試探討Proficiency取向的會話課中學習者Beliefs的變化──以文藻外語大學的日語學習者為對象

A Trial to See the Changes of the Learner Beliefs through the Japanese Speaking Class by the Proficiency-Oriented Approach.-The Case Study of the Japanese Learners of Wenzao Ursuline University of Languages

本研究依照OPI會話級別，透過「精熟能力（Proficiency）」取向會話課實施縱向調查，藉以觀察學習者「學習信念（Beliefs）」之改變。調查是以文藻外語大學日語學習者130名為對象，探討不同級別之學習者在BALLI34項目問題中，各有何種不同的變化。由調查結果的分析可得知，高級會話學習者與中級以下的會話學習者，在學習信念上所產生的變化有性質上之差異性。在高級會話學習者方面，如同教師所預期地，學習者體認到在精熟能力取向的會話課中，已學習過之文法或反覆練習並非那般重要。然而，中級以下的會話學習者，在學習信念上所產生的變化，雖有學習者能達到課程設計所預期的效果，但在日語學習者之會話能力尚不高之情況下，若以練習指令達成型之直接指導法，恐怕會更加深學習者之不安與恐懼感。因此，對於精熟能力取向的授課方式，日語學習者在心理上可能無法達到課程所預期之成效。

The purpose of this study was to investigate the changes in beliefs of OPI speaking levels by Japanese language learners being taught using the proficiency-oriented approach (POA). This case study of 130 students from Wenzao Ursuline University in Kaohsiung, Taiwan revealed that changes in beliefs are found at each level in BALLI. From classes taught using the POA, advanced level learners felt the study of grammar and sentence patterns were less important than before and positive changes in beliefs resulted. For intermediate and novice learners the changes in beliefs were both positive and negative. In the cases of intermediate and novice learners, they feel anxious and fearful of a task -oriented classroom conducted by the native teacher. This highlights that not all students are cognitively ready to take on the challenges of the proficiency-oriented class.