台湾における日本語学習者の学習ストラテジ一について―日本語検定試験の合格者を中心に

優秀的語言學習者有其特殊之學習策略，善加利用學習策略對第二語言的習得有幫助。本文係依據Rebecca Oxford所製作之語言學習策略問卷表，針對台灣日語檢定考試合格者進行語言學習策略之調查。調查結果顯示台灣之日語能力檢定考試合格者在語言學習六大策略之中，較常用的是認知策略、補償策略、後設認知策略。另，會因不同的學習階段、性別、專攻別而影響語言學習策略的選擇。對於認知策略、補償策略、後設認知策略、社會策略、情意策略的使用，在1級、2級、3級、4級日語能力檢定考試合格者之間，具有顯著差異。補償策略、社會策略之利用會隨著日語能力之越高而遞增。在性別方面，女性比男性多用情意策略、社會策略，其餘之語言學習策略，則無顯著差異。在專攻別方面，專攻日語者比非專攻日語者，除記憶策略之外，其餘之語言學習策略，皆具顯著差異。此結論對欲參加日語能力檢定考試者及指導之日語教師具有參考價值。

關鍵字

日語能力檢定考試；語言學習策略；第二語言；習得

並列摘要

All outstanding language learners have their particular learning strategies; their mastery of learning strategies has proved to be rather helpful to the second language acquisition. Based on Rebecca Oxford.s Strategy Inventory for Language Learning (SILL), this paper aims to study the language learning strategies (LLS) adopted by Taiwanese learners who passed the Japanese Proficiency Test. Findings suggest that among the six LLS, subjects of our study apply cognitive, compensation, and metacognitive strategies the most frequently; meanwhile, different learning phases, genders, as well as school majors affect their choice of LLS. On the application for the LLS, except for the memory strategies, subjects of different proficiency levels present distinct preferences: the better the subjects. language ability is, the more the compensation and the social strategies are applied. On gender differences, females tend to apply the affective and the social strategies more than their counterpart. And finally on school majors, Japanese majors distinguish themselves from the non-Japanese majors in almost all the six LLS, except for the memory strategies, with strong statistical significance. Findings from this study provide valuable references to Japanese teachers as well as learners willing to take the Japanese Proficiency Test.

並列關鍵字

Japanese Proficiency Test ； language learning strategies (LLS) ； second language (L2) ； acquisition

國際替代計量

台湾における日本語学習者の学習ストラテジ一について―日本語検定試験の合格者を中心に

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