為了解，於台灣職場上之日語使用者（TJ），於哪些場面上使用日語，且於該場面上日語的使用對象為何？又，於日語的使用場面上，當在使用日語過程中，於溝通上感到困難時，又是利用何種解決方略（strategies），而實施本問卷之調查。調查之結果如下。 （1）日系企業中的日語使用者（JTJ）與台灣企業中的日語使用者（TTJ），其主要的日語使用對象各為，日本人上司與日本人客戶，亦即對自己而言必須表達相當敬意的人物。 （2）TTJ與JTJ兩者經常使用日語的場面為，「會話」領域：電話之會話場面，「說」領域：自我介紹場面，「聽」領域：聽取日本人在會議上的發言之場面。 （3）日語的使用上，較讓多數的TJ感到困擾的場面為，在商談交涉的會話場面，自己在做簡報、發表演說之場面，以及聽取他人的發表演說之場面。 （4）TJ在日語的使用場面上，面臨到溝通上之問題時，為達成目的，較常會使用積極性的解決方略（自我解決型，請求支援型，輔助工具活用型）。 藉由本調查之結果，對於商用日語教育之指導，提供了下列之有益資訊。 1）指導的優先順序可以從，對TJ而言，在使用上有較高的必要性，且重要的場面開始。 2）教導，對於TJ較常感到困難的場面上有益助的言語表現，並模擬設定該困難場面，讓TJ能有練習之機會，使其能盡早習慣於日語的使用，並且在 往後的日語使用上能增加自信。 3）指導適合運用於職場上具積極性的解決方略之必要性。

The purposes of this study are to understand what kinds of situations is Japanese language used, and with whom is Japanese language spoken by Taiwanese who are using Japanese （TJ） in working fields in Taiwan. Furthermore, the problem-solving strategies used by TJ when they are having communication problems in such situations are also concerned. The result reveals that, （1） Both JTJ （TJ in Japanese company） and TTJ （TJ in Taiwanese company） use Japanese language to their Japanese senior co-workers and Japanese clients, whose politeness is required in language usage. （2） Both JTJ and TTJ frequently use Japanese language in the following domains: conversation domain （telephone conversation）, speaking domain （self-introducing）, and listening domain （listen to comments from Japanese native speakers in meetings）. （3） TJ are having difficulties in using Japanese language in the following situations: business discussion and negotiation, presenting an organized presentation by himself, and listening to ones presentation. （4） In order to accomplish their purpose, TJ use the following positive strategies when having difficulties in communication which carried in Japanese language: self-problem solving strategy, requesting for support strategy, and utilizing resources strategy. With the findings of the research, three suggestions are given which could help to improve the teaching skills in the education of business Japanese in Taiwan: 1） Situations that are highly indispensable and important to TJ should be introduced in early stage. 2） Teaching language expressions that are useful in specific situations in which TJ often having problem with. TJ practice in assumpted specific situations using language expressions taught, and TJ will become more confident in real situations. 3） Positive strategies that can be utilized in workplace should be taught more.