本篇論文是以大仁科技大學應用外語象日本語組四年級生22名(日語能力測驗3級合格者22名，其中有7名2級合格)為對象，將其分為音讀、默讀兩組進行日語文法測驗，探討對於該階段、即中級導入階段的學生而言，當其進行文法分析峙，音讀和默讀何者較有幫助?及日常的閱讀習慣是否對成績有所幫助。
經過t檢定的檢定結果顯示，音讀在3紋的文法測驗部分(難度較低的部分)有明顯的幫助，在2紋的文法測驗部分(難度較高的部分)則不顯著。再者，日常的閱讀習慣以音讀為主的學生，在3紋的文法測驗部分(難度較低的部分)，日常的閱讀習慣對其成績有明顯的幫助而在2紋的文法測驗部分(難度較高的部分)則不顯著。而日常的閱讀習慣以默讀為主的學生，在3紋的文法測驗部分(難度較低的部分)，日常的閱讀習慣對其成績沒有明顯的幫助而在2紋的文法測驗部分(難度較高的部分)則有明顯的幫助。
根據以上的分析，我們得知作為中級導入階段的文法分析指導，難度較低的部分以音讀為佳。進入難度較高的部分，則不妨漸行採用默讀、音讀併用法或默讀法的方式進行指導或自習。當然，在文法分析指導方面，最重要的還是來自教師的講解，但在進入講解之前，根據文法難易度讓學生先行以音讀或默讀、音讀併用法或默讀法的方式閱讀內容，對於學生的文法理解上，應該有所幫助。本研究結果雖嫌不足，但希望能提供國內專科教育，日語文法分析指導之參考。

The subjects of this paper are twenty-two students who study in the fourth year Japanese Division of Applied Language Department at Tajen University， there are 22 students passed in third degree of Japanese Language proficiency test (JLPT)，and 7 students passed in second degree of JLPT. The Japanese grammar test is divided into A (read-aloud) and B(silent reading)， this study proposes to compare the effects of the teaching approches ，andplanning to analyze whether the score is deeply affected by reading habit or not.
The results of student t-test conclude that read-aloud have significant positive effect on test score in the elementary later period， but there is insignificant effect in the intermediate level. Besides， the results indicate the reading habit based on read-aloud have significant positive effect on test score in the elementary later period， while there is insignificant effect in the intermediate level as well. According to the analysis as mentioned above， Read-aloud is more suitable than silent reading in the elementary later period， and the integrative read-aloud， silent reading instruction is worth adopting in the intermediate level.
Regarding the pedagogy of Japanese grammar analysis， the most important task requires fulfilling will be the detailed explaination of instructor， and the learners need to read articles by read-aloud or integrative read-aloud， silent reading method firstly， this king of training would be good for students grammar comprehension.