台灣大學生日語學習信念與學習策略之研究－以主修日語學生調查為例

A Research on Learning Belief and Strategies of Taiwanese College Students for Japanese Learning: Taking Japanese Majors as Research Objects

學習外語時，學習者的想法和學習信念，會影響其學習策略的選擇和學習行動。本研究以台灣北．中．南．9所大學主修日語的學生為對象，透過語言學習信念、學習策略問卷之調查，及使用「SPSS PC」統計分析工具，進行資料分析與相關性檢證，藉以暸解台灣大學生日語學習信念與學習策略之特徵，並探討兩者之關聯性。1. 學習信念：30個項目經因數分析，抽出5個因數，可歸納為：「對老師的期待」；「自主學習」；「語言學習本質」；「學習特性」；「不安」等5種信念。2. 學習策略：35個項目經因數分析，抽出6個因數，可歸納為：「次文化學習策略」；「社會策略」；「後設認知策略」；「認知策略」；「記憶策略」；「反覆策略」等6種策略。3. 學習者因性別、高中是否學過日語、日語基礎學力是否達成（通過日語檢定N2以上）等因素之不同，其學習信念、及所採取之學習策略，也會有顯著之差異。

When learning foreign languages, a learner's learning belief affects his learning strategy and activities. To understand the relationship among learning goals, beliefs and activities of Taiwanese college students who study Japanese, this research takes Japanese majors from 9 Taiwan colleges as research objects, designs questionnaires and uses the analysis program, SPSS PC , to analyze and verify the relationship among the factors.1. Learning belief: there are 30 items of factor analysis, which can be divided into 5 factors of beliefs: ”the teacher anticipation”; ”independent study”; ”the nature of language learning”; ”study characteristics”; ”uneasiness”2. Learning strategy: there are 35 items of factor analysis, which can be divided into 6 factors of strategies: ”sub-culture study strategy”; ”social strategy”; ”meta-cognitive strategy”; ”cognitive strategy”; ”memory strategy”; ”repeatedly strategy.” 3. The research also investigates if a learner 's goal belief and strategy would be greatly affected by other factors, such as genders, Japanese learning experience in senior high schools, the achievement of Japanese Language Proficiency Test: level 2, and so on.