歌謠式學習對於學生學習日語單詞的影響

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余東穎(TUNG-YING YU) 查詢紙本館藏

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論文名稱

歌謠式學習對於學生學習日語單詞的影響
(The Effects of Song-Based Learning on Students’ Japanese Vocabulary Learning)

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摘要(中)

歌謠式學習為語言學習中的一個重要方法。目前英語的歌謠式學習已有許多研究作探討，但是日語的歌謠式學習仍停留在教案建議與學習意願的調查研究。以學習日語單詞的方式來看，一般學習者透過教科書來學習日語單詞的方式僅有靜態的文字與圖案輔助說明，是難以幫助理解日語單詞的前後文涵義，並且學習進度是由教師掌握的。如果學習者未於教學中即時提出問題或對教科書的解釋不清楚，是難以掌握學習進度的。因此本研究為了改善傳統教科書的靜態學習內容的問題，增加學習者對日語單詞的學習動機，本研究設計一個歌謠式學習系統來驗證歌謠式學習對學習日語單詞具有一定的影響。此系統採用類似karaoke的方式使歌謠節奏與歌詞字幕同步播放。除了幫助學習者了解日語單詞外，學習者可以自行控制歌謠的播放進度，使得學習者可以自由重複觀看不熟悉的部分。另外本研究設計一個實驗探討學習者對於歌謠式學習的學習成效、學習動機、學習態度以及學習系統滿意度。實驗的結果證實歌謠式學習對於日語單詞的學習具有一定的效果，使用歌謠式學習的實驗組其學習成效與學習動機明顯高於未使用的控制組。並且受試者在日語歌謠學習態度問卷的開放式問答題以及實驗後的一對一訪談中，也認同本研究提出的學習方式。
另外本研究透過日語歌謠學習態度問卷的開放式問答題以及實驗後的一對一訪談來了解學習者對於歌謠式學習是否能增加日語單詞「聽」與「讀」的能力，以及觀察學習者在歌謠式學習的環境下產生的其他現象，其中包括系統播放介面與其他學習功能的建議，提供日後的歌謠式學習研究作進一步的參考。

摘要(英)

The Song-Based Learning is an important method in language learning. Recently, there has been many discussions in utilizing song-based style to improve English, however Japanese Song-Based Learning is still in the stage of constructing learning materials and investigating the potential learning motivation. In Japanese vocabulary, general learners still use textbooks which consist only static texts and pictures to help learning the vocabulary. This static process could be difficult for learners to master the context of the vocabulary if they are unable to grasp the meaning of the vocabulary or unable to question the content of the material. Such learning process would have to be controlled by the teacher. Therefore, this study designed a Song-Based Learning system to verify the effect of Song-Based Learning on Japanese Vocabulary. The system is similar to karaoke where the playing speed of lyric is the same as the rhythm of the song. Learners will be able to control the progress of the songs and hence, control the learning experience.
This study is designed as an experiment to verify the effectiveness of the result, motivation, attitude, and the satisfaction of the system itself. The result has proven that using this system in learning Japanese vocabulary is effective. The experimental group (Song-Based Learning users) has shown higher interest and motivations than the control group. The experimental group has also shown signs of positive approval in such system in the open survey and individual interviews.
Lastly, through open survey and individual interviews, this study will also investigate the potential improvement of the reading ability, listening comprehension, or related phenomenon including the user interface and additional system functions of system, and to provide a future reference for the research of Song-Based Learning.

關鍵字(中)

★ 日語單詞
★ 歌謠式學習
★ 電腦輔助語言學習

關鍵字(英)

★ Japanese Vocabulary
★ Song-Based Learning
★ Computer Assisted Language Learning

論文目次

摘要………………………………………………………………………………………I
Abstract…………………………………………………………………………………II
誌謝………………………………………………………………………………………III
目錄……………………………………………………………………………………IV
圖目錄………………………………………………………………………………VII
表目錄………………………………………………………………………………IX
第一章緒論…………………………………………………………………………1
1.1 研究背景 ………………………………………………………………………1
1.2 研究動機 ………………………………………………………………………3
1.3 研究目的 ………………………………………………………………………4
1.4 研究限制 ………………………………………………………………………4
第二章文獻探討…………………………………………………………………5
2.1 歌謠式學習對語言學習產生的影響……………………………………5
2.2 歌謠式學習與教學的關係…………………………………………………7
2.3 歌謠式學習與學習動機的關係……………………………………………10
2.4 歌謠式學習與學習態度的關係……………………………………………13
第三章研究方法…………………………………………………………………17
3.1 實驗目的與對象………………………………………………………………17
3.2 歌謠選曲方式…………………………………………………………………18
3.3 實驗程序…………………………………………………………………………18
3.3.1實驗流程架構 ……………………………………………………………18
3.3.2實驗流程概要圖 ……………………………………………………………20
3.4 實驗工具 ………………………………………………………………………21
3.4.1日語單詞能力測驗…………………………………………………………21
3.4.2問卷及量表……………………………………………………………………21
3.4.3日語教育的歌謠應用法……………………………………………………22
3.4.4系統的功能及其介面設計…………………………………………………24
3.5 資料分析………………………………………………………………………34
第四章研究結果…………………………………………………………………35
4.1 日語單詞能力測驗的結果…………………………………………………35
4.2 歌謠式學習的學習動機分析………………………………………………39
4.2.1內在/外在動機………………………………………………………………39
4.2.2能力信念……………………………………………………………………44
4.2.3情感因素……………………………………………………………………45
4.2.4情緒化…………………………………………………………………………49
4.2.5系統使用動機………………………………………………………………53
4.3 歌謠式學習的學習態度……………………………………………………54
4.4 歌謠式學習的系統滿意度………………………………………………54
4.5 質性分析部分………………………………………………………………55
4.5.1分析方式……………………………………………………………………55
4.5.2日語歌謠學習態度問卷中開放式問答題的分析結果……………………55
4.5.3一對一訪談的分析結果…………………………………………………… 59
第五章結論與建議…………………………………………………………… 65
5.1 結果摘要……………………………………………………………………… 65
5.1.1歌謠式學習對日語單詞學習的學習成效………………………………… 65
5.1.2歌謠式學習對學習動機的提升…………………………………………… 65
5.1.3歌謠式學習對學習態度的改變…………………………………………… 66
5.1.4學習系統滿意度的看法………………………………………………… 66
5.2 結論………………………………………………………………………… 66
5.3 建議………………………………………………………………………… 68
參考文獻………………………………………………………………… 70
附錄一日語單詞能力測驗前測試卷……………………………………………78
附錄二日語單詞能力測驗後測試卷(粉雪)……………………………… 88
附錄三日語單詞能力測驗後測試卷(桜)………………………………… 92
附錄四日語單詞能力測驗後測試卷(HANABI)………………………………… 95
附錄五日語歌謠學習背景問卷……………………………………………………99
附錄六日語學習動機量表(前測版本)………………………………………101
附錄七日語學習動機量表(後測版本)………………………………………103
附錄八日語歌謠學習態度問卷(粉雪)………………………………………105
附錄九日語歌謠學習態度問卷(桜)……………………………………………107
附錄十日語歌謠學習態度問卷(HANABI) ………………………………109
附錄十一學習系統滿意度問卷 ……………………………………………………111

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指導教授

楊接期(Jie-Chi Yang)

審核日期

2010-7-23

推文