Abstract
The purpose of this paper is to analyze how Japanese teaching experience influences on Non-Native Speakers' (NNS) conversation strategy. This study is based on practical experiments conducted with two groups: NNS and Experienced Teachers (NS-E) and NNS and Inexperienced Teachers (NS-I) -The groups were asked to talk for 10 minutes. Then, for each conversation, the contributions and the frequency of each group were calculated. The results show that when NNS talks with NS-E, they provide more information and back-channels if compared with NNS and NS-I group. However, when NNS interacts with NS-I they asked more questions and negotiated more frequently.
