策略訓練下我國大學生日語學習策略之縱斷性變化－日語專攻與非日語專攻的比較

Longitudinal Changes of Japanese Learning Strategies through Strategy-Training in Taiwanese Universities: Japanese and non-Japanese Department

本研究為了闡明策略訓練下我國大學生日語學習策略的縱斷性變化情形，以日語專攻學生(47位)和非日語專攻學生(33位)為準實驗對象，將策略訓練活動融入於日語教學的內容中，藉由上下學期期初與期末各兩次的問卷調查，釐清策略訓練下我國大學生日語學習策略的縱斷性變化及其課題。研究結果發現：1.策略訓練能有效促進我國大學生日語學習策略的使用，其效果能延續到下學期結束時。但是策略訓練的效果與其持續性有學校專攻別上的顯著差異。2.策略訓練比較能促進非日語專攻初學者的策略使用，但是策略訓練結束後，其策略使用度便會漸漸趨減後再微升。反之，策略訓練雖然不太能提升日語專攻學生的策略使用度，但是策略訓練終止後，他們卻能大幅度地自我提升策略的使用度。3.策略訓練的成效與其持續性並沒有性別上的顯著差異，即男女生學習策略的縱斷變化情形一致，但是策略訓練比較能改善男生記憶策略和後設認知策略的使用情形。總之，因策略訓練能提升我國大學生日語學習策略的使用度，而策略使用度越高其日語習熟度就會越高，故促進自律學習的策略訓練融入大學的課程或日語教材裡，有其急迫性和重要性。

The purpose of this research is to understand the longitudinal changes of Japanese learning strategies through strategy-training in two national universities. Using questionnaire survey, the paper could provide needed information for all Japanese and non-Japanese department of the university in Taiwan to improve curriculum development and teaching design. The findings of the research are as followed: Firstly, Strategy training can effectively promote the use of Japanese university students' learning strategies, the effect can be sustained a t the end of the next semester. However, the effect and longitudinal changes of strategy-training have significant differences in Japanese and non-Japanese Department of Taiwanese universities. Secondly, strategy-training could more promote the use of non- Japanese language learners than Japanese language learners in Taiwanese universities, but the use of strategies would be gradually decreased after the end of strategy-training. Thirdly, there is no significant gender difference in the effectiveness and longitudinal changes of strategy-training, but strategy-training more able to improve the use of boys' memory strategies and meta-cognitive strategies. Because the higher the degree of strategy-using Japanese language ability will be higher, the strategy-training activities have to integrate into the Japanese curriculum.