The majority of sign language interpreters start learning sign language, a language relying on a modality different to the interpreters mother tongue (M2), as adults, thus as an L2. When trying to master their L2, however, these learners face challenges regarding both the language but also the limited learning resources available. As language-pair specific translation studies have pointed out, additional challenges may stem from the specific combination of someones working languages, due to each languages specific typology. The modality-related challenges are why this thesis aims to evaluate a learning method which focuses on the manual and non-manual features of signed languages. The method relies on annotated signed source texts and allows learners to analyse their interpretation retrospectively by first commenting on source text reception problems using the software ELAN. In a second step, their target text and comments can be temporally aligned with the source text and its annotations of the sign languages manual and non-manual features. Finally, the aligned materials can be compared, analysed and discussed. The test subjects for the evaluation of this learning method were advanced Austrian Sign Language students from the Department of Translation Studies, Graz. Data was collected by combining participant observation and a focused group interview. Following initially defined criteria, the study assessed the learning methods usefulness, its need for improvement, and its limitations. The results show that this learning method proved to be an efficient and effective way of boosting learners autonomy, reception of a signed language, and ability to identify language-related reception problems. However, the method is currently not suited for raising learners self-awareness of reception problems, or improving students ability to self-evaluate their competence. The assessment was rounded off by discussing possible adaptations to the learning method.