The purpose of this paper is to demonstrate through written descriptive data the fact that it is difficult for learners to distinguish between honorific targets and honorific expressions corresponding to them. After the demonstration of this fact, how to make them able to distinguish and match up corresponding pairs of honorifics-in other words, to further explore ways of teaching the honorific system better-becomes our next step. As a way to achieve this purpose, we have explored in experimental lessons using our marker system as to how we can make them distinguish between so-called "topic honorifics" and "dialog honorifics." As long as we look at the results of our experiments, these two purposes have been achieved. The use of our marker system has shown the following facts:[Data derived from writ ten materials]1) Before the experiments, learners could not match honorific targets with honorific expressions corresponding to them in a related fashion. Neither could they distinguish between topic honorifics and dialog honorifics. After the experiments, however, they have finally become able to match the correspondence relationships. This also resulted in planting in most of the learners the awareness of the distinction.2) We have become able to lead the learners to distinguishing between humble expressions I and humble expressions II and to match them up with appropriate honorific targets.[Data derived from spoken materials]3) Learners are now making their own judgment on the selection of appropriate honorific express ions in accordance with our marker system.4) As for sentences in quotation concerned with third person honorifics, learners were not aware of the use of polite forms with-masu before the experiments, but after the experiments they have become able to use them.