本研究是以非日語相關科系的初級學習者為研究對象，從時間軸的角度來探討學習者所使用的學習策略以及所產生的變化為研究目的。以往很多研究是運用量化的問卷調查來進行，本研究是以質性研究的回想法面談方式來進行研究調查。本研究是透過Tsuda（2005）所提出的「學習策略的層級架構」，來分析6名學習者的學習策略之使用狀況。Tsuda（2005）將學習策略的層級架構從初學者到熟習者之學習成長階段作為各層級的基礎，依學習策略的性質將學習策略的層級架構分為課題層級、相互作用層級以及後設(全面性)層級等三種層級。研究結果發現：（1）學習者的學習策略使用及其變化分別為a.從課題層級、相互作用層級的使用到包含後設(全面性)層級之全層級的使用b.自始至終為全層級的使用。c.自始至終為課題層級的使用；合計共3 種形式。（2）與日語熟練度較低的學習者相比，日語熟練度較高的學習者之學習策略的使用，比較能夠達到較高的學習策略層級，且所使用的學習策略也較為多元。（3）學習者在第一次的調查時，便會使用課題層級的學習策略來學習日語。其理由可能是他們在學習日語之前，在學習其他學科時就已經學會了課題層級的學習策略並且已經使用它們了

This research examines learning strategies as well as the corresponding strategy changes over time for non-majoring elementary learners of Japanese. In previous studies, researchers have utilized quantitative questionnaire surveys to analyze learning strategies. This research utilizes interviews of qualitative recollective studies for investigation of learning strategies. The author analyzes the learning strategies of six students based on the hierarchical framework of learning strategies from Tsuda (2005). Tsuda classifies three levels of hierarchical framework for learning strategies in terms of learning curves from elementary to advanced learners. The results indicated that (1) there are three types of learning strategies and the corresponding changes are: (a) transition of strategies from task level, mutual level, and meta (comprehensive) level, (b) task level, mutual level, meta (comprehensive) level, all levels, and (c) only task level. (2) Students with higher Japanese proficiency levels can conduct higher levels of learning strategies and usually use multiple strategies compared to those with lower Japanese proficiency levels. (3) Interviews in this study reveal that some students already knew how to use task level learning strategies. The reason might be that they had learned and used task level learning strategies through other subjects before learning Japanese