There are some prior studies to date that have applied the concept of ICLL to Japanese language learning and teaching.
The main objective of this paper is to discuss the appropriateness of translation and interpreting tasks drawing upon the above mentioned framework, ICLL.
One can clearly see that the above-mentioned 'five principles' of ICLL (i.
These two aspects seem to further endorse the fact that the 'five principles' of ICLL are effectively at work, from the learner's point of the view, too.
While this is directly related to one of the 'five principles' of ICLL (i.
One can see that learners' voices discussed in this section actually support the fact that the 'five principles' of ICLL are well integrated for this subject.