本文從「台灣日語學習者語料庫」作文語料庫中，選出44名學習者於2年間所寫的4篇作文（每半年一篇）作為分析資料，藉由多變量統計分析的結果，對台灣日語學習者的テイル的習得狀況作縱斷調查。藉以觀察テイル的主要用法「動作的持續」與「結果的狀態」，還有「完了」、「反覆」、「狀態」共5種用法的習得順序，以及學習者在各個階段中テイル的使用狀況。調查結果如下：（1）對於台灣日語學習者而言，5種用法中最容易學會的用法是「動作的持續」，其次是「反覆」與「狀態」的用法，最後是「結果的狀態」與「完成」的用法。（2）台灣日語學習者的テイル習得狀況已經在初級階段固定，即便學習者的日語程度達到中上級階段，各個用法之間的使用狀況仍無任何改變。（3）學習者的作文中經常可見某些特定的動詞與テイル做結合，如同「思つている」、「住んでいる」…等一樣，將其視為一個單字來記憶與使用，以至於在此記憶與使用模式之下，常可觀察出因「過剩使用」所產生的誤用情況。

This paper investigates the acquisition of multiple meanings of the Japanese imperfective aspect marker -teiru by Taiwanese learners of Japanese, focusing on the use of -teiru in each learning stage and the acquisition order by multivariate analyses of examples from the Corpus of Taiwanese Learner of Japanese. The results of the analyses of Japanese compositions written by 44 Taiwanese learners during the course of two years are as follows:(1) For Taiwanese learners of Japanese, of the five meanings of -teiru, the easiest to learn is ”progressive”, followed by ”iterative” and ”simple state”. The most difficult functions of -teiru are ”resultative” and ”perfect”.(2) The five functions of -teiru were acquired by the Taiwanese learners of Japanese during the elementary stage of language acquisition. However, even when learners reached the advance stage, their use of -teiru did not improve.(3) Some particular verbs are frequently combined with -teiru and used as a word. Learners remember these verbs in the form of -teiru. This situation leads them to overuse the form, applying it even when it is not required.