A Study on Teaching and Evaluation of Learners of Japanese as an L2 based on the Acquisition Process

本研究的目的是提出一些基于日语学习者习得过程的教学和评价方法。在近三年的时间里，通过30-40分钟的口头访谈收集了两种纵向数据进行分析。一个是马来西亚学习者的数据，他的学习环境是在广岛一家工厂工作的自然环境。另一组数据来自6名日语学习者，他们在日语学校和大学课堂上学习日语。他们分成两组——三个说汉语的和三个说韩语的。我们根据32盘马来西亚主体的访谈话语磁带制作了“坂田语料库A”，根据6位学习者与日语母语者的45盘对话磁带制作了“坂田语料库B”。然后，我们重点分析了这些语料库的14个语法特征：(A)否定(B)及物动词和不及物动词(C)修饰名词结构(D)被动(E) NO-DA表达(F)方面形式“~ EIRU”(G)给予和接受(H)推理情态(I)连词“KARA”(J)复合句时态(K)引语(L)末助词“NE”YO“YONE”(M)条件形式(N)形容词。研究结果表明，学习者习得的语法模式是if获取词汇；也就是说，在构造被动规则等规则之前，它们逐个获取表达式对（例如，YUU/ IWARERU）。我们认为，对第二语言学习者来说，影子学习和输入处理是提高其熟练程度的有益活动。

The aim of this study is to propose some methods of teaching and evaluation of Japanese language learners on the basis of their acquisition processes.Two kinds of longitudinal data were analyzed which were gathered over the period of nearly three years through oral interviews of 30-40 minute sessions. One is the data of a Malaysian learner whose learning context is a natural setting of working in a factory in Hiroshima(?). The other set of data was obtained from six learners of Japanese who learned Japanese in the classroom situation of Japanese language schools and university classes. They are divided in two groups-three Chinese speakers and three Korean speakers.We made "Sakoda Corpus A" based on the 32 tapes of interview utterances by the Malaysian subject and "Sakoda Corpus B" based on the 45 tapes of the six learners' conversations with native speakers of Japanese. We then analyzed these corpora focusing on the following fourteen grammatical features :(A) negation (B) transitive ＆ intransitive verbs (C) Modifying Noun Structure (D) Passive (E) NO-DA Expression (F) Aspect Form '〜EIRU' (G) Giving and Receiving (H) Modality of Inference (I) Conjunction 'KARA' (J) Tense of Complex Sentences (K) Quotations (L) Final Particles 'NE''YO''YONE' (M) Conditional Forms (N) AdjectivesThe results of the study indicate that the learners acquire grammatical patterns as if acquiring the vocabulary items; that is, they acquire expression pairs one by one (e.g., YUU/ IWARERU) before constructing rules such as the passive rule. We suggest that shadowing and input processing would be useful activities for second language learners in promoting their proficiency.