探討運用語音辨識輔助結合獎章機制對日語拗音學習成效、遊戲成效、學習動機、口說焦慮及學習感知之影響-以初級日語程度學習者為例

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姓名

丁德慈(Te-Tzu Ting) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

探討運用語音辨識輔助結合獎章機制對日語拗音學習成效、遊戲成效、學習動機、口說焦慮及學習感知之影響-以初級日語程度學習者為例
(Effects of Speech Recognition Assistance Combined with Medal Mechanism on Japanese Yōon Learning Effectiveness, Learning Motivation, Speaking Anxiety, Learning Perception - A case of learners with elementary Japanese level.)

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摘要(中)

初級日語學習者的基礎學習多以五十音為主，而五十音當中的拗音除了發音音節組合與五十音不相同外，拗音的濁音及半濁音平假名寫法也很容易造成學習者混淆出錯。現行日語學習方式包含傳統教室授課、線上學習平台課程或APP為主，自動語音辨識（ASR）功能可以讓學習者透過反覆練習幫助學習者增加口說練習的意願藉此提高自信心。然而，將自動語音辨識（ASR）導入日語學習環境的研究相對較少。此外，獎章機制為學習者在學習環境中獲得的技能與成就的一項紀錄指標，基於獎章機制概念的系統設計在學習過程中能激發學習者的學習動機並提升學習成效，然而，有/無獎章機制結合自動語音辨識（ASR）對於日語學習的研究很少。再者，由於個體差異因素數位學習環境不見得適用每位學習者，其中一項影響個體差異的主要因素就是先備知識，過去探討先備知識的研究雖然很多，但探討先備知識在日語發音學習方面的研究也相對少。
因此，本研究開發一套「You′re On」日語拗音學習系統導入自動語音辨識功能並在獎章機制中結合獎牌、獎盃、得分等元素，在學習區及挑戰區個別設計不同難易程度的多樣化獎章任務，分為有獎章機制版本與無獎章機制版本。本研究旨在探討有/無獎章機制與不同高/低先備知識對於日語拗音學習者的學習成效、遊戲成效、學習動機、口說焦慮及學習感知之影響及各變項之相關性。
本研究為台灣北部某日語補習班共計60位學生，依照高/低先備知識能力將其分為高先備知識組30人及低先備知識組30人，接著再個別分組為有/無獎章機制兩組，有獎章機制為實驗組30人，無獎章機制為控制組30人。研究工具包含日語先備知識測驗試卷、學習成效測驗、學習動機量表、口說焦慮量表、學習感知量表及系統紀錄檔。
本研究在「You′re On」日語拗音學習系統環境下，有/無獎章機制對於學習者之影響其研究結果主要彙整以下六點：(1) 兩組學習者在學習成效上皆有顯著進步，且有獎章機制組顯著優於無獎章機制組；(2) 在遊戲成效上，學習區為有獎章機制組顯著優於無獎章機制組，挑戰區為有獎章機制組顯著優於無獎章機制組；(3) 兩組在學習動機上皆有顯著進步，呈現相同平均程度的學習動機；(4) 兩組在口說焦慮上皆有顯著降低，呈現相似程度的口說焦慮；(5) 兩組在學習感知上皆未呈現顯著差異，表現出相同的程度；(6) 有獎章機制組其學習成效與遊戲成效呈現負相關，在口說焦慮與遊戲成效同樣呈現負相關，而在學習感知與遊戲成效則呈現正相關；無獎章機制組其學習成效與遊戲成效呈現負相關，在口說焦慮與遊戲成效同樣呈現負相關；而學習感知與學習動機則呈現正相關。
在「You′re On」日語拗音學習系統環境下，高/低先備知識對於學習者之影響其研究結果主要彙整以下六點：(1) 兩組學習者在學習成效上皆有顯著進步，且進步分數為低先備知識組顯著優於高先備知識組；(2) 在遊戲成效上，學習區為低先備知識組顯著高於高先備知識組，挑戰區答題計時項目為低先備知識組顯著多於高先備知識組，困難得分項目則為高先備知識組顯著高於低先備知識組；(3) 兩組在學習動機上皆有顯著進步，呈現相同平均程度的學習動機；(4) 兩組在口說焦慮上皆有顯著降低，呈現相似程度的口說焦慮；(5) 兩組在學習感知上皆未呈現顯著差異，表現出相同的程度；(6) 高先備知識組在學習成效與遊戲成效呈現正相關，在學習動機與遊戲成效同樣呈現正相關，而口說焦慮與遊戲成效則呈現負相關；低先備知識組其學習成效與遊戲成效呈現正相關，學習動機與遊戲成效則呈現正相關，而口說焦慮與遊戲成效則呈現負相關。
本研究結果對於有/無獎章機制及高/低先備知識的學習者皆能提升其日語拗音能力，對於增進學習動機亦有顯著助益，使學習者無論何時何地都能輕鬆享受自主學習日語拗音的樂趣。本研究開發之系統亦可幫助日語教學者及系統開發者未來設計獎章機制開發時，因應不同教學環境及先備知識差異發展不同獎章機制應用的教學設計。

摘要(英)

The basic learning for beginner Japanese learners is mostly based on the kana syllables. In addition to the different pronunciation syllable combinations of the kana syllables, the voiced and semi-voiced hiragana writing of the kana syllables can easily cause confusion among learners. Something went wrong. Current Japanese learning methods include traditional classroom teaching, online learning platform courses or APPs. The automatic speech recognition (ASR) function can help learners increase their willingness to practice speaking through repeated practice and thereby improve their self-confidence. However, there are relatively few studies on introducing automatic speech recognition (ASR) into Japanese learning environments. In addition, the medal mechanism is a record indicator of the skills and achievements of learners in the learning environment. The system design based on the concept of the medal mechanism can stimulate learners′ learning motivation and improve learning effectiveness during the learning process. However, with/without There are few studies on medal mechanism combined with automatic speech recognition (ASR) for Japanese language learning. Furthermore, due to individual differences, the digital learning environment may not be suitable for every learner. One of the main factors affecting individual differences is prior knowledge. Although there have been many studies on prior knowledge in the past, they have not explored the role of prior knowledge in Japanese pronunciation. There is also relatively little research on learning.
Therefore, this research develops a "You′re On" Japanese phonics learning system that introduces the automatic speech recognition function and combines elements such as medals, trophies, scores, etc. in the medal mechanism, and designs a variety of different difficulty levels in the learning area and challenge area. The medal task is divided into a version with a medal mechanism and a version without a medal mechanism. This study aims to explore the impact of the presence/absence of medal mechanism and different high/low prior knowledge on the learning effectiveness, game effectiveness, learning motivation, speaking anxiety and learning perception of Japanese obsessive learners, as well as the correlation of each variable.
This study included a total of 60 students in a Japanese cram school in northern Taiwan. According to their high/low prior knowledge ability, they were divided into a high prior knowledge group of 30 students and a low prior knowledge group of 30 students. They were then divided into groups with or without a medal mechanism. There are two groups, the experimental group with the medal mechanism is 30 people, and the control group without the medal mechanism is 30 people. Research tools include Japanese prerequisite knowledge test paper, learning effectiveness test, learning motivation scale, speaking anxiety scale, learning perception scale and system log files.
This study examines the impact of the presence/absence of the medal mechanism on learners in the environment of the "You′re On" Japanese phonics learning system. The research results mainly summarize the following six points. (1) Both groups of learners have significant learning outcomes. progress, and the group with the medal mechanism is significantly better than the group without the medal mechanism. (2) In terms of game effectiveness, the group with the medal mechanism in the learning area is significantly better than the group without the medal mechanism, and the group with the medal mechanism in the challenge area is significantly better than the group without the medal. Mechanism group. (3) Both groups have made significant progress in learning motivation, showing the same average level of learning motivation. (4) Both groups have significantly reduced speaking anxiety, showing similar levels of speaking anxiety. (5) There was no significant difference in learning perception between the two groups, showing the same degree. (6) The learning effectiveness of the medal mechanism group was negatively correlated with the game effectiveness, and speaking anxiety was also negatively correlated with the game effectiveness, while in the group with the medal mechanism, there was a negative correlation. There is a positive correlation between learning perception and game effectiveness; in the non-medal mechanism group, there is a negative correlation between learning effectiveness and game effectiveness. Speaking anxiety also has a negative correlation with game effectiveness; and there is a positive correlation between learning perception and learning motivation.
The results of this study can improve the Japanese pronunciation ability of learners with/without medal mechanism and with high/low prior knowledge. It can also significantly help improve learning motivation, so that learners can easily enjoy autonomy anytime and anywhere. The fun of learning Japanese with awkward pronunciation. The system developed in this study can also help Japanese language teachers and system developers develop teaching designs for different medal mechanism applications in response to different teaching environments and differences in prior knowledge when designing medal mechanism development in the future.

關鍵字(中)

★ 獎章機制
★ 先備知識
★ 日語聽力學習成效
★ 遊戲成效
★ 學習動機
★ 口說焦慮
★ 學習感知
★ 語音辨識
★ 日語特殊音(拗音)

關鍵字(英)

★ badges
★ prior knowledge
★ learning effectiveness
★ learning motivation
★ speaking anxiety
★ learning perception
★ Automatic Speech Recognition
★ Yōon pronunciation

論文目次

摘要 i
Abstract iii
致謝 vi
目錄 vii
圖目錄 xi
表目錄 xiii
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的 4
1.3 研究問題 5
1.4 名詞釋義 6
1.5 研究範圍與限制 8
第二章文獻探討 10
2.1 日語拗音發音 10
2.1.1 拗音定義 10
2.1.2 日語拗音學習困難點 11
2.2 語音辨識 13
2.2.1 自動語音辨識定義 13
2.2.2 語音辨識在語言學習之應用 13
2.3 獎章機制 15
2.3.1 獎章機制定義 15
2.3.2 獎章機制在教育領域之應用 15
2.4 先備知識 17
2.4.1 先備知識定義 17
2.4.2 先備知識在教育領域之應用 18
2.5 文獻探討小結 20
第三章系統設計與實作 22
3.1 系統設計理念 22
3.1.1 多樣化的獎章機制 23
3.1.2 日語口說發音學習 23
3.1.3 語音辨識即時回饋 24
3.2 開發工具 26
3.3 學習內容 27
3.4 系統架構 29
3.4.1 學習區 30
3.4.2 挑戰區 32
3.4.3 獎章區 36
3.5 系統特色 38
3.5.1 日語拗音學習教材 39
3.5.2 由淺入深的任務 40
3.5.3 多樣化的獎章機制 42
3.5.4 語音辨識即時回饋 44
3.5.5 顯而易見的挑戰結果 46
3.6 系統操作流程 47
第四章研究方法 60
4.1 研究設計 60
4.2 研究對象 62
4.3 研究工具 64
4.3.1 日語先備知識測驗 64
4.3.2 學習成效測驗 67
4.3.3 學習動機量表 68
4.3.4 口說焦慮量表 68
4.3.5 學習感知量表 69
4.3.6 系統記錄檔 69
4.4 實驗流程 71
4.5 資料收集與分析 73
4.5.1 信度分析（Reliability Analysis） 73
4.5.2 無母數檢定（Non-parametric test） 74
4.5.3 斯皮爾曼等級相關係數分析（Spearman Correlation） 74
第五章研究結果與討論 76
5.1 有/無獎章機制對於學習者的學習成效、遊戲成效、學習動機、口說焦慮及學習感知之影響 76
5.1.1 有/無獎章機制對於日語拗音學習成效之影響 76
5.1.2 有/無獎章機制對於日語拗音遊戲成效之影響 79
5.1.3 有/無獎章機制對於日語拗音學習動機之影響 86
5.1.4 有/無獎章機制對於日語拗音口說焦慮之影響 89
5.1.5 有/無獎章機制對於日語拗音學習感知之影響 90
5.2 高/低先備知識對於學習者的學習成效、遊戲成效、學習動機、口說焦慮及學習感知之影響 91
5.2.1 高/低先備知識對於日語拗音學習成效之影響 91
5.2.2 高/低先備知識對於日語拗音遊戲成效之影響 94
5.2.3 高/低先備知識對於日語拗音學習動機之影響 100
5.2.4 高/低先備知識對於日語拗音口說焦慮之影響 102
5.2.5 高/低先備知識對於日語拗音學習感知之影響 103
5.3 在日語拗音學習系統環境中，有/無獎章機制對於學習者的學習成效、遊戲成效、學習動機、口說焦慮及學習感知之相關性分析 104
5.3.1 有/無獎章機制之相關性分析 104
5.4 在日語拗音學習系統環境中，高/低先備知識對於學習者的學習成效、遊戲成效、學習動機、口說焦慮及學習感知之相關性分析 113
5.4.1 高/低先備知識之相關性分析 113
5.5 綜合討論 126
5.5.1 有/無獎章機制及高/低先備知識對於日語拗音學習成效之影響 126
5.5.2 有/無獎章機制及高/低先備知識對於日語拗音遊戲成效之影響 129
5.5.3 有/無獎章機制及高/低先備知識對於日語拗音學習動機之影響 133
5.5.4 有/無獎章機制及高/低先備知識對於日語拗音口說焦慮之影響 136
5.5.5 有/無獎章機制及高/低先備知識對於日語拗音學習感知之影響 140
5.5.6 有/無獎章機制及高/低先備知識對於日語拗音之間的相關性 142
第六章結論與建議 148
6.1 研究結論 148
6.1.1 在結合語音辨識輔助的日語拗音學習系統環境中，有/無獎章機制對於
學習者學習成效、遊戲成效、學習動機、口說焦慮及學習感知之影響 148
6.1.2 在結合語音辨識輔助的日語拗音學習系統環境中，高/低先備知識對於
學習者學習成效、遊戲成效、學習動機、口說焦慮及學習感知之影響 150
6.1.3 有/無獎章機制的學習者其相關性之影響 151
6.1.4 高/低先備知識的學習者其相關性之影響 152
6.2 研究貢獻 153
6.2.1 學術貢獻 153
6.2.2 應用貢獻 154
6.3 未來展望與侷限 156
6.3.1 研究範圍與限制 156
6.3.2 研究設計改善與建議 156
6.3.3 系統設計改善與建議 157
參考文獻 158
附錄一日語學習成效測驗 169
附錄二學習動機量表 171
附錄三口說焦慮量表 173
附錄四學習感知量表 175

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指導教授

楊接期(Jie-Chi Yang)

審核日期

2024-7-26

推文