| Summary: | 博士 === 國立高雄師範大學 === 成人教育研究所 === 101 === 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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