The present study investigates how second language proficiency and topic type prompts elicit lexical, syntactic, and discoursal properties under rhetorical influences in second language (L2) writing to identify learner ability required to control positive/negative transference of first language. Quantitative research analysis, i. e., standardized Type/Token ratio (S. TTR), mean text length in a sentence, mean terminal unit score, mean word length, and mean total text length (types) are employed along with comparison according to learner L2 proficiency. Each topic type in L2 academic writing promotes a specific direction of learner elicitation: complexity in Arg (argumentative topic type prompt), fluency and verbal variation in Fic (fictional topic type prompt), and lexical variation in Nar (narrative topic type prompt). Arg displays a significant correlation coefficient to most items that were researched and to L2 proficiency as well and is considered to contribute to encouraging learners to generate features that appear the most consistent to those of NSs. Fic, however, shows the least significant correlational items and thus should be defined as a heterogeneous topic type within the 3 topic types, and provides the most abundant lexical verb variations and the longest mean total text length. Nar is located between that of Arg and Fic but shows conversational tone. Nar seems to be sensitive to L1 rhetoric because it includes contents that are accessible and familiar to a learner's life.

　Japanese preference in lexical choice exhibits great dependence on conversational words. Verbs that are commonly used entirely display rhetorical influence in that many intransitive verbs and static meaning verbs are employed. Findings in keyword lists propose that NSs use more predicative modal verb would, preposition of and as, article the, and plural pronouns than NNSs, whilst NNSs employ more contractions and past tense verb forms.

　Features in over/underuse produced by highly proficient learners suggest that fairly competent L2 writers are still unable to produce "native-like" English. However, it helps find pedagogical focus on the following phases to be progressed: verbal usage including tense and adverbs, and logical development for the purpose of linear format and direct message, e.g., existential there, the past tense, suasive verbs, passives, infinitives, seem and appear, and adverbs.

　For grammar instruction for writing, in sum, instructors need to recommend L2 learners in Japanese classes to frequently use: (1) transitive verbs (shift from static to active context), (2) present and future tense including infinitives and modals (shift from past to present and future tense-based context), (3) affirmative sentences (shift from negation to affirmation), (4) plural nouns (shift from a concrete fact to abstract ideas), and (5) linear logic (shift from dotted to connected logical flow and direct message).

　本論文は、第２言語熟達度と書く話題の型がどのように語彙、文法、文脈の特性を誘出し母語の干渉を制御するかを調査することが目的である。量的分析（S.TTR、一文語数、T-unit値、一語の長さ、テキスト全長）及び語彙・文法項目の過剰過少使用の調査の結果、論説文は母語話者に最も近いロジック、語彙・文法特性を作り出す反面、十分な語学知識を持った学習者に適する。フィクションは豊富な動詞の種類を導き出し一文語数も最も多いため導入期や初級段階で創造の面白さが体験できる。叙述文は語彙的複雑さでは論説文とフィクションの中間的性質を持ち、初級学習者に適するが、会話的語調と文法特性を誘出しやすく、語彙･文法において母語の干渉を受けやすいと思われる。ライティングのための文法指導として(1)他動詞（状態記述を中心とした文脈から原因と結果を中心とした文脈へ）(2)不定詞、法助動詞を含む現在、未来時制（過去時制から未来時制への変換及び時間概念）(3)肯定文（否定から肯定への変換）(4)複数名詞（具体的事実から抽象的概念及び主張への変換）(5)直線的ロジック（結束性をもつ文脈へ）が考えられる。