社會語言學興盛以來，相關研究明確指出在語言會話溝通時，除了語彙與文法等語言要素以外，非語言訊息也扮演著非常重要的角色；換言之，語言會話溝通是由語言表現與非語言訊息所構成。然而，語言教學中卻常只注重語言表現的指導（中道ら，1995）。諸多研究明確指出，語言教學中在培養語言會話溝通能力時，應同時注重言語要素與非語言訊息的指導（佐藤，1989；水谷，1989；川田，2008；高見，2009）。但是，對於JFL学習者而言，因為學習環境的限制，要理解並習得日本人的非語言訊息，並不是一件非常容易的事情。日語教育中非語言訊息的指導雖然越來越受到重視，但是其相關研究並不多。因此，本研究將更進一步探討分析多媒體教材中「疑問表現」的語言要素與其非語言訊息的特徵。最後針對「疑問表現」之指導提出個人之淺見。

In sociolinguistics, it has been supposed that some are indispensable to communication besides the linguistic element of a vocabulary or grammar. Communication is constituted by "language behavior" and the "nonverbal behavior". However, in language education, I tend to think that predominance has linguistic transfer overwhelmingly to nonverbal transfer (中道ら,1995). In training of communications skills, importance should be attached to language education instruction to which language behavior and nonverbal behavior were related (佐藤, 1989; 水谷, 1989; 川田, 2008; 高見, 2009). It is quite difficult especially for a JFL student environmentally to master Japanese nonverbal behavior.In Japanese language education, importance is being attached to nonverbal behavior instruction. However, the number is extremely restricted to the research on this. "Interrogative expression" in e-learning teaching materials is made into a universe, and this paper considers the language form and its nonverbal behavior. I would like to propose about instruction of "interrogative expression" finally.