台灣人日語學習者語彙學習策略之研究－以學習年數及日語能力之影響為主

The Effects of Learning Years and Language Proficiency on Vocabulary Learning Strategies of Taiwanese JFL University Students

語言學習策略的研究顯示，學習者語言學習策略的使用將會影響其學習成效。當中，近幾年由於第二語言中語彙的重要性再度受到重視，語彙學習策略相關的研究亦可多見。語彙知識為提升整體語言技能之基礎，暸解日語學習者語彙學習策略之使用情況，有助於提供語彙教學改善上之參考。本論文為台灣人日語學習者語彙學習策略之相關研究。針對台灣的大學生進行問卷調查，分析學習考者日語語彙學習策略的使用情況，以及探究語彙學習策略的使用與學習年數及日語能力之關係。研究結果得知，台灣的大學生在日語語彙學習策略的使用上，可歸納出五個因素。在「重視活用」「偏好優先」因素中，可看出學習年數及日語能力的影響。「反覆練習」可看出日語能力的影響。而在「心像法」「中文利用」上，未看出學習年數及日語能力對具有明顯的影響。

Research on language learning strategies shows that learning strategies affect learning effectiveness. The importance of vocabulary has been discussed in recent years. It is believed that learners' knowledge of vocabulary is the basic to improve their language skills.This study aims to investigate Taiwanese JFL university students' awareness of vocabulary learning strategies and to explore the effects of learning years and language proficiency on their awareness or perceptions of their vocabulary learning strategic through the use of a questionnaire. The results revealed that five factors (Practicality, Interest, Repetition Practice, Image, and Use of L1) of vocabulary learning strategies were extracted through the factor analysis. The results of ANOVAs on factor score s indicated that the participants' learning years and language proficiency had certain impact on their learning strategies, especially on the factors of ”Practicality” and ”Interest”. Factor ”Repetition Practice” was affected by the participants' language proficiency. Factors ”Image” and ”Use of L1” were not related to both learning years and proficiency. The study provides some useful approaches for vocabulary learning in the Japanese language classroom at university in Taiwan.