| Summary: | 碩士 === 輔仁大學 === 日本語文學系碩士班 === 101 === The auxiliary word "ni" quite extensive and complex usage, can be expressed place, time, object, cause, result, status, etc., causing many Japanese learners unable to judge correctly lattice particle "ni" in usage. This thesis is to express action, role of place and time grid particle "ni" in usage-based, analysis Taiwanese Japanese learners grid particle "ni" Use and Misuse of the positive conditions, and to investigate the textbooks preposition "ni" in teaching order expectations observe the effect of textbooks for learners, but also tried to put forward suggestions for Japanese language education, hoping to bring a bit of Japanese language education contribution.
This thesis is divided into six chapters, the following describes the structure of this thesis.
The first chapter is on order. Describes the motivation and objectives, methods and scope of this thesis structure.
The second chapter is the first study. Collecting Japanese Language Learning and Japanese Education preposition "ni" the first study to determine the expression of action, role of place and time grid particle "ni" the definition and classification, and proposed classification benchmarks and research.
The third chapter describes the study brief. Description of information, research and analysis objects.
The fourth chapter is the findings and with visits. Individual analysis of learner preposition "ni" in the frequency of use, positive, misuse conditions, and observe the learners' learning characteristics and tendencies.
The fifth chapter comprehensive study for learners with learning situation textbooks preposition "ni" in guiding the order. Comprehensive analysis of learner preposition "ni" the learning situation, and then investigate the expression textbooks action, the role of place and time frame for particle "ni" in order guidance, as well as listed in the book cited with preposition "ni" and the verb used noun.
The sixth chapter is the conclusion. Narrative research, and observe the position of the textbook and learners relevance, then propose suggestions for Japanese language education, and finally for the problems identified during the study point for future research.
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