聽力學習策略之使用狀況與聽解能力之相關

Correlation of Listening Comprehension Learning Strategies Utilization and Listening Comprehension Ability

對筆者研究對象JFL之學生而言，聽解能力之習得似乎相對困難。而未能妥善運用學習策略為可能導致聽力不佳的原因之一。好的語言學習者能夠自行習得並活用適合自己的學習策略。吳如惠（2008，2010）針對好的語言學習者進行研究調查，製作出34項目之聽力學習策略項目表。本研究針對調查對象在聽力學習策略項目表中所有項目之使用狀況與其聽解能力表現之相關結果進行分析，並進行各策略項目內容之確認，以期達到製作出適合台灣日語教學者使用之「聽力學習策略量表」之長程目標。分析結果顯示，隸屬直接策略分類之記憶策略、認知策略、補償策略之使用與聽解能力呈現較高之相關。特別是補償策略的4個項目之使用皆與聽解能力呈現高度相關。而後設認知策略與社會策略之使用狀況不僅較為不理想，且與聽解能力呈現明顯相關之項目亦較少。本次研究結果不僅分析了在台灣日語學習者之學習策略使用狀況與聽解能力之相關所呈現之特徵，更提供了將來為完成聽力學習策略量表時，針對各策略項目內容進行檢討之重要參考訊息。

Many of JFL students as the author's research target seemed to have difficulty to acquire listening comprehension skill. The reason causing poor listening performance may be due to lack of proper learning strategy. A good language learner is able to acquire suitable learning strategy by him/herself. Based on previous studies of good learners, the author (2008, 2010) developed a Listening Comprehension Strategy List containing 34 strategy items. In this research, the author analyzes target students' utilization of the 34 strategies versus performance in listening comprehension and confirms sub categories of each strategy. The long term goal is to develop a ''Listening Comprehension Learning Strategy Inventory'' for Japanese language teachers in Taiwan.Those categories under Direct Strategies including Memory, Cognitive, and Compensation exhibits better effect on the performance of listening. However, utilization of Metacognitive and Social strategies is much less and show minor effect on listening comprehension.Result of this research delivers analysis of the symptoms regarding correlation between learning strategies utilization of the target students and listening comprehension ability. When investigating content of the strategy items, it will provide important information for reference to accomplish the Listening Comprehension Learning Inventory.