CAJ | 학술논문

本文以高等院校日语专业大二学生为调研对象，首先分发“日语学习策略问卷调研”，调研学习者在口语学习中使用学习策略的特点，然后以其中一家高校的学生为主作个案研究，分别测试被试者的听力成绩、独白成绩和会话成绩，采用频数统计和相关分析以及独立样本T检验等统计方法，研究得出以下结论：（1）初中级学习者的日语学习策略中，补偿策略使用的频率最高，其次依次为社交策略、认知策略、元认知策略和情感策略，而记忆策略使用频率最低；（2）六类学习策略使用频率高分组，其听力、独白和会话成绩都优于学习策略使用频率低分组；（3）记忆策略、认知策略和元认知策略在日语初中级学习者的口语能力提高中起重要作用；（4）情景语境的创设有利于学习者的补偿策略、情感策略和社交策略的使用，从而有助于达到外语交际的目的。
본문이고등원교일어전업대이학생위조연대상，수선분발“일어학습책략문권조연”，조연학습자재구어학습중사용학습책략적특점，연후이기중일가고교적학생위주작개안연구，분별측시피시자적은력성적、독백성적화회화성적，채용빈수통계화상관분석이급독립양본T검험등통계방법，연구득출이하결론：（1）초중급학습자적일어학습책략중，보상책략사용적빈솔최고，기차의차위사교책략、인지책략、원인지책략화정감책략，이기억책략사용빈솔최저；（2）륙류학습책략사용빈솔고분조，기은력、독백화회화성적도우우학습책략사용빈솔저분조；（3）기억책략、인지책략화원인지책략재일어초중급학습자적구어능력제고중기중요작용；（4）정경어경적창설유리우학습자적보상책략、정감책략화사교책략적사용，종이유조우체도외어교제적목적。
In this paper, sophomore students majoring in Japanese in colleges and universities were taken as the research object. After circulating the“Japanese Learning Strategy Questionnaire Survey”to identify the learning strategies used by students in oral study, our research then focused on students in the same college as a case study. Listening test scores, monologue grades and conversational performance were analyzed using frequency statistics, correlation analysis, analysis of variance and other statistical methods. The paper presents the following conclusions: first, among the junior and intermediary learners, the frequency of compensation strategy ranks the highest, followed by social strategy, cognitive strategy, metacognitive strategy and affective strategy. Second, those subjects with high scores in the six learning strategies are superior to those with low scores in the performance of listening, monologue and conversation tests. Third, memory strategy, cognitive strategy and metacognitive strategy play an important role in improving the oral proficiency among the junior and intermediary Japanese learners. Fourth, situational context is conducive to the use of the compensation strategy, affective strategy and social strategy and ultimately helps achieve the purpose of foreign language communication.