非日語主修學習者的日語學習信念調查－以大同大學為例

A Research on Learning Belief of Non-major Japanese Learners in Taiwan: An Example of Tatung University

陳明涓(Ming-Jan Chen)

《大同大學通識教育年報》 10期 (2014/07) Pp. i1-17

https://doi.org/10.6514/TJGE.201407_(10).0009

摘要

所謂的學習信念（Beliefs）是指語言學習者在學習語言時所抱持的學習態度及想法。Horwitz（1987）的研究顯示學習者的學習信念會在多方面影響到學習成效，其中又以學習信念與教學方法的衝突尤為明顯。本研究的目的在於了解非日語主修學習者的學習信念。希望以此為根基，作為日後改善課程內容及授課方法的依據。本研究參考Horwitz（1987）及其他先行研究的調查表後，製作包含「學習語言的能力」、「學習語言的本質」、「溝通策略」、「教學法與課堂活動」、「學習動機」、「教師的角色」六大領域的新調查表，並以本校學生為對象進行調查。調查時期為2009年6月，有效問卷為360份，是本校大學部學生總人數的1／10。經過分析後發現非日語主修學習者的學習信念有以下三個特性。一、態度正面，但有時過於樂觀。二、認為語言與文化需要一同學習，且重視反覆練習及正確度。三、學習上不依賴教師。今後除了將探討學習信念與教學的有效結合外，也會進一步的分析並確認非日語主修學習者的學習信念是否會因學習時數或主修而有差異。

關鍵字

非日語主修學習者 ； 學習信念 ； 學習成效

並列摘要

＂Beliefs＂ means the learning attitude and motivation of language learners. Based on Howeitz (1987), language learners' learning beliefs would affect learning result, especially the impact among learning beliefs and teaching methods. This study aims to investigate the beliefs of non-Japanese major students. The result of this study could provide guidelines for teachers to improve their language courses. The researcher designed a questionnaire based on Horwits (1987) study and previous research studies including ＂Foreign Language Aptitude＂; ＂The nature of Language Learning＂; ＂Communication Strategies＂; ＂Teaching method and classroom activity＂; ＂Motivations＂; and ＂The role of the Teacher＂. 360 college students (1/10 of total college students) of Tatung University were included in this study. The participants took the questionnaire in June, 2009. According to the result, non-Japanese language learners' beliefs have three features: First, they have positive attitude, but are sometimes over-optimistic. Second, they think language and culture should be taught at the same time; and emphasize on drill practice and accuracy. Third, they should not rely on teachers while learning. Future studies could not only find out the effect of integrating beliefs and teaching methods, but also investigate the influence of learning hours on beliefs of non-Japanese major students or compare differences with Japanese-major students.

並列關鍵字

Non-major Japanese learners ； beliefs ； learning effect