Language is one of the primary ways for communication. However, in addition to language, a complete communication should also include feelings, facial expressions, tones and gestures. In drama plays, there are sets of characters, plots, gestures, facial expressions and voices to be expressed, which cannot be achieved simply in a Japanese conversation class or a brief scenario conversation. The animated ambience in a drama play setting can promote spontaneity and the willingness to learn the language. The group interaction will also result in more social and expressional communications.As a dramatic change occurred to the senior students resulted from a Japanese drama performance at the end of an one and a half year drama class, this project recognized the need to explore issues the students, the instructors and the curriculum faced, as well as the possibilities and pros and cons of applying drama as a tool for Japanese language teaching through joint projects carried out by both native Taiwanese and native Japanese instructors.The followings are same consensus and key directions identified by the project that need to be resolved in the future studies:1. Insufficient real-life Japanese conversation,2. Inappropriate language correspondence regarding gender, age, profession, mental state and relationship between two parties,3. Conversation skills limited to what's in the textbook, not able to converse in Japanese using sentence ending particles and with particles omitted,4. Learning to use proper pause and emotional expression in voices and tones, and5. Learning to correspond facial expression and gesture with words spoken. Based on the above issues identified, the objectives of the project were drawn up as the followings:1. to study the roles and functions as well as the possibility to utilize drama play in language education;2. to analyze problems of learning real life Japanese conversation in a non -Japanese-speaking environment revealed in the dialogues created in the first student production of Japanese drama play; and3. to compare the conceptions/understanding of Chinese and Japanese languages between teachers and students, and between native Japanese teachers and native Chinese teachers, and to study the influence of the different conceptions on the learning and the teaching of Japanese language.