日語寫作的部落格應用：寫作量，語法複雜度，及準確性的分析

Utilization of the Blog to Practice Writing in Japanese: Analyses of Blog Posts from Quantity, Syntactic Complexity, and Accuracy

本研究試圖在為期一學期（15週）的研究計畫中，探究日語學習者在部落格上之日語寫作的質（語法複雜度與準確度）與量（字數）的改變，以期提供更多與部落格相關研究的實證結果，並進一步真實反應出學習的效果。此部落格研究計畫的對象是台灣北部一所私立大學2009－2010的進階日語寫作閱讀課的學生（中級程度）。共55位大三學生選修此課程，所有學生每周至少需要在部落格發表一篇文章。為了發揮部落格的長處，文章的內容及字數並未給予設限。最後根據學習者發表的篇數及日語能力，挑出了15位學生的部落格，由其發表文章的字數、語法複雜度、和文法正確度的3個方面來進行分析。結果顯示，一學期的研究計畫，以部落格為輔佐日語寫作之課程，對學生的寫作質與量並無顯著的增進。然而在訪談的數據上來看，大家對經由部落格來作日語作文的練習多數抱有好感。本研究亦詳細討論如何使用部落格Web 2.0工具從事日語寫作練習的教學方式。

The present study investigated how the quality (syntactic complexity and accuracy) and quantity (the number of characters) of JFL learners' writing on the blog would vary in a one-semester-long blog project in order to provide more empirical evidence for educational effects of the blog.The blog project was implemented as one of the course assignments in a fifth-semester (intermediate-level) Japanese Writing and Reading course at a private university in northern Taiwan. Fifty-five students enrolled in the course, and they were required to write and read at least one blog post each week. In order to maximize effects of the blog's characteristics, no topic or word limit was set.The findings indicated that blogging in Japanese as a course project did not remarkably help students enhance the quality and quantity of writing. More detailed discussions and implications for the application of Web 2.0 to practice writing and writing assignments will be provided.