二語學習策略教學活動設計研究

Abstract

本研究為結合「調查研究法」、「觀察研究法」之教學設計研究，旨在透過「ADDIE教學設計模式」設計與進行華語為二語學習策略教學實驗，透過學習策略教學活動，提升學習者的學習策略意識與選用，藉以提高其語言學習成效。 本研究以在臺灣攻讀碩士或博士學位之華語二語研究學生為研究對象，研究者首先先進行需求分析，透過學習策略量表施測和訪談了解學習者的學習策略使用情形和學習情形，再依據學習者的需求設計六次學習策略教學活動。本次教學實驗共有六次策略教學活動，每次活動皆以Oxford（1990）提出的六大類語言學習策略中的一種學習策略為主題，分別為記憶策略、認知策略、補償策略、後設認知策略、情意策略、社交策略。 在教學實驗結束後，本研究再次進行學習策略量表施策與訪談，以分析學習者在學習策略教學活動後策略意識和選用之變化，並搜集學習者對於策略教學活動之回饋。本研究發現，學習者在參加活動後的策略使用均值較參加活動前的策略使用均值高，且具有顯著差異，特別是學習者在策略教學活動中使用過的策略，使用均值提升之數值皆高於未出現在策略教學活動中之策略均值；根據研究者的教學觀察及學習者的回饋，策略教學活動若與學習者的學習材料、情形緊密結合，能協助學習者將學習策略直接應用於平常的學習中，可以提高學習者策略使用頻率；而學習者也認為策略教學活動能夠使其更了解學習策略及其應用方法，並提高其策略意識。The purpose of this study is to design a language learning strategy training course for Chinese learners as a second language(CSL) in order to raise their awareness of language learning strategies. ADDIE model (analysis, design, development, implementation and evaluation) was used as a model for course design. In the experiment, 10 international students in Taiwan were selected to participate. Before designing the strategy training course, the researcher analyzed their need through a Strategy Inventory of Chinese Learning. Also, participants where interviewed separately, in which details of their strategy use when learning in graduate school. The strategy training course contained six sessions and which were based on Oxford’s Language Learning Strategies and learners’ demands. According to Oxford (1990), there are six categories of language learning strategies: memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. Each category was assigned as the topic of each training session. The participants responded to the Strategy Inventory of Chinese Learning and attended an interview after the course on learning. Paired t-test procedures were computed. A significant difference was found between learners’ use of learning strategies between pre-test and post-test. The result implies that strategy training course has positive effects on learners’ use of the strategies and awareness-raising. Learners’ awareness of Chinese learning strategies has been raised after the strategy training course. The research then discusses how the strategy training course help to raise the awareness of Chinese learning strategy and improve learners’ use of learning strategies in both frequency and variety at the end of the course. The results from the interviews also support the statistic results, demonstrating that the strategy training would benefit the learners if the content and course are related to learners’ learning materials and courses in graduate school. It helps the learners to employ learning strategies in their learning and raise the frequency of their use of learning strategies. Also, the learners stated that they have gained more knowledge and usage of the learning strategy in the strategy training.