| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 104 === A Study of the Relationships among Japanese Learning Motivation,
Japanese Learning Strategies and Japanese Learning Proficiency
of High School Students in Applied Foreign Language
Japanese Group
Advisor: Hsin-Yi Kung, Ph. D.
Author: Li-Wen Ou
Abstract
The purpose of this study was to explore the relationships among Japanese learning motivation, Japanese learning strategies and Japanese learning proficiency of High School students in Applied Foreign Language Japanese Group. The participants were 705 students in applied foreign language Japanese group in northern and middle Taiwan. Descriptive statistics, independent sample t-test, Pearson’s product-moment correlation, and multiple regression analysis were conducted to analyze the date. The major findings were summarized as following: first, students’ Japanese learning motivation was medium-high level and the best three were to understand Japanese culture, being interested in Japanese popular culture and to enhance ability and promote social status. Second, students frequently used multiple strategies in learning Japanese and the best three were social strategies, metacognitive strategies and cognitive strategies. Third, students’ Japanese learning proficiency were about average level. Fourth, there were significant differences in students’ learning motivation with respect to gender and whether or not learning Japanese experience. Fifth, there was a significant difference in students’ learning strategies in whether or not learning Japanese experience. Sixth, there was a significant difference in students’ learning proficiency in whether or not learning Japanese experience. Seventh, there were correlations among Japanese learning motivation, Japanese learning strategies and Japanese learning proficiency. Final, students’ Japanese learning motivation and Japanese learning strategies can significantly predict students’ Japanese learning proficiency and cognitive strategy was the strongest predictor. Based on the findings of the study, the suggestions were provided to teachers, students and future researchers.
Keywords: Japanese language motivation, Japanese learning strategies, Japanese learning proficiency, Applied Foreign Languages Japanese Group
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