業譯者；對於翻譯功能論概念之習得與應用也頗有成效。學生認為真實稿件有助於他們認真看待翻譯，而功能論概念則有助於掌握翻譯之對象、目的、文類及時空條件。本文也基於教學實施的結果，就文本分類、翻譯綱要、翻譯問題分類等功能論概念提出修改建議，以更適合於國內大學翻譯教學。

Undergraduate translation courses offered by English departments across Taiwan have long focused predominantly on language training. They have had too much in common, whether in nature or in function, with English reading and writing classes, and have fallen short to train students for potential translation tasks in the job market. Such courses are basically designed to enhance students’ comprehension and production skills of English, and the materials used mostly lack real translation contexts. The author of the present study believes that these problematic course objectives and designs can be properly remedied by functionalism proposed by German translation scholars including Reiss, Vermeer and Nord. The essence of functionalism lies in the fact that translation is a purposeful activity and is guided by its end or function, and the functionalist concepts have been advocated worldwide in the past two decades but there has been a lack of empirical studies on the effects of functionalism on translation teaching. Under the above rationale, the author had offered an undergraduate translation course to a group of 30 senior-year English majors in a private university in Taiwan based on concepts of functionalism and authentic materials from real or simulated translation tasks, while reporting the results and findings of this course through qualitative research methods. Conclusions of the present study show that the quality of students’ translations has generally improved, especially in their output of translation into Chinese. The students’ interest in translation has greatly increased, and they have come to think and act more like professional translators when facing translation tasks. The concepts of functionalism have also largely been well acquired by the students. In addition, most of the students agree that the use of authentic materials has encouraged them to take translation more seriously and see it as a real mission rather than just a course assignment, while the concepts of functionalism have helped them figure out or decide the purpose, function, target audience and text type of each translation task and compare the differences in time and place of text reception, etc. between the source text and target text. The author also suggested modifications on some functionalist concepts, including text typology, factors of translation brief, as well as the classification of translation problems, for more adequate application of functionalism in undergraduate translation courses in Taiwan.