Abstract
For foreign learners of Japanese, the sudden increase of Kanji compound words at intermediate level tends to become an obstacle for achieving effective vocabulary-building. In this paper, the author categorizes many usage errors of Kanji compound words made by both learners with and without Kanji background into three types; errors of grammatical cohesion, errors of semantic collocation, and errors of stylistic appropriateness. The author then examines the distribution of those errors and their causes for some improvement of teaching method.
