JIDOO・SEITO・GAKUSEI OYOBI NIHONGO-GASHUUSHA-NO SAKUBUNNOORYOKU-NO HATTATSUKAEI-NI-KANNSURU KENKYUU

我们1994年至1966年的研究成果已汇编成一份研究报告。研究发现：(1)在具体词汇和抽象词汇的习得过程中，汉语词汇（kango）起着重要的作用。(2)对作文数据库的定量分析表明，二、六年级学生和高一学生的句子长度存在变化，存在三个发展阶段；第一个阶段是他们开始写长句，第二个阶段是他们可以写复杂的句子，第三个阶段是他们可以有效地写短句和长句。(3)低年级学生重复词汇的频率较高，高年级学生重复词汇的频率逐渐降低。另一方面，指示语的使用逐渐增加，并证实指示语按照so， ko， a的顺序发展。假设小学生和学生是否能意识到读者对这种顺序有贡献。(4)与本土大学生相比，日语学习者倾向于更多地使用命题性和解释性情态表达，而较少使用真假判断情态表达，这种倾向似乎导致了学习者作文的不自然。（佐佐木和川口、二本真-书院、中书院、Kookoosei、大书院-二本真-书院-无sakuuni -ni-okeru本松- hygen -无hatatsu -katei-ni-kansuru Ichi-koosatsu）

Our research results between 1994 and 1966 have been compiled into a reseach report. The report includes the following findings :(1) In the process of acquisition of concrete and abstract vocabulary, words of chinese origin, i.e. kango, plays an important role. (Murakami and Tanaka, Doodai-sakubun-ni-okeru Kango-hyoogen-no hattatsu)(2) A quantitative analysis of the compositio data-base shows that there are changes in the length of senteces with the second and sixth graders and the first year high school students, that there are three stages of development ; the first stage when they start writing long sentences, the second stage when they can write complicated sentence, and the third stage when they can effectively write both short and long sentences. (Narita, Sogabe, and Tanaka, Sakubun-nooryoku-hattatsu-ni-kansuru Jundan-teki-kenkyuu)(3) Repetition of same words was frequently observed among lower graders and gradually decreased with higher graders. On the other hand, the use of demonstaratives gradually increased and it was confirmed that the demonstratives develop in the order of so, ko, and a. It was assumed that whether or not pupils and students can be aware of readers contributes to this order. (Sasaki, Nihongo-ni-okeru Kessokusei-no Hattatsu-to Shuutoku)(4) Learners of Japanes tend to use more propositional and explanatory modal expression and less true-false judgment modal expressions, when they are compared with native college students, and this tendency seems to contribute to unnaturalness of the learners' compositions. (Sasaki and Kawaguchi, Nihonjin-shoogakusei, Chuugakusei, Kookoosei, Daigakusei-to Nihongo-gakushuusha-no Sakubun-ni-okeru Bunmatsu-hyoogen-no Hattatsu-katei-ni-kansuru Ichi-koosatsu)