指示詞習得的信念與學習策略之關聯性──比較JSL學習者跟JFL學習者

The Relationship between Beliefs and Learning Strategies toward the Acquisition Demonstratives: The Comparison between JSL and JFL

本研究的研究對象為97名JSL臺灣日語學習者跟189名JFL臺灣日語學習者，主要是探討學習者對於指示詞習得的信念、學習環境對其影響以及信念與學習策略之間的關聯性。研究結果發現在指示詞習得的信念方面共有5個因子，分別是「學習效力感」、「學習欲」、「文法知識學習的肯定」、「學習困難」、「自然習得的肯定」。而在學習環境所帶來之信念差異，JSL學習者會較強的「學習效力感」以及「自然習得的肯定」的信念，而JFL學習者則有較強的「文法知識學習的肯定」之信念。而關於信念與學習策略之間的關連性，本研究發現，「學習效力感」、「學習欲」以及「文法知識學習的肯定」跟學習策略有正相關，而「學習困難」則跟學習策略有負相關。

This study was concentrated on the relation between beliefs and learning strategies about the acquisition of demonstratives by investigating 97 JSL students and 189 JFL students. As a result, “the self-effect of learning”, “the desire of learning”, “the confirmation of learning grammar knowledge”, “the difficulty of learning”, and “the confirmation of natural acquisition” were extracted. Moreover, when the influence of learning environment on beliefs was discussed, JSL students felt more “the self-effect of learning”, “the desire of learning” and “the confirmation of natural acquisition”. On the other hand, JFL students felt more “the confirmation of learning grammar knowledge” and “the difficulty of learning”. As for the relationship between beliefs and learning strategies, the beliefs of “the self-effect of learning”, “the desire of learning” and “the confirmation of learning grammar knowledge” had a positive correlation with learning strategies, while “the difficulty of learning” had a negative correlation with learning strategies.