This study aims to investigate how the differences in expression caused by different ways of how to see and think affect the students learning Japanese at basic levels. The participants were 30 Korean students, learning translation into Japanese at basic levels. In the class, they read Japanese picture books and their Korean version ones and discussed the differences between them. A simple survey was conducted, and a m ini-exam w as g iven. The participants recognized the difference in how to see and how to think between the two languages, such as why particular expressions were used. The results showed an effect on enhancing their learning motivation and it also confirmed that there is an effect enhancing the learning motivation in the students who were interested in reading picture books while sitting in a circular fashion. In addition, the mini-exam results showed an improvement in the students' interest and concentration in class. As can be seen from these results, recognizing the difference between Korean and Japanese expressions in picture books can positively impact on raising students’ interest, motivation, and enthusiasm in beginner level of learners of Japanese.

The study focuses on analyzing the situation how 1) to precede a sentence, 2) to structure the dialogue, and 3) to acquire conversation frame by the learners. Furthermore, the purpose of this study is to examine whether common discourse errors exist on the way of structuring the dialogue and if they exist, the tendency of errors comes from universality and individuality. The result of this study is to show the tendency of errors in order; connection investigations, surplus, style, tense, the point of view, defect, conjunction, direction, and sequence. Through this study, it is proved that essential language factors mentioned in the discourse structure are required on developing writing skills. Particularly, More than half of learners shows the common errors in the connection investigations, ellipsis, tense, style, conjunction, the point of view, addition. As a result, those language factors should be set up as essential language factors to be trained.