Abstract
This paper reports on the theory of concept-based language instruction in intermediate-level Japanese classes and the practice conducted based on this theory. The practice was carried out in the following five Phases. Phase 1: After eliciting learners' knowledge of the meaning and usage of items related to the target item, present the new item. Phase 2: Explain the form, meaning, and usage of the target item. Phase 3: Present SCOBA to enhance understanding. Phase 4: Conduct conversation-based practice exercises. Phase 5: Have learners create example sentences using the target item in both written and spoken forms to confirm understanding.
https://ror.org/051v5t493 
