台湾人中級日本語学習者の作文に見られる誤用について

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Examining the errors in compositions, which reflect the overall capability in handling Japanese by learners, provides unique ways of crediting the learning efficiencies and levels of the learners. This paper critically examines the errors made in 62 compositions by 12 intermediate-class Japanese learners in Taiwan, and compares the outcome with literature data. The findings include (1) the errors made are largely bound with the structure and grammar of learners' mother language; (2) the frequently conducted grammatical errors are repeatedly made; (3) errors are made on items the learners should have learned in class. Hence, the lecturers should repeatedly emphasize in class those items the learners frequently make the errors. Also, within all physical constraints, the lecturers should try to properly allocate in syllabus those items that are hard to comprehend by learners.
徳島大学の論文