| Summary: | 碩士 === 國立高雄第一科技大學 === 應用日語研究所 === 103 === Elementary Japanese learners studying in Chung Shan Vocational &Commercial High School were selected as the main subjects in this research aimed at looking into the uses of learning strategies during Japanese loanwords learning.
This study was divided into five chapters. The first chapter depicts the research backgrounds, motivations, participants and spectrums as well as the research methods. The second chapter, literature review, explores the related studies with respect to Japanese loanwords learning, and the classification of learning strategies. As far as the third chapter is concerned, it illustrates the constitution of the questionnaires and analytical methods, further elucidating the rough results of the investigation. The fourth chapter analyses the consequences of investigation, on which is elaborated afterwards. Considering the fifth chapter, it summaries the results of the study, bringing forth the conclusions. In addition, the researcher presents some disadvantages accounting for the aspects that this research cannot fully resolve to be the possible issues for further studies in the future.
The purpose of this study aims to investigate the three major aspects: (1) What genres of learning strategies do vocational high school students taking Japanese as the second foreign language employ during the learning of Japanese loanwords? (2) Do Japanese proficiency as well as differences in grades have an influence on the use of learning strategies? (3) Are there any connection between the past English learning experience and Japanese loanwords learning? A total of 143 students are surveyed by capitalizing on the SILL proposed by Oxford (1989). Analyses are thereafter conducted by utilizing SPSS V22.0.
The results of this research suggests that apart from “compensation strategies,” the types and frequencies of learning strategies that students with high academic performance use are upwards of those with low academic performance, particularly the fairly high frequency in the use of “metacognition.” Moreover, in terms of Statistics, there is no stark contrast on the frequency in the use of learning strategies among all the grades, stark contrast emerges when considering the difference in Japanese proficiency. Learning strategies are akin among the first graders; “metacognitive strategies” are applied by the second graders; aside from “metacognitive strategies,” advantage is taken of the “memory strategies” and “social strategies” to show the conspicuously higher frequencies students with high academic performance employ than the ones with low academic performance. Additionally, English grades are in positive proportion to both the Japanese grades and the learning strategies of Japanese loanwords learning.
Results of this study are anticipated in being conducive as well as beneficial and becoming the references as regards the future Japanese education.
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