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題名:成人外語學習信念、學習策略與學習成效關係之研究
作者:黃琇瑩
校院名稱:國立高雄師範大學
系所名稱:成人教育研究所
指導教授:王政彥
學位類別:博士
出版日期:2013
主題關鍵詞:成人外語學習學習信念學習策略學習成效
原始連結:連回原系統網址new window
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國立高雄師範大學成人教育研究所博士論文
成人外語學習信念、學習策略與學習成效關係之研究
指導教授:王政彥博士
研究生:黃琇瑩
摘 要
本研究旨在探討成人外語學習信念、學習策略與學習成效之間的關係。針對高雄地區大專校院附設之推廣教育中心以及進修部學習德語、西語、日語之421位成人學生,採問卷調查法為主,半結構式訪談為輔的方式進行研究。本研究所製之「成人外語學習信念、學習策略與學習成效關係量表」包含五大部分:第一、個人背景資料表,第二、語言學習信念量表,第三、語言學習策略量表,第四、學習滿意度量表,第五、標準化外語測驗(德、西、日語版)。
本研究的主要發現有:一、成人外語學習信念中,以肯定學習歷程的信念最強;成人外語學習策略中以人際互動策略的使用頻率最高;成人外語學習成效的滿意度部分,以學習成就最令其感到滿意,標準化測驗部分則是以聽力成績最高。二、成人外語學習信念會受到學習者的學習機構、目標語、年齡、教育背景影響而有所不同;成人外語學習策略會受到學習者的學習機構、性別、年齡影響而有所不同;成人外語學習成效的學習滿意度部分受學習者的學習機構、年齡、教育背景、外語學習總時數所影響;標準化測驗部分則是受學習者的學習機構、目標語、年齡、教育背景、外語學習總時數影響而有所不同。三、成人外語學習信念、學習策略與學習成效之間,皆具顯著正相關,惟學習信念與學習成效中的測驗成績並無實質相關意義。 四、學習機構及年齡兩個背景變項皆與外語學習信念交互作用,在成人外語學習成效的滿意度部分產生差異;學習機構及教育背景兩個背景變項皆與外語學習信念交互作用,在成人外語學習成效的測驗成績部分產生差異。 學習機構及年齡兩個背景變項皆與外語學習策略交互作用,在成人外語學習成效的滿意度部分產生差異;學習者學習的目標語與外語學習策略交互作用,在成人外語學習成效的測驗成績部分產生影響。
最後,依據研究發現與結論,本研究分別針對成人外語學習者、教學者、開課機構、政府公部門,以及未來研究方向提出建議。
Abstract
This study explored the interrelationships among the beliefs about language learning, language learning strategies, and language learning achievement of 421 adult learners learning German, Spanish, and Japanese. It also examined the influence of background variables on learners’ beliefs, strategy use, and achievement. In the research, quantitative investigation was mainly applied and qualitative investigation was secondary. The data were collected from two different learning areas in Kaohsiung, Taiwan: the extension education centers and the division of continuing education both affiliated to colleges or universities, using five questionnaires: individual background questionnaire, the beliefs about language learning inventory, the strategy inventory for language learning, learning satisfaction inventory, and Second Foreign Language Proficiency Test – Basic (German / Spanish / Japanese). The results showed that participants reported holding strong beliefs in the “learning process” category, mostly using “interaction strategy” and being satisfied with “learning performance.” Besides, adult learners’ beliefs about language learning were different according to learning institutes, target languages, ages, and education backgrounds. Strategies were subject to change in accordance with learning institutes, genders and ages. Learning institutes, ages, education backgrounds and total foreign-language-learning hours modified levels of satisfaction. In the same way, language-test scores differed according to learning institutes, target languages, ages, education background and total foreign-language-learning hours. In addition, the result of Pearson’s correlation analyses also revealed the significant correlations between beliefs and strategies, beliefs and test scores, strategies and satisfactions, and strategies and test scores. Furthermore, the result of the two-way ANOVA demonstrated the interactions between both background variables and beliefs and background variables and strategies on learning achievements. Based on the findings, this study offered some suggestions to adult foreign-language learners, teachers, language institutes, government agencies, and for further research into the field of adult language learning.
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