探討台灣中高級日語學習者課外聽力自律學習—使用反思表進行 SCAT 分析—

Exploring the Self-Regulated Learning of Listening Outside the Classroom for Intermediate and Advanced Japanese Language Learners in Taiwan ― An Analysis of the Reflection Sheet by Using SCAT ―

JFL 的學習環境中，學習者在目標語言的輸入方面受到了限制。因此，作者建議學生在課外積極尋找符合自己興趣和水平的題材輸入，鼓勵自律學習，並實施了以聽解為重點的課外自律學習活動。學生首先設定了聽解活動的目標，並確定了具體要進行的聽解活動，並提交了計劃書。隨後，他們各自進行聽解活動，每月提交一次「反思表」。對於四位優秀學習者，通過 SCAT 對反思表進行分析，結果顯示出共同點：1.在預見階段，受到了說日語的朋友的影響日本人朋友的影響而產生動機；2.在遂行階段，使用各種學習策略進行試驗和錯誤；3.在省察階段，運用後設認知來具體化自己的挑戰。

 

For learners in the JFL environment, input in the target language is limited. Therefore, the author recommends that learners continue to search for input that matches their interests and level as much as possible outside of class. Learners first set goals for their listening comprehension activities, then decided what specific listening comprehension activities they would conduct and submitted their own plans. After that, they conducted the listening comprehension activities on their own and submitted a ""reflection sheet"" every month. The results of the SCAT analysis of the four excellent learners revealed the following commonalities: 1) they were motivated by their friends who speak Japanese in the anticipation phase, 2) they used various learning strategies in the execution phase through trial and error, and 3) they used metacognition in the reflection phase to concretize their tasks. In the reflective phase, the students were able to use metacognition to make their own tasks concrete.