- 期刊
メタ認知と学習者の態度から「特級日本語会話」の学習者の成績に影響を与える要因を探る
從後設認知及學習態度探討影響「特級日語會話」課學習成效的因素｜Exploring Factors Affecting Learners' Performance Based on Metacognition and Learners' Attitudes: Focusing on Learners of "Special-Grade Japanese Conversation"
摘要
本研究の目的は、「特級日本語会話」の学習者を対象に、成績に影響を及ぼす要因を考察することである。日本語の会話授業で実施した学習者の自己評価と教師の評価、学期末のメタ認知及び学習態度のアンケート調査を通じて、学習者の成績に影響を及ぼす要因を考察した。結果として、会話のタスクの難易度は学習者の自己評価に影響を及ぼす可能性が示唆された。全体の傾向においてメタ認知の調査では成績と正の相関があり、学習態度の調査では半分の項目において成績と正の相関が見られた。またメタ認知と学習態度のクラスター分析で得られた結果から、メタ認知では2人、学習者態度では1人の学習者を除き、偏差値の高いグループと偏差値の低いグループに分類された。
並列摘要
本研究以「特級日語會話」課程的學習者為對象探討影響學習者成績的因素。透過學習者自我評量，教師評量以及學期末的後設認知和學習態度的調查結果比較學習成績的關係。結果發現會話任務課題的難易度可能會影響自我評量。此外，整體而言後設認知和成績呈現正相關，學習態度有一半的項目和成績成正相關。後設認知和學習態度的群集分析結果顯示除了後設認知的2位，學習態度的1位學習者外，群組可分為偏差值高和低的群組。｜This study was conducted to examine the factors affecting learners' performance in the "Special-Grade Japanese Conversation" class. The results were compared with the results of self-assessment, teacher assessment, and metacognitive and learning attitude questionnaires which were administered at the end of the semester. It was found that the difficulty level of the conversation tasks may affect self-assessment. In addition, metacognition was largely correlated with achievement, and half of the items on the learning attitudes questionnaire were positively correlated with learning achievement. The results of the cluster analysis of metacognition and learning attitudes showed that except for the two learners in metacognition and the one learner in learning attitudes, the cluster could be classified as high and low deviation.｜This study was conducted to examine the factors affecting learners' performance in the "Special-Grade Japanese Conversation" class. The results were compared with the results of self-assessment, teacher assessment, and metacognitive and learning attitude questionnaires which were administered at the end of the semester. It was found that the difficulty level of the conversation tasks may affect self-assessment. In addition, metacognition was largely correlated with achievement, and half of the items on the learning attitudes questionnaire were positively correlated with learning achievement. The results of the cluster analysis of metacognition and learning attitudes showed that except for the two learners in metacognition and the one learner in learning attitudes, the cluster could be classified as high and low deviation.
並列關鍵字
自我評量 ； 成績 ； 偏差值 ； 後設認知 ； 學習態度｜self-assessment ； achievement ； deviation ； metacognition ； learning attitude參考文獻
延伸閱讀
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