This paper describes the pilot phase of a video-based method for teaching pragmatics in the contexts of a junior high school, high school, and university in Japan. Discussion covers the design of the instructional materials then shifts to descriptions of each teaching context—starting with the junior high school level and continuing to 2nd-year university level. In all, four teaching contexts are introduced, with four intact classes in three schools. After a brief context overview—the institutions, English-language focus of the program, and introduction of the student population—is an explanation of how the pragmatics materials were structured to fit each institutional setting. Comments regarding the benefits and limitations of the instructional materials and method for that particular context follow.
本論文では、日本の中学、高校、および大学における、動画媒体を用いた語用論教授法の導入に関して論じる。まず、全体の 教授内容を説明し、そして学習環境別（中学、高校、大学）に教授内容の詳細について議論を展開する。学習環境別の教授内 容は、それぞれの学習環境下にいる学生のニーズに応じ、各レッスンが構成されている。本論文の最後には、語用論教授法導 入の利点と問題点について、学習環境別に言及する。
PP. 447-459
