教室内学習場面における日本語学習意欲の変化－学習意欲を高め自律学習を促す教師の役割－

在教室內學習情況中日文學習意願的變化──提高學習意願促進自律學習之教師的角色（Changes in motivation for learning Japanese in the classroom learning situation：Motivate learners and the role of the teacher encourage learner autonomy）

本研究是聚焦在台灣的大學教室內學習的情況、為了闡明何種因素會影響學習者的學習意願、以在淡江大學主修日文之15名日文學習者為對象展開調查。嘗試分析的結果、以教師因素有15個、學習者因素4個、總計能分析出19個領域。而後分類、研究這些因素的結果、對於教師的信賴感高、即如果能讓教師和學習者之信念一致的話、當教師在進行教學活動時、學習者能記住愉快感和滿意度、使得學習意願提高。相反如果信賴感低、而會記住對於那位教師的授課之不滿和無趣等、因此我們明白了那樣的原因和學習意願降低有關聯。教師和學習者建立信賴關係是重要的、在準備好那樣條件的狀態下、進行能使學習意願提高的教學活動、可期待有更高的學習效果、那也是成為提高學習意願的因素。 This research focused on the learning situations in the classroom of University in Taiwan. For Interpreting which factors affect the learner's learning desire, this research examined 15 learners who major in Japanese language as subjects in Tamkang University. Finally the researcher analyzed and summed up 19 fields of factors in total including 15 factors of teachers and 4 factors of learners. By classifying and studying the results of those factors, it has been realized that the learning desire can be raised when the learners remember the pleasure and feel satisfied in the teaching, if the consistency of trust between teachers and learner has been made. To achieve this, the teachers must be highly reliable and consistent with learner in the way of trust. On the other hand, if the trust are decreased, the learner will remember the unsatisfying and bored factors. Thus it can be understood that those factors are related to the decreasing of learning desire.It's important to built the trusted relationship between teachers and learners. Therefore the more effective learning results can be expected by the teaching activities enhancing the learning wills in the prepared condition. This sort of trust is also the factor for increasing the learning desire.