修習第二外國語．日文的大學生普遍存在會話能力不足的問題，導致此結果的重要因素之一乃教師之授課方式。文法譯讀法與機械式的句型練習往往造成學習者對閱讀的過度依賴。為解決學習者此一困境，筆者在本次實踐教學中，基於認知心理學與溝通式教學法之理論，並配合現在學習者善於接受視覺刺激之強項，嘗試藉由活用插圖、漫畫等視覺素材而設計的各種任務導向活動，積極促進課堂上師生及同學間的對話與溝通。經過一個學期的實踐，從學生的問卷調查結果得知反應非常良好。達到之成果可歸納為「3Ｃ的達成」：「comfortable」—提供舒適的學習環境；「communicative」—創造溝通互動的機會；「confident」—建立學習者說日文之自信心。

Most of the university students who learn Japanese as the second foreign language have the common difficulty that is lack of ability to speak. One of the causes is in the teachings. Grammar-Translation Method and pattern practice cause the students over-reliance on reading by eyes. To solve the difficulty, I based the theory of cognitive psychology and communicate-approach and attempted to match with the present learners’ strong point of being good at accepting the visual stimulation in this educational practice. I tried to devise various tasks using a lot of virtual material in order to promote the conversation activities between the teacher and the students and between the students positively.I did the questionnaire survey at the end of the term. The result shows that a good result went up. It is achievement of 3C.1C is comfortable-meaning I could build a comfortable learning circumstance. 2C is communicative- meaning I could promote the conversation activities in the class.3C is confident-meaning the learners have the confidence to speak Japanese.