In a survey conducted by Tanaka et al. (2007) regarding the needs and wants of students in interpreting classes, it was discovered that 80% of the students cited acquiring proficiency in English as the primary reason for choosing the class. While traditional EFL instruction and experimental studies offer us a variety of insights into the mechanisms of second language acquisition, not enough research has been done on interpreter training with regard to SLA. Therefore, this paper first investigates current SLA research that deals with the interpreter training and formulates a new foreign language pedagogy by incorporating methodologies, proven to produce statistically significant results in prior studies. After that, it clarifies what effects are brought about after a three-month implementation of this new approach.

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