語言學習中的自律性與第二語言焦慮間的關係-以淡江大學日本語文學系的學習者為對象-

本論文的目的在於探討日語學習者的自律性與第二語言焦慮之間的相關為何，首先設定「越是自律性高的日語學習者，越不易感受到第二語言焦慮，相對地自律性較低的日語學習者，則較容易感受到第二語言焦慮。」此一假說，之後再採用混合研究法來解析自律性與第二語言焦慮之間的關係。首先在質性研究中，為了查明影響日語學習者自律性的要素為何，以淡江大學日本語文學系4年級的8位日語學習者做為調查對象，並進行了半結構式訪談。之後將訪談記錄轉換為逐字稿，再使用紮根理論研究法進行資料分析。考察結果發現，可從「提高自律性要素」及「降低自律性要素」兩個視點來進行探討，並且得知總共有8個要素會影響日語學習者的自律性高低。透過以上的分析結果，可以掌握影響日語學習者自律性的構成要素。此外，使用相同地資料針對通過日語能力測驗N1的學習者與未通過學習者之間的差異為何也進行了比較分析。其次在量化研究中，區分成「自律性調查」及「第二語言焦慮調查」後，著手展開了問卷設計。而問卷題目的設計除了質性研究訪談的調查結果外，還各自參考了3份相關文獻的問卷調查表，製作成題目合計45題的問卷後，同樣以淡江大學日本語文學系4年級的日語學習者139人為對象，實施了本研究的問卷調查。量化調查所得到的結果，再由各個角度進行統計分析後，查明了日語學習者的自律性與第二語言焦慮之間的關係以外，也驗證了本研究所設定的假說。

關鍵字

自律性；達成動機；自我效能；第二語言焦慮；學習態度

並列摘要

Basing on the hypothesis of “Japanese learners with higher autonomy tend to have less second language anxiety in comparison to those with less autonomy,” this research was carried out through Mixed Methods to analyze the correlation between Japanese learners’ autonomy and second language anxiety. During the qualitative research, in order to pinpoint the key factors influencing learners’ autonomy, semi-structured interviews wereconducted on 8 senior students from Japanese Literature major. Interview records were converted into written documents then analyzed using Grounded Theory Approach. As result, a total of 8 influential factors were drawn out and could be probed with opposite viewpoints such as “autonomy enhancement” and “autonomy diminishment.” Moreover, same interview materials were also used on those Japanese learners who have passed the Japanese-Language Proficiency Test N1 and those who failed in comparison. As for quantitative research, after it was differentiated into “autonomy research” and “second language anxiety research,” a survey was performed. The survey was designed based on previous qualitative research and referenced from 3 relative survey documents to originate with 45 survey questions; A total of 139 senior Japanese Literature students participated in the survey. Resulting statistics from the survey was then analyzed from all angles to determine the correlation between learners’ autonomy and second language anxiety, proofing the prior hypothesis set for this research.