Research on Learners’ Beliefs and Learning Strategies: A Case Study of Students Major in Japanese in Night School of T University in Taiwan

• Main Authors: KIYOHARA, SHOTA, 清原昇太
• Other Authors: CHEN, SHU-CHUAN
• Format: Others
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/4ag57b

碩士 === 東吳大學 === 日本語文學系 === 105 === Among the research on the learners’ beliefs and learning strategies of students who major in Japanese in Taiwan, there are few studies concerning the night college students. Therefore, this research focuses on the night college students of T University as the subjects and investigates their beliefs and learning strategies. Results are obtained through statistical analysis, and recommendations regarding Japanese language education are made accordingly. The main interests of this research are as follows, (1) The characteristics of the learners’ beliefs; (2) Whether the variables (gender, age, year, learning experience, Japanese language competency, the time of self-study, working hour) have an effect on the differences of the beliefs; (3) The impacts of the beliefs on the grades; (4) The associations between the strategies; (5) Whether the variables have an effect on the strategies; (6) The impacts of the strategies on the grades; (7) The relationship between the beliefs and the strategies. With respect to the learners’ beliefs, the study examines the following six areas, (1) The nature of language learning; (2) Classroom activities; (3) Medium of instruction; (4) Teachers’ tasks; (5) Communication-oriented; (6) Language and culture. As to the learning strategies, the study adopts SILL by Oxford(1990) to inspect the use frequency of six language learning strategies. The results are as follows, 1. The characteristics of the beliefs such as communication-oriented, classroom activities, the use of medium of instruction, teachers’ tasks, self-discipline, the importance of culture and non-language factors, and the tolerance for accuracy are obtained. 2. The results of the analysis found that beliefs and learning strategies are different in different variables, but learning strategies have no differences in different working time. 3. The study found that cognitive strategies have direct impacts on the grades; and metacognitive strategies and social strategies have a function of supporting cognitive strategies. These indicate that there is a significant association between these phenomena and the beliefs of active class participations and speaking up. Based on the analysis results, researchers make recommendations with regard to Japanese language education.