聽解能力表現不同之學習者在學習策略使用上之差異──利用『日語聽力學習策略量表』調查分析

Difference in Learning Strategy Application of Learners with Various Performances in Listening Comprehension - Analysis via Japanese Listening Learning Strategy Questionnaire -

本研究利用『日語聽力學習策略量表』，於台灣4所大學的6個不同日文系課程班級進行策略使用狀況的調查外，並進行聽力模擬測驗。將取得之結果依照聽力成績分出成績表現較高之G組學習者，及成績表現相對不佳之P組學習者進行策略使用之比較分析。結果發現G組的學習者比P組的學習者較常使用「視聽真實教材運用策略」、「推測策略」和「持續策略」等3大類。在33個策略項目中也有19個項目在G、P組間的使用上呈現顯著差異。例如「會收看或聽用日文播放的電視節目、動畫、電影、廣播等材料」、「會看無字幕或不依賴字幕看日本節目」和「會練習聽出關鍵字和聽取內容大意」等。本次研究結果得知JFL學習者若要在聽力提升上有所突破，真實視聽教材的練習使用是有其必要性的。且進行推測策略的使用訓練預期可以更有效提升聽解能力。

This study utilized Japanese Listening Learning Strategies Questionnaire conducting survey of strategy application condition on 6 different classes of 4 universities in Taiwan. A MOCK test of listening was completed right after the survey at each class. Based on the test scores, the learners were devided into Group G (better score) and Group P. After the analysis of strategy application, learners of Group G show more usage of Authentic Audiovisual Material, Inferencing, and Continuation. Among the total 33 strategies, there are obvious usage gap of 19 strategies between Group G and P. For example, “Frequently watching or listening to TV programs, animations, movies, and broadcasts in Japanese'', “Watching Japanese programs does not need subtitles.'' And “Try to catch key words and content gist.'' Result of this study indicates practice with authentic audiovisual material is essential for getting breakthrough in improving listening comprehension. The improvement is more effective with the training of applying Inferencing strategy.