橋本, 修

西垣, 知佳子

永田, 里美

田中, 佑

時田, 裕

青木, 大和

松戸, 伸行

HASHIMOTO, Osamu

NISHIGAKI, Chikako

NAGATA, Satomi

TANAKA, Yu

TOKITA, Yutaka

AOKI, Yamato

MATSUDO, Nobuyuki

[SUMMARY]This paper reports on the results of preliminary research administered to shine a light on the development of Japanese students' ability to produce L1 writing. We looked at two issues in this paper. 1: To gain a developmental picture of L1 acquisition, the errors made by two groups of students, fifth- and eighth-graders, were collected and analyzed. It was found that some errors were more frequent among the fifth graders than the eighth graders; for example, errors caused by a sound conversion such as "ikioi (いきおい)" and "ikiyoi (いきよい)". In another example, the wrong combination of a subject and a verb was more frequently found in the writing of eighth graders. These errors resulted from the long and complicated sentences they had tried to produce. 2: In this investigation, students in the fifth, eighth, and ninth grades proofread a passage that included identical linguistic mistakes. They were asked to point out and correct any errors. The corrections they added in the composition were analyzed and categorized. From the analysis, we found that the gap between the three groups of students was not as large as we had expected. Some errors were corrected quickly by the students, but some others were difficult to identify and accurately correct. From the results gained from both analyses, we found that students needed specialized and well-planned material and instruction to enhance their L1 writing abilities. Furthermore, the requirements are different according to the types of L1 errors and developmental stages.