台灣人JFL學習者之聽力策略相關研究-以聽力策略指導為中心-

本研究掌握了在台灣的大學專攻日本語的學習者於聽力時所使用之策略，並實施將有效的策略導入於聽力實際教學中，並驗證其效果。首先，以就讀日本語文學系三年級以及一年級共計203位學習者為調查對象，為求查明學習策略的使用與聽力能力之間的關聯，本研究以Oxford(1990)的「語言學習策略」為中心來設計問卷並進行調查。從調查結果中得知，優秀學習者與非優秀學習者的學習策略的使用狀況。之後為查明學習者的聽力策略使用的實際狀況，以問卷調查中12名為對象進行半構造化訪談調查，將訪談內容文字化的結果利用KJ法進行分析。從結果中得知，優秀學習者大多使用認知策略與後設認知策略。接著以先行研究與上述的結果為依據，於實際教學課程中投入了訂定學習計畫以及自我評價等後設認知策略的使用與社會策略使用中所必要的共同學習來進行聽力指導教學。從該課程中的問卷調查與訪談調查的分析結果得知，經過指導後，學習者的聽力策略使用的狀況有所改善。期望透過本研究，對於在教學場上的老師在進行聽力指導時，能夠將此訓練的研究成果提供給學習者並幫助於聽力的學習。

關鍵字

學習策略；聽力策略；後設認知策略；共同學習；日本語教育

並列摘要

This research aims to investigate the strategies used by Japanese learners in Taiwan while the learners are dealing with the issues of listening comprehension in Japanese. The study also examines how effective strategies can be used in actual teaching pedagogies in Japanese classrooms. Furthermore, the pedagogies are evaluated based on its efficiency when put into actual practices in Japanese lessons. First of all, 203 freshmen and junior students majoring in the Department of Japanese participated in this research to clarify the relationship between listening comprehension and learning strategies. Based on the study of Oxford (1990), questionnaires were distributed and the investigation has shown the significant difference between good learners and poor learners. Afterwards, in order to understand clearly the actual strategies used by these learners, twelve participants are interviewed and orally investigated. Then, the interviews were analyzed thoroughly with KJ Method. The result has revealed that most good learners use cognitive strategy as well as meta-cognitive strategy. Based on literature review and the above-mentioned data results, scheduled teaching plans and meta-cognitive strategies such as self-evaluation as well as mutual learning deriving from social strategy have been used in the teaching of listening comprehension in the Japanese classroom. By means of questionnaires and interviews, the research has shown that after the teaching, the leaners’ listening comprehension has improved. The conclusion of this research has demonstrated and experienced effective teaching methods that can be used in the training program of listening comprehension to assist the learners to improve their listening comprehension ability.