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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/81922

    Title: 越南語為第二外語臺灣學習者學習策略與科技輔助之研究;Learning Vietnamese as a Second Foreign Language in Taiwan: Strategies and Assistant Technology
    Authors: 梅氏清泉;Tuyen, Mai Thi Thanh
    Contributors: 學習與教學研究所
    Keywords: 越南語;學習策略;發音學習策略;會話學習策略;學習成效;Facebook;Vietnamese;learning strategy;pronunciation learning strategy;conversation learning strategy;learning achievement;Facebook as social media
    Date: 2019-12-24
    Issue Date: 2020-01-07 14:38:38 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本文以國立中央大學選修越南語課之118位學生為研究對象,探討其越南語學習策略、學習策略與學習成效之相關性以及學習者使用Facebook輔助越南語學習之感受與成效。本文使用質量混合法,透過課室觀察、焦點訪談與問卷調查來蒐集資料。研究結果發現,在發音階段,學習者常遇到的障礙包括:(1)容易混淆的相似音;(2)尾音nh和ch;(3)長短音;(4)送氣音與不送氣音;(5)聲調的混淆。學習者使用二十二項學習策略來學習越南語發音,被分類為四種策略類型,即「記憶策略」、「認知策略」、「後設認知」與「社會策略」,其中「認知策略」使用最多,其次為「後設認知策略」、「社會策略」與「記憶策略」。統計結果也發現臺灣學習者使用的「記憶策略」、「認知策略」與「後設認知策略」與發音學習成效顯著差異。在初級會話階段,量化結果顯示:(1)學習者在會話第二階段使用的策略高於第一階段;(2)學習階段間,學習者使用的學習策略上顯著差異;(3)學習階段不同,成績高、中、低組使用學習策略顯著差異;(4)學習策略與學習成效顯著相關關係;(5)學習者越南語發音學得比較好,其會話學得比較好;(6)Facebook是有效的學習工具,與期末總成績顯著關係。質性資料顯示,Facebook可做為即時交流學習工具,提升老師與學生的互動,另外,透過觀看同學的作業可激發學生的批判思考能力。;The purpose of this study is to analyze strategies of Taiwanese in learning Vietnamese, the relationship between learning strategies and achievement, and the experiences and effectiveness of learners using Facebook as social media platform. The study was carried on during teaching Vietnamese class for 118 students studying Vietnamese course at National Central University. The study utilized a mixed method to collect data through classroom observations, interviews, and questionnaires. Results found that Taiwanese students often encounter obstacles and confusions in learning Vietnamese pronunciation including: (1) similar sounds; (2) tails “nh” and “ch”; (3) long and short sounds; (4) aspiration and unaspirated sounds; (5) tones confusion. Taiwanese students used 22 learning strategies to pronounce Vietnamese and are classified into four groups including: "memory strategy", "cognitive strategy", "metacognitive" and "social strategy". The most used strategy was the cognitive strategy, followed by metacognitive, social and memory groups. Additionally, for cognitive strategy group, high score group is significant with middle and low score groups.
    In the primary conversation phase, results show that: (1) the strategy used by the learners in the second stage is higher than the first stage; (2) the learning strategy used by the learner is significantly different; (3) In different learning stages, three groups of high, middle and low scores in using strategy are significant; (4) the learning strategies are significantly correlated with scores achieved; (5) the learners who are better at pronunciation perform better in conversation; (6) Facebook is an effective learning tool, it is significant with the final grade. Qualitative data shows that Facebook can be used as an instant communication learning tool to enhance the interaction between teacher and students, and to stimulate students′ critical thinking through the fact that the students could refer the answers of their classmates posted on Facebook .
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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