本硏究探討參與陳（2012)「中級日語會話」實踐活動的學習者的回饋。實 踐活動是使用TAE來引導日語專攻的大學2年級學生運用有限的習得語彙表達 「複雜的感覺」。硏究方法乃就學習者對此活動的適應度、感想進行問卷調查， 並用KJ法分析結果。結果顯示，高達8成的學習者認爲TAE所引導出的內容比 較好而給與高度的評價，但是是否實際應用有部分學習者表示有疑慮。影響的原 因估計源於較難掌握自己的感覺，還有對於TAE手法的不適應。整體來看，今 後進行此項活動時，如何讓學習者適應活動流程、如何提示活動的目的、還有如 何讓學習者掌握自身的感覺等活動設計方面上有許多改善空間。

This study reports the feedback of learners who attended Chen’s (2012) practical activity in “Intermediate Japanese Conversation Class.” The practical activity consisted of applying TAE theory on sophomores in order to draw out their complex feelings through and beyond their limited vocabularies. A questionnaire survey was conducted by investigating learners’ adaptation and impression; the results were analyzed by KJ method. As a consequence, output by using TAE received a high evaluation from most of the learners; however, there was some feedback reflecting a slight bewilderment regarding whether or not TAE could be used in a real situation. This peculiar response is likely due to the difficulty learners faced in grasping their own feelings, as well as their unfamiliarity with TAE. In conclusion, it can be deduced that for continuing this activity in the future, there should be more improvement in activities design, such as increased guidance for learners to adapt to the steps, increased guidance regarding the purpose of this activity, and increased guidance/support in helping learners master the technique of grasping their own feelings.