在外語環境中，為了提高學習者的外語口語能力，他們需要增加外語溝通的機會。在本文中，筆者透過針對在臺灣主修日本語的高年級學生，在修習日語會話課程後，以半結構化面談之方式，試圖澄清以下兩個問題：1）他們以日語與其他學生之間溝通的態度和行為；2）在他們對於被要求以日語與其他學生溝通的作業時的反應。為了使日語實踐社群實際運作，不論有興趣與否，老師對那些主修日語的學生都應給予同樣的關注。研究結果建議，培養日語實踐社群的教師之行為應具有以下特點：1）不對“正確性”作過度的強調，2）盡量用學習者能理解的日語以進行溝通，3）讓學生對說日語有愉悅的體驗，和4）增加課堂中小組活動的時間。

In a foreign language environment, in order for learners to improve a foreign oral proficiency, they need to increase the chance of communicating in its foreign language. In this paper, the author attempts to clarify the following two issues through semi-structured interview against the senior level students majoring Japanese in Taiwan: 1) their attitudes and behaviors against communicating in Japanese among students; 2 ) learners' reaction against the homework requiring students to communicate in Japanese to perform a task. In order for Japanese-speaking communities of practice to function, it is important for a teacher to take particular notice of those Japanese major students who do not show interest speaking Japanese as well as those who show. This research suggests that the characteristics of a teacher's behaviors in conversation class foster in g Japanese-speaking communities of practice should be: 1) not to over-emphasize the correctness, 2) to communicate with learners in Japanese by providing understandable inputs as much as possible, 3) to let learners experience the joyfulness of speaking Japanese, and 4) to increase the time of groupwork in class.