作 者：陈要勤[1] Chen Yaoqin;Guangzhou Panyu Polytechnic; 机构地区：[1]广州番禺职业技术大学外语外贸大学 出 处：《日语学习与探讨》2017年第5期85-92,共8页 摘 要：本文以高等院校日语系大二学生为调研对象,首先分发"日语学习策略问卷调研",调研学习者在口语学习中使用学习策略的特点,然后以其中一家高校的学生为主作个案探讨,分别测试被试者的听力成绩、独白成绩和会话成绩,采用频数统计和相关略论以及独立样本T检验等统计措施,探讨得出以下结论:(1)初中级学习者的日语学习策略中,补偿策略使用的频率最高,其次依次为社交策略、认知策略、元认知策略和情感策略,而记忆策略使用频率最低;(2)六类学习策略使用频率高分组,其听力、独白和会话成绩都优于学习策略使用频率低分组;(3)记忆策略、认知策略和元认知策略在日语初中级学习者的口语能力提高中起重要影响;(4)情景语境的创设有利于学习者的补偿策略、情感策略和社交策略的使用,从而有助于达到外语交际的目的。In this paper, sophomore students majoring in Japanese in colleges and universities were taken as the research object. After circulating the“Japanese Learning Strategy Questionnaire Survey”to identify the learning strategies used by students in oral study, our research then focused on students in the same college as a case study. Listening test scores, monologue grades and conversational performance were analyzed using frequency statistics, correlation analysis, analysis of variance and other statistical methods. The paper presents the following conclusions: first, among the junior and intermediary learners, the frequency of compensation strategy ranks the highest, followed by social strategy, cognitive strategy, metacognitive strategy and affective strategy. Second, those subjects with high scores in the six learning strategies are superior to those with low scores in the performance of listening, monologue and conversation tests. Third, memory strategy, cognitive strategy and metacognitive strategy play an important role in improving the oral proficiency among the junior and intermediary Japanese learners. Fourth, situational context is conducive to the use of the compensation strategy, affective strategy and social strategy and ultimately helps achieve the purpose of foreign language communication. 关 键 词：学习策略 日语 口语能力 分 类 号：H36[语言文字—日语] ，日语论文，日语论文 |
