Abstract
In this study, I focused on one intermediate learner. While she understood the "importance" of learning keigo, she was acutely aware of the "difficulty," as keigo changes, depending upon the person one addresses. She concluded, "I don't want to acquire keigo perfectly." I examined what led her to this determination. Reviewing her successes and failures, I analyzed her attitude toward keigo in a qualitative manner. The value and meaning of learning keigo cannot be measured by how high the goal, yet encouraging learners to set goals for learning keigo that fit their self-image toward relationships with other people, is important.
