Abstract
The following paper presents the first stages of acquisition in Japanese as a second language (JSL). After an explanation of the notion of stages of acquisition, the first four stages will be introduced. Examples of two typical kinds of learner errors will be explained in the light of these stages. It will be demonstrated that the notion of acquisitional stages contributes to the teaching of JSL, because it can explain the occurance of errors and suggest which grammatical errors are correctable, and which grammmatical structures are teachable, at which point in time. The findings presented here are based on data from a longitudinal study that is now in its third year. In that study, oral data from university students of Japanese are being collected.
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