幫助將日語作為第二外語學習的大學生提升日語口說能力之課程設計：透過學習策略的活用

Learning Strategies integrated in to Japanese Course Design to Enhance Oral Performance Ability for Undergraduates Who Learn Japanese as a Second Foreign Language

本論文以成功大選修日語作為第二外文學習的大學生為對象，設計幫助學習者加強日語口說能力，並融入日語學習策略的教育實踐研究。首先調查學習者的學習需求，接著融入能幫助學習者達成一學期的學習目標之學習策略。學習策略細項的選擇除參考過去關於學習策略融入課程之研究中所提出的方法，並在課程中加入學習者的意見，重新選擇適合學習者實施的策略。資料收集包括問卷、口試成績、學習單、訪談等多樣化資料，實施為期十八週之課程。實施結果如下：1.根據滿意度調查結果，學習者九成以上 “同意''或是“非常同意''本課程內容具“趣味性''、“富挑戰性''且“內容充實''等特性。2.根據學習策略問卷調查結果，最多數學習者選擇調整的策略項目為“認知策略''及“後設認知策略''。3.從學習單以及口試結果來看，學習者日語表達口語能力方面呈現進步狀況。

This study aimed to examine the effectiveness of a course design with the purpose of enhancing Japanese JFL learners' oral performance. The participants were undergraduates who were taking Japanese as their second foreign language in National Cheng Kung University in Taiwan. The study began with the needs analysis and then integrated learning strategies to achieve the learning objectives of the semester. In addition to adopting learning strategies from previous studies, this study also added learners' opinions into the learning strategies which would better suits for the learners' implementation. The instruments used for data collection included two sets of questionnaires, oral test, feedback sheets and interview data. The total implementation period lasted for eighteen weeks. The results of the first set of questionnaire presented that over ninety percent of participants agree or agree very much that the course was “interesting'', “challenging'', and “substantial''. Most students chose to adjust “cognitive strategies'' and “metacognitive strategies'' shown from the findings in the other set of questionnaire. As a result, this research indicated that learners' oral performance was significantly improved.