日語學習動機與學習策略之研究：以高職日文科學生為例

The Study of Vocational Senior High School Students’ Japanese Learning Motivations and Strategies

近年來，外語學習動機與學習策略之研究相當受到外語學習研究者的注意，但大部分研究傾向分析英語學習，較少針對其它外語學習的探索。本研究是以屏東某高中高職部應用外語科日文組學生學習日語為例，透過學習動機與學習策略問卷的調查，藉以瞭解學生學習日語的動機及所採取的學習策略，並考察日語學習動機與日語學習策略之間的關係。同時探討是否因性別、日語基礎能力是否達成等因素之不同，其日語學習動機及所採取的日語學習策略有顯著的差異。研究結果顯示，高職生主要的學習日語動機因素為「交流意願」、「日語學習的興趣」及「對次文化的關心」，而最常使用的日語學習策略為補償策略、認知策略及社交策略等三項策略；日語學習動機與日語學習策略的運用方面並沒有因男女性別不同而有顯著的差異；基礎能力達成群與未達成群間，其日語學習動機與日語學習策略則呈現顯著差異；日語學習動機與日語學習策略的相關性為高相關。此研究結果昐能提供日語教師在教學及指導學生學習時參考。

This research was based on the learning Japanese of students from Department ofJapanese Language at one Pingtung’s Senior High School. Through evaluations ofquestionnaires for learning motivation and studying strategies of these students, we tried tounderstand the motivation and strategies of studying Japanese at these students. And wealso evaluated the relationship between motivations and strategies. In the meantime, weinvestigated of there was significant difference between motivations and strategies affectedby gender and the basic Japanese ability. Based on the analysis of investigation, we haveget preliminary results: the main of Japanese learning motivation of high school studentsare “desire to interact”, and “Japanese learning of interest”, and “subculture of concern”.Results from factor analysis indicate that the most useful learning strategies includingcompensation strategies, cognitive strategies, social strategies. The difference between maleand female students on application motivations and strategies was not significant. Thedifference between achievable and non-achievable basic Japanese students’ abilities onmotivations and strategies was very significant. Learning motivation is correlated positivelywith learning strategy. The results of this research provide the references for Japaneseteachers’ teaching and directing students’ studying.