所謂「語言表現法」的「書信文學習」就是將書信當作「話題」或「材料」進行日語教學的方法之一。該教學的意義在利用書信文學習作為手段以促進人際關係圓滿，同時透過此一學習可積極活用所學，得到增加與運用生活化語彙及表達的機會。尤其，對高程度學習者而言，「書信文學習」則可讓其迄今所培養的「日語表達能力」當成實際演練的最佳機會。 然而，即便寫信者有強烈意願將其感想傳達給對方，但因使用不恰當語彙或表達，產生了常見傳達落差。另方面，即使正確地日語表達，卻因寫信者在其表達裡缺少說服力，而未克達成良好溝通。 本論文是聚焦在大學四年級學生所寫「安慰信、激勵信」的敘述文詞部分，先呈現高程度學習者一般在日語表達常誤用語彙、表達等的傾向及特徵，然後從日語教學的觀點再針對學習者在表達時易產生的溝通盲點進行探討。 其結果，如下列所呈現的指導方向。 1. 在語言學習技術提升的同時，也努力了解對方的立場來書寫的話，如此書信文變得具有說服力。 2. 透過為了鼓勵的稱讚策略以及人際關係的維持，發展的手段而使用的敬語，則書信溝通會更活潑。

The “Learning of the letter-writing” utilizes the letter as topics and material. To learn a good “letter-writing” is good for one’s personal relationship and practicing his vocabularies and expressions. Especially, for the high-level learners, the “Learning of the letter-writing” is a most adapted opportunity as a spot, where they make a trial of their power of years cultivated Japanese-expressions. Even a letter being strongly desired with feelings to the reader, but the transmit differences arised oftenly due to the improper vocabularies used, and the failed communication usually being caused by lacking persuasion. This paper studies on the seniors’ “letter of consolation and encouragement”, and therein you may find the misused words, expressions. Besides, the educational research in a blind point of expression is also included. The result of this paper is as follows; 1. The letter must be perfect with persuation, when a technical progress of language study bring with efforts of writing in a good comprehension of other’s situations. 2. Letter communication becomes more active, if the learner will take good use of encouraging and polite expressions.