The present study is aimed at determining how teaching and learning in Japanese translation/interpretation classes are linked to the modality relationships among hearsay markers, which are schematized after dividing the difference of pragmatics in the three following relationships: information and speaker, information and listener, and speaker and listener. Information about seven Japanese hearsay markers was collected through a questionnaire over native Japanese speakers. The findings revealed that people, first, chose [youda] and [toiukotoda] usually as the hearsay expressions, considering the relationship between information and speaker. Second, people divided [tonokotoda] into two relationships between information and speaker, or between information and listener. The responses about [souda] were split considering the relationship between information and speaker and speaker and listener. [Rashi] and [toka] were chosen the most, considering the relationship between information and listener, and there was a relatively large number of [toiu(utte)].