本研究為了闡明台灣之大學非日語料系學生自律學習能力習得、喪失與再生的歷程，筆者將學習策略的意識化活動融入上學期通識日語的教學中，並藉由活潑化的教學活動來喚起或維持學生的學習興趣。為了瞭解學生學習信念與策略的習得情形，透過林（2009）所開發過的《自律學習量表》（AILL）進行前後測。又，在下學期時，再次利用《自律學習量表》進行前後測，藉此瞭解學生學習信念與策略的喪失與再生的情形。研究結果顯示（1）意識化活動雖有助於學習策略的使用與習符，但無助於學習信念的改善；（2）意識化活動結束後，除了情意策略外，其他學習策略的使用情形有顯著的增加；（3）寒假過後，學生的「學習管理與評量」和「自我決定成」等自律信念有下降趨勢之外，「認知策略」和「後設認知策略」的使用情形也大幅度，骨繕，但是「溝通策略」的使用情形卻扶搖直上，直到下學期結束後；（4）下學期結束後，「學習管理與評量」之信念以及「後設認知策略」和「社會策略」有顯著下降的趨勢之外，其他的信念與策略使用的情形皆維持平盤狀態。

In order to illustrate the acquisition, attrition and evocation of learning autonomy of non-Japanese department learners in Taiwan, this paper is to carry out Japanese courses including the consciousness-raising activities for learning strategies in last semester. By using Autonomy Inventory Language Learning (AILL) in the beginning and the end of the semester and next semester courses, the results are put in order as follow: (a) the learners' autonomous beliefs and the frequency of learning strategy use are enhanced at the end of the course, but the consciousness-raising activities could not help to improve the learning beliefs, but effectively facilitated the use and acquisition of learning strategies; (b) in addition to affective strategies, the frequency of other learning strategies have significantly increased after the end of consciousness-raising activities; (c) at the beginning of the next semester, the beliefs of learners' self-management and self-assessment as well as the frequencies of cognitive strategies and metacognitve strategies was significantly reduced, but the frequencies of communicative strategies was increased until the end of the next semester; (d) in the end of the school year, the beliefs of learners' self-management and self-assessment as well as the frequencies of metacognitive strategies and social strategies were reduced.