Using “inter-language” to analyze the learning process of studying Japanese as second language has received increasing scholarly attention. This study-LARP at SCU is based on a four year writing study and its recorded fo1lox-up interviews from Japanese majors at Soochow University at Taiwan. The corpus includes aspects of pronunciation, vocabulary grammar, conversation and communication. It is used to analyze the students' Japanese development and to develop concrete and effective ways to improve Japanese teaching. The study is based on data from three students and two teachers who have conducted corpus study for five times. It starts from September 2003 after the first 6 months of freshmen entering the curriculum and the follow-up interview was conducted every month till July 2004. The procedures of the five interviews are the followings: 1) the first draft (assigned topic within 600 words): 2) reading out the draft (recorded): 3) follow-up interview (students were asked to recall how they composed the draft and the teacher hinted on the content and the mistakes): 4) second draft (based on the revision of the first draft): 5) saved the first and second drafts and the transcriptions of the interviews to the corpus. The results of the study show that there are three ways to give students feedback of their writings: 1) by pointing out their mistakes directly: 2) hinting on their mistakes: 3) combining the first and the second. The two instructors also suggest ways of corrections: 1) punctuation correction: 2) vocabulary correction: 3) grammatical correction: 4) improvement of the expression. The study also shows the use of hinting has higher frequency than pointing out mistakes directly and that the rates of corrections are also related to varieties of mistakes. It concludes that based on short term and long-term effects, the students will learn more effective when mistakes are hinted first.