In the field of Japanese Language Education, it is often the case that "sentence patterns" are used as a medium to teach "grammar". However in this thesis the definition of "a sentence pattern" is considered to be "a rule by which a sentence can be formed". In other words, "sentence pattern" and "grammar" are considered synonymous.
Sentence patterns are an indispensable element in the forming and in the analysis of Japanese sentences, and as such, even in 'situation based textbooks' (as opposed to grammar based ones), if the aim of text is the acquisition of Japanese, then it is to be expected that a framework of sentence patterns underlie the text.
In the current study, we examined seven types of Japanese language textbooks aimed at non-Japanese elementary school children, in order to determine how sentence patterns were incorporated into the text, and in what order the patterns were presented.
The study found that, in the textbooks examined, emphasis was placed heavily on vocabulary acquisition, as opposed to the understanding of sentence patterns. This reconfirmed the findings of our previous study.
We consider that, regarding the creation of new textbooks for non-Japanese childeren, the special characteristics of children's language acquisition should be taken on board, and the following two points should be considered:
1. Placing emphasis upon the acquisition of sentence patterns, and working to develop the child's ability to analyze and create sentences.
2. Thinking of various ways to practice the above.