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• Main Authors: Yi-jyun Lai, 賴怡君
• Other Authors: none
• Format: Others
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/44066028816659522193

碩士 === 東吳大學 === 日本語文學系 === 100 === The world has a wide variety of languages, and mostly use the words or sentences to combine up, of which they are called collections. This thesis is going to study Japanese learners in Taiwan using the collections of "noun + preposition + verb" for inspection. Using the LARP at the SCU corpus (Language Acquisition Research Project at Soochow University) as a research object, taken 16 learners who had full three and a half years participation, the acquisition of cross-sectional and longitudinal study its composition information in order to understand Japanese learners’ studying state and the difficulties during the learning process. This thesis is divided into six chapters. Chapter 1 is the introduction, mainly focus on the motivation and purpose, as well as the description and scope of the study and methods. Chapter 2 is the antecedent research, after referring the relevant articles about collection in Japanese language study and education study, the writer comes up the questions and ideas on antecedent research. Chapter 3 is the research method, mainly focus on the research object of this thesis report which includes the fully-participated 16 learners’ analysis paper of sequence and method in LARP at SCU. Chapter 4 talks about the result of cross-sectional analysis investigation, which focuses on analyzing the utilization and tendency of collection that the 16 learners mentioned in chapter 3. And the paper will analyze the misusage of collection by arranged them into four categories. Chapter 5 is the longitudinal analysis & inspection which are analyzed stage by stage. This part is going to analyze each learner’s characteristics of using collection and observe each learner’s using habit of collection. Chapter 6 is the conclusion which integrates the cross-sectional analysis and longitudinal analysis as well as the integration of chapter 4 and chapter 5. As the final, if the report can be a contribution of future Japanese learning education, it would be a great honor.