ICT相關問卷調查及學習者的認知──透過在日文翻譯課中利用ICT（Survey on ICT and Learner's Perception: Through the Using ICT in the Classroom of Translate into Japanese）

ICTに関するアンケート調査と学習者の捉え方──日本語翻訳授業における活用実践を通じて

在本研究中，筆者透過所教授的中翻日筆譯課程，在課堂上讓學習者利用ICT，並對學習者進行相關問卷調查，分析學習者對課程及ICT的認知。除此之外，本研究也探究了學習者在學習策略上，如何運用ICT進行學習。首先，本研究調查了當學習者面對不理解的單字及表現用法時，在解決問題上所採用的相關策略。雖然學習者會採取包含使用ICT在內的各種策略，但從結果推斷，大致上有「ICT中心型」、「ICT與教材複習並用型」、「向人詢問型」這幾種類型存在。之後，本研究分析了學習者在平日學習中對ICT的使用，以及對課程的評價。結果可見，在平日的學習當中，ICT的使用頻率相當高，其利用被學習者視為是正向的。此外，課程也獲得了肯定的評價，學習者將其視為有學習效果。本研究更進一步，將記述了ICT在使用上之優缺點的文章進行剖析並整理。優點有「方便性與速度」等3點，缺點有「難以判斷正確性及不易深入理解」、「喪失深入思考機會」等5點。以上述為基礎，本研究將以ICT在平日學習上的使用，以及課程評價為前提，針對學習者在優點上的認知進行分析。有關缺點，會先探討讓學習者在課堂內使用ICT時的相關課題，再對課題提出解決方案。

This paper is an analysis of a survey about learner's perception for ICT. The author allowed learners to use ICT in class to translate Chinese into Japanese. Through this lessons, the author investigated and analyzed learner's classroom evaluations and their perceptions of ICT. In addition, the author also analyzed the strategies used by learners to use ICT. First, the author analyzed the strategies. As a result, there were three types of strategies. Based on this result, the author deduced that although learners use a variety of strategies, there are three types of learner trends. Next, the author analyzed the use of ICT in everyday learning and classroom evaluation. As a results, learners used ICT with high frequency in learning and perceived it to be effective, and learner's evaluation of the lessons were positive and perceived the learning to be effective. And the author organized the contents written by learners that are about the advantage and disadvantage of ICT. As a results, learners described three advantages and five disadvantages. Based on these results, the author further analyzed the learner's perceptions and proposed solutions to the challenges of using ICT in the classroom.