引導JFL學習者改變聽力學習策略之重要性及教學實踐

The Importance of Guiding JFL Learners Changing Learning Strategies in Listening and Teaching Practice

吳如惠(Ju-Huei Wu)

聽力學習策略 ； 聽解能力 ； 學習策略 ； 改變 ； 後設認知策略 ； Listening Learning Strategies ； Listening Comprehension Ability ； Learning Strategies ； Change ； Metacognitive Strategies

東吳外語學報

41期（2015 / 09 / 01）

61 - 84

繁體中文

外語的學習方式隨著網路環境的迅速發展已經有了重大的改變。不論是學習者所使用的學習工具、練習材料亦或是學習策略的使用項目等也和以往大不相同。但觀察JFL學習者的聽力表現卻始終未能因學習材料的容易取得以及學習工具的多元而能有所提升。教師的教學訓練方式，必須隨著科技的發達而有所改變。教師可藉由教學策略的變更調整，積極引導學習者學習行為的改變。本研究結果顯示利用自我檢核表的課程設計，能夠培養自我監控學習行為的習慣，也就是後設認知策略的使用。學習者的策略使用行為會也受到教學設計之影響而有所改變。另外，從策略量表調查的結果，可以看出學習者整體學習策略使用的改變趨向。但如果想要知道學習者個別的學習行為如何改變，聽解能力的提昇情形，則需要今後進行個案研究繼續進行訓練調查。

With rapid development of internet environment, there is major change for learning foreign language. There is many changes now including learning tools and practice materials, and utilized item of learning strategy. However, listening performance of JFL learners did not show improvement even with all these changes. Thus teachers should change their teaching method based on the advanced technologies. We can aggressively guide the change of learners' behavior by adjusting teaching strategies. Result of study indicates the learner can develop the habit of self-monitoring learning behavior with the curriculum applying self-checking list which is also known as application of Meta-cognition strategy. Learner's behavior of strategy utilization will be changed with the influence from teaching design. The other finding is that we can understand trend of learner's overall learning strategy usage based on the result of strategy questionnaire survey. However, if we want to understand how individual learner change his/her learning behavior and how much will they improve, we will need to continue the training investigation for individual case study.

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