The value of video content such as anime and TV drama in Japanese language learning, especially for learners who study the target language in their native lands, has been pointed out. However learners may produce pragmatically inadequate utterances by using knowledge which is gained by self-learning with media materials because linguistic performance, particularly in anime, often differs from that in the real world. A large number of learners of the younger generation want to learn contemporary Japanese youth dialogue or wakamonokotoba. Nowadays, many learners regularly watch video content for the purpose of language acquisition. In this paper I would like to promote the importance of establishing wakamonokotoba as a learning item in class. I will illustrate with an in-class example using video content for intermediate/advanced learners. A method for teaching contemporary youth dialogue is divided into four steps, adopting the views of Noticing Hypothesis (Schmidt, 1990) and Output Hypothesis (Swain, 1995) as follows: 1) introducing the concept of role-language, 2) observing role-language in anime, 3) observing contemporary youth dialogue in TV drama, and 4) creating Japanese subtitles for a TV drama in the learners' native language.

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