台灣大學生日語學習目標導向與學習策略之研究－以主修日語學生為例－

A Research on Learning Goal and Strategies of Taiwanese College Students in Japanese Learning-Taking Japanese Majors as Research Objects-

盧錦姬(Jin-Ji Lu)

《東吳外語學報》 34期 (2012/03) Pp. 79-106

https://doi.org/10.29737/SJFLL.201203.0004

摘要

一般認為目標導向對於達成課題時的行動有著相當大的作用。本研究以台灣北、中、南共九所大學主修日語的學生為對象，透過語言學習目標導向、學習策略問卷之調查，及使用「SPSS PC」統計分析工具，進行資料分析與相關性檢證，藉以瞭解台灣大學生日語學習目標導向與學習策略之特徵，並探討兩者之關聯性。根據分析結果與考察，台灣大學生日語學習目標導向可分為：「承認目標」、「失敗不安」、「執行目標」、「精熟目標」等四種，且「承認目標」、「執行目標」、「精熟目標」導向較高的學習者，較會活用補償策略、認知策略、社会策略、情意策略、記憶策略、後設認知策略等六種學習策略。同時，因性別、高中是否學過日語、日語基礎學力是否達成（通過日語檢定N2以上）等因素之不同，其學習目標導向及所採取之學習策略，也會有顯著之差異。

關鍵字

日語學習 ； 目標導向 ； 學習策略

並列摘要

In General, a learner's goal has a significant role in the action when subject reached. To understand the relationship among learning goals, and strategy of Taiwanese college students who study Japanese, this research takes Japanese majors from 9 Taiwan colleges as research objects, designs questionnaires and uses the analysis program, SPSS PC, to analyze and verify the relationship among the factors. According to the result of analysis and study, learners' goal of Taiwanese college students who study Japanese could be divided into 4 factor of goal: ”obtaining the affirmation”, ”failure and disturbed”, ”performance goal”, and ”master goal.”Further, the learners with higher ”obtaining the affirmation”, ”performance goal”, and ”master goal.” were more likely to utilize the 6 kinds of learning strategy: ”compensation strategy”, ”cognitive strategy”, ”social strategy”, ”affective strategy”, ”memory strategy”, ”meta-cognitive strategy.”Besides, the research reveals that a learner's goal, and strategy would be greatly affected by other factors, such as genders, Japanese learning experience in senior high schools, the achievement of Japanese Language Proficiency Test: level 2, and so on.

並列關鍵字

Japanese learning ； Learning goal ； Learning strategy

參考文獻

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