技職院校學生日語學習策略運用與其學習成就之關係探討－以南亞技術學院為例

An Investigation into the Relationship between Japanese Learning Strategy Use and Learning Achievement in Technological College Students: A Case Study in Nanya Institute of Technology

10.7084/LIS.201212.0025

楊淑萍(Shu-Ping Yang)

外語學習策略 ； 日語學習策略 ； 日本語教育 ； 技職院校

語文與國際研究

9期（2012 / 12 / 01）

25 - 44

繁體中文

外語學習策略的研究已相當受第二語言習得學者的注意。然而，大部分的研究傾向分析英語學習者所使用的策略及其語言表現關係為何，鮮少探索其它外語學習策略之研究。本研究旨在瞭解台灣技職院校大學生日語學習使用狀況，並探討與日語學習成就之關係。本研究根據語言學習策略手冊（Oxford，1990）與日語學習策略量表（林明煌，2007）編製一份適合技專院校學生的日語學習策略量表。因素分析結果呈現八項學習策略，分別為：後設認知策略、補償策略、記憶策略、情意策略、社會策略、分享策略、自我暗示策略及支援策略。逐步多元複迴歸分析結果發現，後設認知策略最能有效影響日語學習成效。本研究根據研究結果提出未來教學意見。

Foreign language learning strategy studies have attracted much second language acquisition researchers' attention. However, most studies tend to analyze English learners' strategy use and its relation to language performance. Little has been done to explore other foreign language learning strategies. The purpose of this study is to understand what Japanese learning strategies are used by technological college students in Taiwan and explore the relationship between strategy use and Japanese learning achievement. A Japanese learning strategy inventory for technological college students is designed based on Oxford's (1990) handbook of language learning strategy and Lin's (2007) Japanese learning strategy questionnaire. Results from factor analysis yield eight learning strategies including meta-cognitive strategies, compensation strategies, memory strategies, affective strategies, social strategies, sharing strategies, self-hint strategies and supporting strategies. Results from multiple regressions indicate that the use of meta-cognitive strategy can influence Japanese learning achievement. Several pedagogical implications are proposed based on the result in the current study.

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