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A Study on the Teaching Strategy of Second Foreign Language in Junior College –taking applied foreign language department as the example
Japanese language teaching
second foreign language
With the internationalization tendency and the increasing of Japanophile in Taiwan, the population of learning Japanese as second language has risen up to 247,641 in 2010 based on the investigation of Japanese Exchange Association, next to South Korea and Australia. Nevertheless, Taiwan′s Japanese educational resources are still insufficient and many questions await the solution, including a lack of incomplete teaching materials, corresponding teaching guides, and relevant information to the Japanese society and culture and so on. Therefore, teaching strategy of Japanese is getting more important and becomes the motivation of this study. The subjects of this study were selected from junior college students who took Japanese as the second foreign language. This research investigates technology-mediation, such as electronic intelligence teaching pen (e-pen) and internet learning and applies a quasi-experiment design. Students were divided to experimental group and control group to assess the vocabulary and conversation ability before and after the technology-mediation. According to the data, statistical methods were used to investigate the effect of these two factors based on the variance analysis (ANCOVA) and the interaction effects model of different teaching strategies. In order to further understand the effects of Japanese culture recognition and learning, corresponding research tools were developed to do the questionnaire survey on e-pen, internet learning strategy, and Japanese culture recognition degree are taken as three independent sample to carry out the analysis and the research results indicate that (1) the more culture recognition students have, the stronger learning motivation they have. (2) There is no significant variance of learning outcomes between the factors of “contact Japanese mediation” and “views and behaviors by the Japanese culture”. (3) e-pen and internet learning have no direct correlation with the motivation of Japanese learning. (4) e-pen, internet learning and combination of e-pen and internet can promote the outcomes of Japanese learning.(5) The process of Japanese learning reveals that culture recognition through learning motivation are positive to learning outcomes and predictable. Moreover, “expectation” and “affection” are major intermediary variables which can promote the learning outcomes in Japanese learning. Furthermore, “value” is also intermediary variable of "expectation" and "affection". Therefore, this study has concluded that the culture recognition of Japanese could pass through the user-friendly of e-pen to produce positive emotion and stimulate learning potentials. Usefulness, through the use of e-pen and internet, can increase the outcomes of Japanese learning by taking the advantage of technology-mediation.
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