Abstract
This report examined whether the students in a Japanese lower intermediate class can give an academic presentation (AP, hereafter). They were research students at the graduate school, so they had academic knowledge and experience. How could they make up for their deficiency in Japanese? In order to explore the factors influencing their AP, the process of making an AP was observed through revising manuscripts and slides, the interaction between the students and the teacher and interviews with the students. Two research students and a teacher were targeted by this research and the following two aspects were investigated: 1) How the students worked on an AP, 2) How the teacher supported them. It was found that every practice including various differences in schemas related to an AP, specialized knowledge and roles between a novice and an expert, facilitated learning.
