1997年9月至1998年5月期間訪問實施日語教學（正式列入選修成績）的各高中教 務主任，教學相關人員， 彙整出如下結論：A) 日語修習人數占第二外語全體人數的 75 ％ ，次為法語 15 ％，德語 9 ％，西語 0.6 ％。日語班的平均人數為 28 人，其他為 20 人 ，20 人，16 人。 B) 樂於開日語課之原因是臺灣年輕人受日本影響大，將來就業必要，家 長支持，第二外語是語言學習應與生活結合。C) 高一選修生最多，平均每週上 2.5 小時， 排在正規時間與課後者各一半。最大困難點：與大學教育的連貫，包括入學採計，進大學後 第二外語持續學習問題，無合格教師，資深老師不符資格，大學教師支援者，教學目標教較 高，不了解青少年學習心理，排課困難，語言教室不足，學生不認真等等。

　　　　　From September 1997 to May 1998, we interviewed the academic deans in senior high schools where Japanese is taught as an clected credit bearing course. The results are as follows. First of all, among all students who took a second foreign language course. 75% selected Japanese; 15% selected French; 9% selected German and 0.6% Spanish. The average number of students in these Japanese classes were 28; 20 in the French and German classes, respectively and 16 in the Spanish classes. Secondly, the main reasons schools included Japanese courses were: 1) the great influence of Japan on Taiwanese teenagers; 2) needs of the workplace; and 3) support from parents. In addition, they emphasized the importance of the combination of language learning and real life. Thirdly, there were more students in the tenth-grade taking Japanese courses than in other grades. The average length of class time per week was 2.5 hours. Moreover, half of the schools arranged the courses during the regular hours, while half of them arranged the courses after school. The difficulties of implementing Japanese courses in the curriculum came from: 1) whether or not the courses meet the requirements set by colleges and universities so that credits may be waved; 2) a lack of teachers with certification; 3) high expectations from university teachers teaching in senior high schools who were not aware of teenagers' learning attitudes and had difficulties in working out teaching schedules; 4) a lack of language laboratories; and 5) problems with students; learning attitudes.