本論文從社會文化理論觀點出發，使用會話分析方法，來檢驗台灣JFL學習者的大三學生在討論活動中，如何協同建構出學習的契機。本論文特別檢視學習者在話語過程中使用中文的情境，如何從該情境展開出相互行為，進一步解明此行為如何連結到「近側發展區」（＂zone of proximal development＂）分析結果顯示，學習者話語之達成，是藉由是否及如何接受其他人的幫助，也就是學習者對於協助之部份適當調整，亦即「鷹架作用」（scaffolding），互動協商得來。本論文亦顯示出，在互動過程當中，學習者持續的、有意識的參與，對於協同式建構（collaborative construction）之學習的順利進行，是不可或缺的。此外，視學習者對於活動目的之瞭解而定，中文的話語行為不一定會引發日文話語上的協同式建構。因此，本論文主張，在課堂活動中，教師與學習者共同釐清活動的意義和目的，是相當重要的。所以，對於日語課討論活動裡中文的使用，他們必須建立出共通的認知和共識

Based on sociocultural theory, this study examines the processes in which learning opportunities are collaboratively constructed during group discussions among 3^rd-year Japanese major students at Taiwanese universities. Using conversation analysis, the study particularly inspects whether and how a learner's use of Chinese may bring the interaction to a ＂zone of proximal development.＂ The findings show that the learners accomplish utterance constructions through interactive negotiation, depending on whether and how they accept others' assistance. They also prove that learners' attentive participation in ongoing interaction is necessary for facilitating collaborative learning. In addition, depending on learners' understanding of the purpose of the activity, Chinese utterances may not trigger collaborative construction of Japanese utterances. Thus, this study claims that instructors and learners need to clarify the aims of the activities, so that they can share common recognition as to how to treat the use of Chinese during group discussions