Abstract
The author conducted comprehensive and productive classroom activities for pre-advanced Japanese learners. In the classroom, Learners first interpreted topical news through collaborative work and then were paired with those who had watched other news to present to each other the content of the news they had watched. This study investigated what resources learners use for interpretation, how they construct their interpretation, by analyzing their interactions. The results indicated that learners interpreted content superficially using linguistic resources initially, but after collaborative work they constructed deeper interpretations that included background information by sharing their experiences and knowledge.
