應用日語系的課程架構中，大二會話被分類在以學習4技能為主要目標的基礎課程。因此，在此類的基礎課程中,可以學習日本文化等課外知識的時間非常有限。但是，大二會話這樣的基礎課程爲了將來可以銜接大三以上的專業課程，課堂上除了要培育學習者的口頭發表能力，筆者認爲也應該學習日本文化等相關課外知識。有鑒於此，筆者在大二會話的課程中，以階梯日語雜誌為補助教材設計了口頭發表的教室活動。本次的口頭發表活動中，學習者必須主動自發的從雜誌中挑選出自己有興趣的内容，以教授其他學習者課外知識為前提，準備自己的口頭發表。本次的活動實施期間為2015年2月到6月底，為期17周。實施的對象是修讀大二會話課的22位學習者。口頭發表活動實施之後，請聽衆的同學填寫了對發表者的評價單。另外,請全班同學填寫了關於本次活動的問卷。問卷的結果顯示，學習者對於本次活動給與了非常高的肯定，並且在感想欄中提到，透過本次的活動學習到了口頭發表的技術，教學的技術，並且學習到了課外的日語知識。

Under the curriculum structure of the Department of Applied Japanese, the conversation curriculum for second grade students is one of the fundamental curriculums for learning the 4 skills. Yet, for the purpose of preparing for the professional curriculums designed for third grade students, besides developing learners' ability of oral presentation, the author of this study believes that imparting extracurricular knowledge related to Japanese cultures is also essential. In view of this , the author designed a classroom activity of oral presentation with the Step Japanese Magazine as the auxiliary material in the conversation curriculum for second grade students. In this activity, learners had to pick some content they were interested from the magazine and prepare an oral presentation with the purpose of teaching this extracurricular knowledge to other learners. The duration of this activity was 17 weeks, from Feb to June, 2015. The subjects were 22 learners who took the conversation curriculum for second grade students. After the activity, the audience was asked to fill a form regarding the presenters. In addition, all students were asked to fill a questionnaire for this activity. The questionnaire analysis result showed the learners thought highly of this activity. Also, through this activity, they had learned some skills of oral presentation and teaching, as well as extracurricular Japanese knowledge.