| Summary: | 碩士 === 國立臺灣科技大學 === 應用外語系 === 100 === The interpreter training courses in the graduate schools of the Department of Applied Foreign Languages (DAFL) have been facing the issues of lacking sufficient training hours and field experience compared to the curricula offered in the translation and interpretation graduate institutes. In this case studied, two graduate students from the DAFL had been taking the interpreter training course for two consecutive semesters. In the second semester, they were hired by an instructor to perform simultaneous interpreting (SI) in his English-medium course (EMC). The task of the interpreters was to interpret simultaneously the English instruction and the foreign students’ words into Chinese, and Chinese to English when the local students spoke in Chinese in the class. The aim of this study was to explore the perspectives of the two student interpreters, the instructor and the students in the math-theoretical EMC, with two hypotheses that the SI has positive effects on interpreting training and SI could reduce the language barriers in EMCs. Case study method and Yin’s (1994) sources of evidence for case study research were employed for data collection so to provide a holistic view of the study. Positive feedback on the implementation of the in-class interpreting service was given by the student interpreters as well as the instructor and students in the target class. On the other hand, the results also indicate issues in need of further research. It is hoped that this case study will shed light both on EMCs and interpreter training.
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