本研究以台灣日語學習者為對象，每半年實施縱斷研究調查，收集了他們跟教師的請託狀況之角色扮演資料，並加以分析。本稿使用了兩次日語角色扮演資料，針對學習者的「進入研究室」與「離開研究室」時的打招呼，「請託開始部分」，「請託結束部分」等三點進行了分析與考察。其結果整理如下列三點。（1）在「進入研究室」與「離開研究室」時的打招呼方面，大部分的學習者都表現的不錯，但有些學習者不積極地打招呼。（2）「請託開始部分」方面，所有學習者都有從事狀況說明，但大多的學習者尚未能以正確的說法來表達。而有預告請託的學習者中，亦有人使用了日語母語話者不會使用的表現；但第二次資料裡大致上就正確地使用。（3）「請託結束部分」方面，兩次資料都發現以道謝作為結束的學習者居多，而且都以「ありがとうございました」之過去式使用者為多。但，幾乎沒有人使用「よろしくお願いします」。另外，從學習者的「離開研究室」時的打招呼表現及「請託結束部分」的表現，觀察到大多數的學習者尚未能依事態的進行狀況來區別使用打招呼及道謝時的表現應為過去式或非過去式之現象。

This study focuses on Taiwanese Japanese learners. Longitudinal study survey is performed every six months; request situations role play data between the Taiwanese Japanese learners and the teacher are collected and further analyzed. This paper uses 2 data sets of Japanese role play, focusing mainly on three points. The three points and the results of those are as following. (1) In the greeting wordings of entering and leaving a room, many learners are doing well, but some learners do not greet positively. (2) In request starting section, all learners carried out conditional explanation, but most learners were not able to use correct expressions. On the other hand, for the learners with pre-announced request situations, some learners used expressions which native Japanese speakers do not use. (3) In request closing section, many learners finished with gratitude, although many learners used the past form ”ARIGATOGOZAIMASHITA”. However, barely anyone used ”YOROSHIKUONEGAISHIMASU”. Furthermore, it appears that most learners cannot clearly distinguish the usage between the past forms from the non-past forms of expressions according to the situation.