Nowadays, second foreign language teaching in Taiwan has been focusing on cultivating conversation skills and enhancing learner autonomy awareness. The essay uses different learning methods on college students studying Japanese in Taiwan, such as self-regulation learning cycle, portfolio assessment, alternative assessment and active learning. In this way, we can have a discussion on how to cultivate learner autonomy attitude and improve Japanese ability; additionally, providing teaching methods on the spot to support learner autonomy is also on our list.
The thesis has relevant discussions through four practical studies. The study finds that in the first practical study introduced into portfolio assessment learning method, leaners can reflect on the learning process and set learning goals and plans; however, this learning process will have different learning effects depending on various learning types, learning strategies, and monitoring results. Continuing with the first practical study method, in the second practical study launching in one year aiming for scrutinizing the capability changes in learning Japanese, it is found that 60% of learners has a drastic increase on subject practices, conversation strategies, and Japanese verbal skills.
In the third practical study, the final oral exam is conducted to improve the second practical study. The results of practical conversation activities and the assessment of each lesson are introduced and lead the active learning. According to the grounded theory analysis, learner can understand teacher’s learning backup, immerse themselves in class, and realize that the conversation practices cultivate their ability to exert Japanese. The conversation practices with native speakers are definitely meaningful activities.
In the fourth practical study, the general teaching assessment is converted into the learner assessment, and the impact of self-assessment and learner mutual assessment on learning attitude is closely discussed. The result finds that if learners feel satisfied with the curriculum, learner assessment will have positive effects on learner autonomy attitude and capability of Japanese. Moreover, through the reflection of learners, they form individual new learning strategies and enhance the effectiveness of conversation practices.
The above-mentioned practical studies are applied to the Japanese conversation education scene. A curriculum plan integrating objectives, assessment, and activities is suggested and develop learning exercises with learner-centered instruction. Also, in order to enhance the results of learner autonomy for strengthening the mechanism of extracurricular education counselling, the activities and interactions with native speakers are introduced.