學習外語時，首先學習音韻、詞彙、語法等目標語言的相關知識後，為了能使語言知識轉化成可用工具，會有聽、說、讀、寫等一連串的練習；之後甚至還會有著重實用性的學習活動以強化溝通能力。然而，實際在使用外語時，會有許多的溝通問題發生，而當溝通產生問題時，該如何解釋問題、處理問題是棘手的難題；若是處理不當，可能發生誤會，甚至對彼此的母社會文化產生負面評價。因此，在學習外語的階段，也應該在溝通問題的探討上有所接觸。另一方面，在探討溝通問題尋求解決方案時， Neustupn的「語言管理理論（ Language Management Theory）」提供了分析架構，讓語言行為的修正過程具體可見。本文中，筆者透過溝通策略的相關研究及論述的概觀，指出在教學場域中缺乏面對溝通問題時的訓練，並提出提供學習者探討溝通問題的必要性。此外，筆者認為在課程中導入「語言管理理論」除了能為討論溝通問題時提供有效的論述依據，同時也在過程中強化相互理解與自我表達。

Language Management Theory advocated by Neustupný provides a good framework to make process of modification on communication visible. In this paper, I will review studies on communicative strategies and show that most of them using on education of Japanese as a second language were focused on problems arise from grammatical mistakes. To let learner know how to out of communicative problems, it is necessary to provide a place for leaners to think deeply about it. In the paper, I suggest that Language Management Theory advocated by Neustupný is a good instrument when think about communicative problems. It not only provides framework that makes thinking properly and logically arranged, but also strengthens others understanding and self-expression.