『日語聽力學習策略量表』之擴大檢驗及調查結果分析——以台灣日文系學習者為對象

Extended Examination and Result Analysis of Japanese Listening Learning Strategies Questionnaire - Learners in Department of Japanese as Research Objects

本研究針對吳如惠（2012）所建構開發適合台灣日語學習者使用之『日語聽力學習策略量表』進行擴大檢驗。此量表共分「認知‧基礎策略」、「後設認知策略」、「視聽．真實教材利用策略」、「推測策略」、「持續策略」、「合作策略」等6大類。檢驗此量表之擴大適用性，同時也針對調查結果進行統計上之分析比較。 本次共取得7校19個班級之調查結果，有效份數共643。研究結果發現，6大類策略項目間皆獲得高度相關，信度檢驗也以高水準通過檢驗。全體之使用狀況以「持續策略」的表現最佳，其次為「推測策略」。而表現最為不理想的則是「協同策略」。並依據調查對象之「性別」、「學校」、「年級」、「日檢取得級數」、「學習歷程」等變相進行策略使用差異性調查。 整體結果顯示各校間所使用之策略模式相近。要提高日語能力必須善加運用真實視聽教材。各校間的學習者策略的使用上亦有所差異。日語學習經歷長短的不同者則在「視聽．真實教材利用策略」及「推測策略」兩類的使用上顯示有所差異。 The research is to conduct extended examination of Japanese Learning Strategies Questionnaire on learners in Taiwan. The questionnaire was established by Wu, Ju-Huei(2012). It contains 6 categories including 「Meta-cognitive 」, 「Cognitive-Basic」,「Authentic Material Using」, 「Inferencing」, 「Continuation」, and「Cooperation」. Besides the extended examining applicability, the results were analyzed for comparison. Total 643 valid reports were collected from 19 classes of 7 universities. Result of the analysis shows high relevance of those 6 categories in between each other and it passed high in Reliability test. Usage of Continuation provides best performance with Inferencing as the next. Cooperation gives the worst performance. Differential examination was also conducted based on gender, university, grade in university, JLPT level, and learning period. Overall result indicates that the pattern of applying strategies among the universities is similar. Application of real authentic material is essential for improving Japanese proficiency. Learners from different school show different ways of using strategies. For those with different studying years, they shows differences in applying Real Authentic Material and Inferencing.