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The fundamental problem in Japanese writing class is that the challenge for student activity-oriented classes must be well organized in the process of B1 level learners in translating Korean language into Japanese. Although a sentence looks very simple, it is necessary to understand the nature of the message in Korean, and when it is translated into Japanese, the nuance of the message in Japanese will be fully connected to the Japanese people. Therefore it is necessary to do research in terms of 'translation strategy'. Thus this study can induce 'learning motivation' for B1 level learners as an effective alternative to process-oriented and learner activity-centered classes, as well as clarify various relevant contexts with more details. This study discusses Japanese writing teaching and learning methods along with case analysis of “Parasite” by using Baker's idiom-level translation strategies. As a textbook, “Parasite” with the Japanese subtitle was translated by a professional translator. As a result, the introduction of the translation strategy can help enrich learner activity-centered classes in the process of translating Korean into Japanese for Japanese writing, especially for B1 level adult learners. In addition, it can be expected that learners can develop logical, critical, diffuse, and creative thinking skills and learn more about Japanese language culture on the basis of discussion-oriented classes through collaboration and communication.