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ABSTRACT
In Taiwan, the Japanese Language Proficiency Test, JLPT, is an important
index to measure learning achievements for the Japanese learners. However,
there are still some problems in the test that have not been solved yet. One of
them is setting level based on total learning time without clearly listing
learning syllabus. Therefore, the aim of this study is to clarify the learning
items.
This study considered the questions of grammar examination of level 3
and 4 in JLPT from 1998 to 2003, the sentence pattern which appeared usually,
then, analyzing the result against the top five well used basic Japanese
textbooks in Taiwan.
The chapter 1 “Introduction” described the motive and purpose of the
study, the precedent study, the method and the scope of the study.
The chapter 2 “Basic Japanese Grammar Ability” discussed the basic
Japanese grammar ability which JLPT requests first. Second, it described the
grammar ability that could be said to be basic language ability, because the
relationship with "four language skills" is deep. Therefore, I think that the
teachers should attach importance to train the basic Japanese learners’
grammar ability. Moreover, through the results of evaluation, we can
understand whether the grammar knowledge is properly learned or not.
The chapter 3 “The Consideration and Analysis about the Question of
Examination” stood on the Part Ⅰ,Ⅱ, and Ⅲ of the questions of grammar
examination, to consider the frequency that the question of grammar
examination appeared. Consequently, we can understand the main point of
Part Ⅰ is auxiliary word, and Part Ⅱ is about verb, adjective, adjectival
verb, and noun. Furthermore, Part Ⅲ is in chief of demonstrative,
interrogative, adverb, and the part of Part Ⅰand Ⅱ appeared or not appeared
for the most part.
The Chapter 4 “As Compared With the Basic Japanese Textbooks”
analyzed the basic Japanese textbooks against the result which the chapter 3
considered. Therefore, it could show the difference between them, and let us
to think about the development of assessorial teaching materials.
The Chapter 5 "Conclusion" integrates all the chapters to do a conclusion,
then described the study forwarding.
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