This paper reports on a technical Japanese class for students of a preparatory education program preparing for undergraduate course. As the specialties of the learners are diverse, topics derived from Japanese secondary school textbooks were adopted, and activities emphasizing note-taking and semantic negotiations were integrated into the curriculum. Through these activities, it has gradually become possible to encounter situations in which even unknown words are recorded in hiragana, such as taking notes. It can also be considered a practice of consulting dictionaries based on pronunciation. Even vocabulary that was difficult to reproduce individually could be reproduced in a group. Opportunities for production, such as explaining kanji or phrases during discussions, were secured, and it is believed that preparation was made for discussions in specialized subjects.
https://ror.org/02kpeqv85 
