以台灣的成人日語學習者為對象之以學習者為主體的閱讀活動意識調查－－使用KJ法探討－－

An Awareness survey on Learner-Agency Reading Activities for Adult Learners of Japanese in Taiwan: Using the KJ Method

本篇以台灣的成人日語學習者為對象，進行兩人一組之故事重述的以學習者為主體的閱讀課程，筆者於課後對學生進行半結構式訪談，並使用KJ法來分析其資料。已經習慣以教師主導課程的台灣成人日語學習者是如何看待採取兩人一組之故事重述的以學習者為主體的閱讀課程呢？本篇以此為題，確認了以下兩項。［1］肯定且接受以學習者為主體的閱讀課程，並期待可持續發展成日後的學習活動。［2］對於導入以學習者為主體的課程，期待教師可以邊調整自身介入課程的程度，邊採取有階段性的教師主導及以學生為導向的混合方法。本篇透過同儕學習，讓學習者自行察覺對自己來說必要的學習，與夥伴互相扶持並提高對於學習的動機。持續進行以學習者為主體的課程，既可為成人日語學習者的自律學習進一臂之力，對於認知自主學習亦有其貢獻。

This study is to analyze the data of semi -st ructured interviews wi th adult learners o f Japanese i n Taiwan by using the KJ method about how the learners who are accustomed to teacher led classes perceive the learner -agency reading activi ties that incorporated pai r work in retell ing. This research has clarified the two following points . 1. The learners posi tively accept and show their willingness to continue doing the activities in the future classes. 2. For the introduction of learner -agency activ ities, teachers are expected to adjust the degree of using instructional scaffolding in the course while adopting a mixed teacher - led and learner-agency hybrid method wit h a phased approach. It is suggested that the continuous implementation of learner-agency activities cannot only help adult learners of Japanese in Taiwan to move toward more autonomous learning but also contr ibute to the acquisit ion of learner autonomy.