在本論文當中，從「自律型對話課程」之流程當中取出討論練習的部分，配合「診斷表單」的學生記述內容，佐以發話技巧的問題點，進行了分析。接著筆者嘗試分析了，在學生實做作品與回饋中，做為研究所學生的日語學習者，透過金魚缸觀察法(Fish Bowl;亦被稱為POPOPO技法[ P:Participant, O:Observer:筆者注])，學習者們如何觀察他人的討論的練習，以及究竟注意到了哪些是自己在討論時不足的地方。以其分析結果來說，從比較文化觀點所著手進行的各個相關主題的討論，可以了解到不僅僅限於不同事務的排列，學習者們為了能夠順利展開討論，強烈的意識到必須於事前收集與準備資料。然後，學習者們認為對於資料的內容，不但要達成理解，還要能夠做為個人見解的根據來使用資料(讓自己的看法不是僅限於個人經驗談，而是基於更客觀的論點)。此點學習上的發展，是學習者們對於表單的項目，從一個觀察者到參予者所帶來的經驗。至此，我們也可以分析，小組的討論當中，能夠積極提出個人意見的人，評價亦較高。也因此，如何具有邏輯的發言來輔助資料在討論過程中的提出，是學習者們最主要發現的部分。

We picked up the part of the discussion practice from ＂the autonomous dialogue program＂ and analyzed problems in speech skills by comparison of the answer to the ＂diagnostic sheet＂ and the actual dialogues. We also analyzed how Japanese language learners as graduate students observe the practice of ＂dialogue through the collaborative learning technique using the fishbowl method and are aware of the lack of their own discussion skills. As a result, they recognized that it is crucial to survey references to develop the study in themes of comparative culture from mere numeration of difference to ＂dialogue＂. Understanding the contents of the collected material and thinking about the reason(s) to make an opinion (not only personal but also objective) turns into an experience of active engagement from observation of the issues. We can conclude that the crucial awareness by the learners would be that active expression of personal opinions is appreciated and how they can add logical argument when the material is represented.