A difficulty felt by university students enrolled in the Japanese language teacher training course is teaching Japanese written language as a second language. This study aimed to address the issue by focusing on course development. A lecture was designed in four stages: (1) creating awareness about the necessity of teaching Japanese written language, (2) understanding learning examples in a Japanese language textbook, (3) understanding Japanese learners’ difficulties in acquiring Japanese written language, and (4) creating example sentences as a simulation for instruction. The results of the questionnaire administered after the lecture revealed that the lecture reduced university students’ difficulty in teaching Japanese written language.
https://ror.org/057zh3y96 
