透過統計瞭解了以下四點：（1）「運動的繼續」的習得較早且安定的原因可能是因為這個用法大多用於活動動詞。（2）狀態動詞等靜態述語中時態的誤用較多可能是因為母語的干擾。（3）和瞬成/達標動詞有關的用法誤用率高有可能是因為學習者注意於事情發生後的結果而沒意識到變化結果的體。（4）誤用的質與量和作文題目有著密不可分的關係。 In this paper, based on the compositions of two classes of Japanese majors at National Chengchi University (one was a sophomore class in 2002 and the other a junior class in 2007), we analyze and compare learners’ errors in verb aspect and examine the reasons for these types of mistakes as well as the way the learners interpret aspect. The errors are categorized into four types: The zero type, which are tense errors (usually considered to be the premiere stage of aspect errors); the first type, in which suru is mistaken for the perfect form shita; the second type, in which shita is mistaken for generic time suru; and the third type, in which suru and shita are mistaken for shiteiru as the indicator of present progressive as well as the resulting state. According to the above-mentioned categorization, data are collected and analyzed.
The examination and analysis has led to our understanding of the following points: (1) The progressive aspect, which denotes the “continuation of movement,” is learnt, comparatively, faster and remembered more firmly; we consider that this may result from the fact that many activity verbs are employed in this usage. (2) Tense errors are many in stative predicates, such as those containing state verbs; and we consider that it may result from native language interference. (3) A high frequency of accomplishment-verb related incorrect uses is revealed, the possible reason being that the learners are too concerned about the state that follows an event to notice the result of a change, the so-called aspect. (4) The degree and quantity of incorrectness is highly related to the topics of the compositions.