抄録
Due to the fact that learners with different native languages are mixed in one class, interpreting skills are scarcely trained in Japanese language classes in Japan. Meanwhile, the CEFR defines the use of multiple languages as a part of the “mediation” ability, and its descriptors include skills equivalent to informal interpretation, suggesting certain leaning needs. This action study examines the introduction of interpretation training activities in a university-level Japanese class with participants of different native languages, and analyzes their evaluation to the activity.
