| Summary: | 碩士 === 東吳大學 === 日本語文學系 === 98 === Abstract
First of all introduce the composition of this paper.
The thesis is divided into five chapters. The first chapter describes the "Story" and "viewpoint" of the research background, motivation and purpose. The second chapter, "viewpoints" of the first study. Chapter III describes the survey methodology and analysis. Chapter IV for the survey data shows the analysis and study, and a description of the results. Chapter V is the conclusion.
Second, this thesis is a university in Taiwan Department of Japanese fourth-grade 28 students to study the object, when it describes a story, from the "viewpoint" point of view of its internal structure. Analysis before the first "Perspectives" is divided into "gaze" and "as the Block." The so-called "fixation" means the person who wrote the story in which a person watching the story in that story, "as the seat" means that the story from the story in which a character's point of view in the story.
Author for the first study, which used to judge "perspective" of the grammar item is "subject to physical performance," "subject to grant performance," "mobile performance," "subjective performance," "emotional expression" (including emotional adjectives and emotions verb ), plus "quasi-performance by the award," a four-frame comic material for the investigation and clarify the following:
①. Taiwanese, Japanese learners in Japanese to describe the story, especially when there are two appearance for the characters also appear in the story, the story of people of their "fixation" and "as the seat" is not fixed.
②. A "fixation" and "as the seat" of the figure is almost the same. That is, when the storyteller, a debut against a person in that story, unwittingly, have stood the perspective of characters who debut the whole story.
③. "Fixation" and "as the seat" inconsistency there. Judged from the data is to use the "~ (te) kuru" and "~ (te) kureru" results.
④. The judge, "as the seat" of the grammar items, Taiwanese Japanese learners like to use "mobile performance" and "performance by the award." On the "mobile performance" is to "~ (te) iku" the most. The performance of the grant is subject to "~ (te) ageru" the most.
⑤. In the "quasi-performance by the award" ways, that is lending, the Taiwanese Japanese learners to "borrow" the performance the most.
⑥. "Performance by the body" appears to use the least number of times, only once.
Finally, the proposed future of Japanese education, the word "perspective" on education law topics.
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