這篇論文以在台灣就讀大學或研究所的日籍中文學習者為對象，探討如何從閱讀文本中學習虛詞「就」。為了探討此問題，本研究進行閱讀實驗，其方法為先請受試者進行一篇文章的日翻中，之後看該文章的中文原文，以及受試者自己的翻譯，然後再請受試者針對原文與他們翻譯的「就」進行比較，最後針對受試者「就」的使用進行訪談。在以上的過程中，不斷地告訴受試者要注意文章中的「就」，整個過程都以有聲思考的方式進行，觀察受試者如何處理「就」。基於觀察的結果，從五個方面探討：1. 受試者的閱讀策略使用情況，本研究所採用的「翻譯→看原文」的過程因能減少學習者理解內容的負擔而將學習者的注意力集中在特定語言成份上，這對透過閱讀和翻譯的虛詞「就」的學習而言，是相當有利的因素；2. 從Schmidt(1990)的意識學習假設的角度，探討學習者的意圖(intention)、注意力(attention)以及覺識(awareness)在虛詞「就」的習得上起何種作用，本研究驗證了Schmidt的意識學習假設，學習者的意圖、注意力以及意識到目的語形式在虛詞「就」的習得上扮演相當重要的角色，但意識到「就」只是學習歷程的起點，也就是意識到「就」不一定都會促進習得，學習者是否能習得的關鍵在於意識到之後，如何針對該習得的語言現象進行對比分析；3. 翻譯在學習「就」上的作用，本研究結果顯示在「就」的學習上因翻譯能反映出學習者的中介語狀態，而能讓學習者注意到自己的中介語與目的語之間的差異，並且開始針對兩者的差異進行對比分析，此因素在虛詞「就」的學習上是必要的條件；4. 「就」的核心意義與學習「就」的關聯，本研究顯示學習者除了「就」的核心意義之外，還需要掌握與「就」相關的詞彙之間的關聯，才能掌握「就」的功能；5. 從語言與文化看「就」的學習，本研究結果顯示學習者的中文表達反映他們的母語文化，因此在教學上除了語言本身的因素之外，還要考慮文化上的因素，才能有效進行虛詞「就」的教學。

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