この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/29799
国際協力研究誌 Volume 16 Issue 1
published_at 2010-03-31
ベトナム人日本語学習者が使用する聴解ストラテジー : 大学生を対象として <原著論文>
Listening Strategies Used by Vietnamese Learners of Japanese : A case of University Students <Articles>
Ngan Do Hoang
Abstract
The results of the 2007-year Japanese-language proficiency test revealed that the scores of the listening test of overseas examinees are the lowest of all tests, both in Japan and abroad. Recently, in Vietnam the number of Japanese learners is increasing rapidly, reaching nearly 30 thousands according to the newest data by The Japan Foundation. Still, there have not been any studies on listening strategies used by Vietnamese university students of Japanese. Therefore, the major purposes of this study were 1) to investigate how the Japanese listening strategies were used by the Vietnamese university students and 2) to find out if there were differences in strategy use among the students of different years.
The research was based on the analysis of 32-item self-reported questionnaires distributed to 280 Japanese-major Vietnamese university students. The results showed that metacognitive and social strategies were more frequently used by all groups, but there were some differences in frequent use of listening strategies among the groups. The fourth year students used listening strategies, especially social strategies mere significantly than the first year students. The number of strategies that are often used by the fourth year students was found to be higher than by other year students. Moreover, there is a tendency that when students go to a higher level, the frequency with which they translated words into mother tongue while listening to a Japanese becomes less in comparison to other strategies.
From the findings some implications to teach listening skill in the target language in Vietnamese universities would be given, namely 1) Strategy used by students of all years should be considered to help them to stimulate the interest, supply the motive to study Japanese as well as to increase Japanese listening chances 2) Students should be trained to use cognitive and metacognitive strategies more often from the beginning of their learning Japanese, as the results show that the first year students use many of them much less than other years students.
The research was based on the analysis of 32-item self-reported questionnaires distributed to 280 Japanese-major Vietnamese university students. The results showed that metacognitive and social strategies were more frequently used by all groups, but there were some differences in frequent use of listening strategies among the groups. The fourth year students used listening strategies, especially social strategies mere significantly than the first year students. The number of strategies that are often used by the fourth year students was found to be higher than by other year students. Moreover, there is a tendency that when students go to a higher level, the frequency with which they translated words into mother tongue while listening to a Japanese becomes less in comparison to other strategies.
From the findings some implications to teach listening skill in the target language in Vietnamese universities would be given, namely 1) Strategy used by students of all years should be considered to help them to stimulate the interest, supply the motive to study Japanese as well as to increase Japanese listening chances 2) Students should be trained to use cognitive and metacognitive strategies more often from the beginning of their learning Japanese, as the results show that the first year students use many of them much less than other years students.
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