Abstract
This paper discusses the effects of the pre-stimuli in composition instruction. In the class of 15 lower-intermediate learners of Japanese, pre-stimuli are given in the form of vocabulary and expression list, and pre-tasks of interaction with teacher and peers, and teacher's verbal encouragement to use specific expressions that considered to be difficult for the learners are given. Learners' compositions are analyzed from three points of view; 1)learners' actual use-quantitative aspect, 2)pre-task quality, 3)quality of performances.
