Abstract
This study argues for use of learners’ first language (L1) to facilitate learners’ second language (L2) output in the classroom by students through Interpreting Training Methods (ITM). The activity of producing the target language may raise learners’ consciousness and improve performance on the target language. In particular, the positive use of L1 through ITM may bring to their attention what they need to do to enable successful L2 output and also lower learning anxiety to increase their motivation for L2 output. To test student performance in the target language and investigate the effectiveness of ITM in English education, thirty-three Japanese high school students participated in this research project through output task activities and follow-up interviews. The result shows that L1 task comprehension seems to facilitate L2 output removing learning anxiety that often arises when students try to communicate in the L2.
