任務型日語教學設計及實施：以大學部非日文專攻學生為對象

The Study of Designing and Implementing the Task-assisted Japanese Teaching Course for Undergraduates of Non-Japanese Language Major

林盈萱(Ying-Hsuan Lin)

任務型教學 ； 學習策略 ； 非日語系大學生 ； task-assisted teaching ； learning strategies ； non-Japanese language major undergraduates

逢甲人文社會學報

30期（2015 / 06 / 01）

105 - 124

日文

本論文皆在探討將任務型教學法搭配學習策略融入日語課程對提升非日文系專攻大學生之日語學習成效之影響。本課程時間經過十八週的期程，透過對30位非日文系專攻學生所實施的問卷調查及學習單進行分析，獲得以下成果。首先，藉由滿意度問卷調查發現，參加此課程學生對於本課程之「內容是否充實」以及「對日語學習是否有益」表達同意與非常同意的比例高達九成。此外，關於本課程融入之學習策略有高達九成以上的學生表示正面評價，且認為在每學習單元結束後進行自我表達與仿寫等策略對日語學習其有助益。然而，對於學生今後有興趣之任務內容則呈現個別差異大的現象，顯示今後之任務型導向與學習策略融入日語課程設計需要透過進行差異化教學作進一步探討。

The purpose of this study was to investigate the influences of putting the task-assisted instruction with learning strategies into Japanese language course to enhance the effectiveness of learning Japanese for undergraduates of non-Japanese language major. The duration of the study is 18 weeks. By analyzing the data from the questionnaires and worksheets of 30 undergraduates with non-Japanese language major, the results are as follows, First, according to the results of the satisfaction questionnaire, over 90 percent of the students who took the course strongly agreed with the two items, ＂rich of content＂ and ＂good for their Japanese learning＂. In addition, over 90 percent of the students who joined in the course agreed about the learning strategies, such as self-expressing and imitative writing, which are helpful for learning Japanese. However, as for the students' diversified interests for different learning of tasks, it showed that Japanese course design integrated with tasks and learning strategies needs to put differentiated teaching into practice for further study.

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