中級日語作文課之摘要作文導入

Introduction of Abstract Composition in an Intermediate Japanese Composition Class

本稿為筆者在台灣之大學應用日語學系授課之中級日語作文實踐調查報告。對於剛完成口語對話及基本文法課程的中級日語學習者而言，要系統性地完成一篇日語文章十分困難。因此，針對中級日語程度者，日語教育界通常習慣讓學習者以撰寫摘要文，做為練習日語作文的方式。由於摘要作文有日文原文做為依據，因此，與自由題目作文不同，日語學習者較容易習得日文文章的基本構造。作者在三年級日語習作的授課中，為了讓同學們實際運用已學過的日語文型與語彙等能力，並增進學習者的日語溝通能力，令其每週提交摘要作文。作者經由本課堂的實際操作，希望達成如下目標；習得以日文原文表述的成力，習得日語文章的基本結構。另外，為加強學習者對日文原文的掌握能力，筆者亦於每週進行漢字的聽寫考試。一般認為若外語學習者到達了中級程度，第一語言的讀寫能力，能夠轉移到第二語言的能力上。透過本習作課程，筆者發現摘要作文寫得不錯的學習者，在平常生活裡接觸到中文文章的機會，比其他學習者來得多。因此，筆者最後指出，為了撰寫不錯的日文作文，日語學習者也應該同時提升他們的第一語言能力。

This paper reports on an intermediate Japanese composition class at a university in Taiwan. Students who have completed in beginning-level Japanese classes may find it difficult to write a large number of Japanese sentences. Therefore, this classes include extensive practice in a bstract composition. Abstract composition is different from free composition, as students can depend on the contents of the original texts written in Japanese. Also, they can acquire the basic forms of Japanese sentences. The students were asked to use the sentence patterns and vocabulary that they had learned. The purpose of this practice was to enable the students to learn how the original Japanese sentences expressed meanings, including basic Japanese sentence constitution. In addition, the students took a dictation test of Chinese characters to verify their knowledge of the vocabulary used in the original papers. It is claimed that when learners reach an intermediate level of proficiency in their second language, their reading and writing capabilities in their first language transfer to the second language. The author verified that most students who submitted superior Japanese abstract compositions read often in their first language, Chinese. Therefore, this paper suggests that it is necessary to improve students’ first language abilities to facilitate the development of superior skills in Japanese composition.