台湾の大学の第二外国語の日本語クラスは50 人規模で開講されることが多く、学年、専攻、学習目的等が異なる学生が同じ教室に参加する。そのような学生の多様性に一斉授業で対応するには限界がある。そこで、課外活動として学習契約を組み込むことで、学生個人の目標の達成を図った。本稿の研究課題は以下の3 点である。⑴ 課外活動としての学習契約は学生の多様性に対応できるか。⑵ 学習契約は自己主導型学習能力を涵養することができるか。⑶ 教師の支援が学習契約にどのように影響するか。考察の結果、⑴ 学習契約が学生の多様性に有効であること、⑵ 学習契約書作成が学生の学習過程を可視化し、自己主導型学習能力の涵養のきっかけをつくること、⑶ 教師の支援によって学習契約書が精緻化されることが示唆された。しかし、大規模クラスにおける学習契約書作成時の相談時間の限界、フィードバック方法、教師の能力・評価の時間の限界については課題が残った。|In Taiwan's universities, most Japanese as a foreign language classes have over 50 students. In these Japanese language classes, there are many students who have different university year levels, majors and purposes for learning Japanese. Thus, for teachers, it is difficult to deal with their students diversity as above by mass teaching style. In order to solve this problem, we gave students opportunities to make learning contract (LC) as an extracurricular activity so that they can achieve their own goals. We had three research questions: (1)Can LC as an extracurricular activity deal with student diversity? (2) Can LC cultivate self-directed learning (SDL)? 3) How can support from teachers affect students' LC? As a result, we found that (1) LC can deal with student diversity, (2) making LC can make students' learning processes visible and students can have opportunities to cultivate SDL and (3) teachers' support can make students' LC more clearly. However, we uncovered some problems that still need to be solved, such as consultation times for making LC, especially in big classes We also have to consider the proper way of giving feedback, and the limitations regarding the teachers abilities and time