Abstract
This study examines the course design of Japanese conversation skill training sessions for the mid-elementary level students. The class activities were arranged based on Jakobson's (1960) six communicational functions, i.e., referential, emotive, conative, phatic, metalanguage, and poetic functions. Also, the students practiced formatting various types of conversational floors, i.e., single person floors, collaboratively floors, dialogue-typed floors and monologue-typed floors. I will demonstrate how these communicational functions and floor types are applied for class activities to practice Japanese conversations.
