Abstract
This study measured learners' understanding of contexts in which native Japanese speakers do not use 'Noda', using multiple-choice questions. Using a multiple-choice questionnaire, we measured learners' comprehension in scenarios where "Noda" is not typically used. Additionally, role-play activities were incorporated to investigate the alignment between learners' comprehension and production. Specifically, the study focused on three distinct situations: maintaining the interlocutor's perception, correcting the interlocutor's perception, and responding to the interlocutor's WH-questions. The results indicate the effectiveness of teaching intermediate-level learners to comprehend contexts in which "Noda" is not used. Furthermore, the study suggests the utility of creating an environment similar to being in Japan for enhancing this understanding.
https://ror.org/03zyp6p76 
