日語教學科目之一的會話課程，從1980年代以來，即備受各方之矚目與探討，並被認為有必要將其提昇至溝通層次的教學目標。其關鍵在於如何提昇學習者之溝通能力。但具體而言，需提昇何種能力並無詳實的論述。故本文在簡略地探討了溝通之本義後，首先對溝通能力的具體內容從其目標、需具備的語言能力、表達能力以及意圖別的傳達能力等觀點提示了系統性和整體性的架構說明。 其次，從上述溝通基本能力架構的觀點，觀察了東吳大學日文系二年級（已學畢初級剛進入中級）學生，發覺無法適切地運用「應答」或「反問」等之溝通技巧。因此等技巧在日語會話中具有圓滑溝通之高度功能。於是在第一學期，以應答詞為重點做了指導。並在期末結束時，課以向以日語為母語者做日語訪談並錄音。其後，從受訪者中歸納出六類型的訪談結果。並在第二學期針對各別缺失重新加強練習，如此而達到了學習目標。故對初學者而言，於會話課程中及時導入「應答」或「反問」等之技巧，可提昇學習者的溝通能力。但本文只從應答詞之觀點論述，反問詞等之研究將列為今後之課題。

　　　　　Regarding teaching foreigners Japanese as a second language, It is said that the Japanese conversation class should be switched from a dialogue practice to the phase of acquiring communication ability since the beginning of 1980. However, it doesn't emerge any concrete viewpoint referring to what is communication ability. This paper firstly try to review what is communication, and present an overview about communication ability in terms of achievement goal, essential contents to be learned, expression ability, and various talking way needed by intention. Secondly, according to the above mentioned overview, Students of Soochow University seemed no idea to use 「aizuchi」 or 「clarification」 skills in the junior conversation class. Owing to these skills reveal a smooth communication function, then, I guided them to use 「aizuchi」with a lot of practice, also gave them a homework to interview native speakers in the final of the first semester in Taiwan. After analyzing their tape recording, six patterns was come out for interviewing native speakers. Finally, students were conscious of 「aizuchi」 skills by the teacher's reinforced measures and almost achieved the goal of the conversation class. In conclusion, it is necessary gradually to introduce communication skills from the elementary conversation class. However, this paper is written mainly from the point of 「aizuchi」the other aspects like clarification, etc. still remain to be studied in my challenge.