日語閱讀策略研究中，南之園（1997）進行的實驗結果指出優秀的閱讀者是較少使用由下而上策略。所謂優秀的閱讀者指的是在閱讀考試中得到較高成績的學習者。但是，臺灣的日語學習者當中也可見是從初級開始由語彙單字、文法等所謂傳統教授法中的累積方式而來扎根學習者。這一類的學習者中其優秀的閱讀者不見得使用由下而上策略是占少數。再者，不可否認的是，L2閱讀中藉著選修文學閱讀課程，接受由上而下的閱讀指導訓練的學習者所使用的閱讀策略與非這一類的學習者所使用的策略是有差異的可能性。就本人粗淺見解，目前臺灣並無這類閱讀者所使用閱讀策略之先行研究。因此，本論文以臺灣某综合大學日本語文學系，當中俢習約一年的日本文學閱讀課程的學習者為對象，施行L2學習者在閱讀時所使用閱讀策略和應試策略之相關實驗和調查。

Among previous studies in reading strategies in the Japanese language, Minaminosono's (1997) points out that better readers, or learners who score higher than others in reading comprehension exams, employ fewer bottom-up strategies than top-down ones. Nevertheless, it is uncertain whether strong learners of the Japanese language in Taiwan also prefer top-down strategies, since a major part of them acquire their knowledge of the Japanese language from bottom-up trainings in vocabulary and grammar. Moreover, as we were able to observe in some elective lecture courses in second-language (L2) literature, learners having received training in top-down reading strategies may differ from those who have not. To our knowledge, no empirical study of similar settings is available in Taiwan to this date. In response, the study proposes experiments and surveys related to reading and test-taking strategies employed by L2 learners. The subjects are Japanese majors having taken a lecture course in Japanese literature for nearly one year in a university in Taiwan.