Abstract
This article analyzed teachers’ verbal feedback (FB, hereafter) in the creation process of oral presentations, aiming at obtaining suggestion for more beneficial academic presentation education for students. Those who cooperated this study were graduate-level foreign research students with lower intermediate proficiency in Japanese and teachers, and the analysis subjects were conversation data at the elaboration, presentation papers and their slides as well as interviews to the students and the teachers. The results show that the teachers provided their students with directive, cooperative, and facilitative FB while taking into consideration the students’ academic experiences. Its main subjects can be categorized into 4 types; visual resources, logical arguments, specialized contents and verbal expressions. It can be said that the students are able to recognize the importance of the transmission paying attention to multilateral thought and analysis of contents, the consideration of composition and expression methods and the presence of an audience. The cultivation of grounded ability beyond such limited language ability, which becomes a foundation necessary for the students’ future research activities, can be considered to be the meaning of teaching in specialized Japanese education using their academic experience and knowledge.
