Abstract
This paper shows that Japanese language education for non-native speakers so far has been "language education", and claims that in order to make the transition to "communication education" the following five changes are necessary: a. Neutral grammar-based education without goals should be converted into grammar-based education which strives for communication, namely "listening", "speaking", "reading", and "writing". b. Education based on language activities such as writing essays and journals, and giving speeches should be changed into education which actively utilizes language activities which emphasize communication with an addressee, such as email requests and spoken refusals. c. Contexts which use certain linguistic expressions such as -te kudasai must be reconsidered and realistic contexts, in which the addressee and the communicative function are clear, should be used. d. Exercises that emphasize accuracy aiming for perfect comprehension of certain sentences and discourse should be reconsidered and tasks that pursue goals such as obtaining necessary information should be used. e. Standard curricula which teach basic language structure in the beginning to all learners should be reconsidered; curricula that are adapted to individual learners with different mother tongues and learning goals should be adopted.
