本研究的目的是從教師的行動特質之觀點來闡明日語學習者所認為好的日語教師應該為何，並且以臺灣7所大學的學習者為研究對象進行了問卷調查，分析了1097名學習者所回答之數據。統計處理採用因素分析以及共變異數構造分析，因素分析的結果抽出了4項學習者所認為好的日語教師之行動特質因素為：「I對學習者的關心」、「Ⅱ專家的教職經歷」、「Ⅲ日語教師的專業」、「Ⅳ對師生互動的用心」。另外，共變異數構造分析的結果顯示：學習者依照日語專攻與非日語專攻之不同，對於教師的期待略有不同。在「I對學習者的關心」、「Ⅱ專家的教職經歷」、「Ⅳ對師生互動的用心」方面，日語專攻與非日語專攻的學習者所重視的程度相當，但是在「Ⅲ日語教師的專業」方面，比較起日語專攻的學習者，非日語專攻的學習者則較為重視。此結果啟示著：由於兩者在課程規劃以及課程性質上之不同，對於教師的期待也有所不同。

This study examined the characteristics of behaviors of outstanding Japanese language teachers from the students' point of view. 1097 data samples were collected at 7 Taiwanese universities by using the questionnaire. To administer the data, factor analysis and structural equation modeling were conducted. The results indicated that the characteristics of behaviors of outstanding Japanese language teachers which students think of are “Ⅰ concern for learners”, “Ⅱ teaching experience as a professional”, “Ⅲ technicality of Japanese language teachers”, “Ⅳ concern for interaction”, and the result showed what the characteristics of behaviors students claim for are different between Japanese major students and other students. Both Japanese major students and other students have the same degree of concern to “Ⅰ concern for learners”, “Ⅱ teaching experience, as a professional”, “Ⅳ concern for interaction”; however, compare with Japanese major students, other students pay more attention to “Ⅲ technicality of Japanese language teachers”. Thus, the result shows that what teachers are required for are different because of the different natures of curriculums.