網路學習環境中學習策略之探討──以日語寫作課程為例

The Study of Learner's Strategy Using the Internet: As an Example of the Composition Class

日語會話課程中學習者，往往可以對答如流；惟要求學習者將其文章化（文字化）時，赫然發現多數學習者的文章結構不但鬆散，內容更顯得非常貧瘠無味。分析此一語言學習行為之結果其構成因素極為廣泛，其中最主要的原因，乃是文章結構的組織之外，文化價值的思維及修辭語意構成的編序行為能力。準此，讓學習者藉由網路資訊的鷹架支援引導學習，將能有效建構養成更高層次的思維知能，以有效達成日語寫作能力的學習目標。本研究將探討在此網路融入日語寫作的學習過程中，學習者究竟應用了何種學習策略？而這些學習策略和傳統教室中學習策略的差異性為何？研究結果發現教學模式和學習策略有其緊密的關連性，使用者應用諸多學習策略，而這些學習策略對寫作有正面的助益。

The learner of the second class can talk well, but it is not possible to write enough in Japanese. It is because a complex skill is demanded from the Japanese composition making.The learner does its idea over again by using various functions of the net. That the development of the idea improved at a higher stage, and the composition power is improved. I think that it should clarify because what study strategy was on earth used.It investigates here for 26 learner who participates in the net course. As a result, learner's study strategy and correlation were observed as for the class form.As a result, learner's study strategy and correlation were observed as for the class form. Moreover, the learner gets the phenomenon to multiuse more study strategies seen compared with a general usual composition class. In the composition making, it can be judged that those strategies acted effectively.