抄録
This paper proposes a pedagogical model for high school English classes using
interpreting training methods, and analyzes the effectiveness and prospect of the
methods as part of the English education in Japanese senior high schools. Although the
effectiveness and the interest in incorporating interpretation methods have been
increasing in the language programs of Japanese universities, there are still few high
schools that have started using the methods. Nothing has been established in terms of
methodologies, evaluations and instructors’ training. This paper is a case report of
senior high school English classes using some of the basic interpreting training methods.
The major aim of my practice is to enhance students’ ability in the acquisition of
listening, speaking, reading, and writing skills through the methods. A two-year
implementation proved that there are a lot of benefits, bringing energy, vitality, changes,
interaction and concentration into the classroom activities, yet there are several
pedagogical issues that have to be considered and improved. This paper concludes with
practical suggestions for the remaining issues and the future prospect concerning
teaching English through interpreting training methods.
