橋本, 修

西垣, 知佳子

田中, 佑

永田, 里美

HASHIMOTO, Osamu

NISHIGAKI, Chikako

TANAKA, Yu

NAGATA, Satomi

[SUMMARY] In recent years, the number of returnees and children with foreign roots has increased in schools in Japan, prompting a need for both a better understanding of the learning dynamic and an exploration of learning support options. With regard to writing, in this study we investigated errors in compositions written in Japanese from Japanese native-speakers, returnee students and non-native Japanese students. Results indicated, not surprisingly, that non-native speaker students showed a high lexical errors ratio; however, the lexical errors ratio of native-speaker Japanese students increased with the advance of the school year. Style choice errors were high in returnee students. There were also qualitative differences in lexical errors between native and non-native speakers of Japanese. These results suggest that teachers are likely to meet a greater variety of errors in globalized classrooms. Teachers can use these data for understanding Japanese composition teaching in classrooms.