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• Main Authors: Wen-fei Lin, 林紋妃
• Other Authors: Shu-chuan Chen
• Format: Others
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/30296228494825279331

碩士 === 東吳大學 === 日本語文學系 === 99 === This thesis, based on the analysis of students of Japanese literature and language database LARP at SCU (Language Acquisition Research Project at Soochow University) is to understand and appreciate Taiwan's Japanese learners’ position, on the behavioral usage of "ha”, its sequence of learning and its general pattern of learning process. Based on three and half years of Japanese learners’ compositions writing in the grid and re-theming of "ha" usage results, confirms that the learners faced similar "ha" difficulties on its acquisition point and common ground. According to the results of education in Japanese, "ha" guidance suggested. This paper is divided into five chapters. The first chapter introduces to the readers as to the research motivation for this thesis, the purpose and the various research methods. Chapter two focuses on reference materials, the reference of Japanese Studies and Japanese Language Education (acquisition) in the literature, development of the following three proposed benchmarks; (1) to determine baseline of "ha"; (2) the classification of particle reference frame; (3) sectional dependent classification benchmark, and then put forward the result of this thesis. Chapter three defines the approach on the subject matter and data collection. It also analyses the order of its data collection. Chapter four analyses and examines the correct usage of “ha” in learners’ composition on the state of the grid to analyze the learner's theme of particle position and replies in the "ha" with the tendency to use characteristics. Chapter five concludes with summaries of the examined result with general and comprehensive discussions, providing some suggestions on learning "ha" acquisition status. Based on learners’ compositions with acquisition characteristics and acquisition, suggests some guidelines and use of images to enhance “ha” concept on the initial learning phase. At intermediate stage, strengthening the grid particle subject to the rules and usage are suggested with finally strengthening the replies of "ha" concept usage. This chapter concludes with questions and proposes for future research.