Abstract
At our university, Japanese courses for comprehensively learning four skills are divided into six levels, but placement tests are not conducted. The students autonomously choose their course. The second half of the beginners course has been planned with continuity coming from the first half of the beginners course, and those students to be treated as having already learned the grammar from the first half of the beginners course. However, our results suggested that those students were not the majority. We found that there was diversity in students' states of continuation.
