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

我们1994年至1966年的研究结果已汇编成一份研究报告。研究结果表明：（1）在具体词汇和抽象词汇的习得过程中，汉语来源的词汇（汉语词）起着重要的作用。（2）对作文数据库的定量分析表明，二年级、六年级和高一学生的句子长度存在着变化，存在着三个发展阶段;第一阶段是开始写长句，第二阶段是能写复杂句，第三阶段，他们能有效地写短句和长句。（3）低年级学生重复使用同一个词的频率较高，高年级学生则逐渐减少。另一方面，指示代词的使用逐渐增加，并且证实指示代词是按照so、ko和a的顺序发展的。据推测，学生和学生是否能意识到读者有助于这一秩序。（Sasaki，Nihongo-ni-okeru Kessokusei-no Hattatsu-to Shuutoku）（4）与本族语大学生相比，日语学习者倾向于使用更多的命题和解释性情态表达，而较少使用是非判断性情态表达，这种倾向似乎是造成日语学习者作文不自然的原因之一。（佐佐木和川口，日本人小学生，中学生，Kookoosei，大学生到日本后小学生-没有Sakubun-ni-okeru Bunmatsu-hyoogen-no Hattatsu-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)