影響日籍學生於華語課堂表現之因素探究

Abstract

有些語言學者 (J. V. Neustupny，2010 ; 白井恭弘，2008) 提及:「日本人不容易學習語言，尤其從日本人習得英語過程中即發現許多明顯問題」。日本人本身的民族性較封閉，故學習心態、運用外語表達自我等方面需突破的難關甚多。以上特徵導致日本學生在外語學習課堂上易失去自信，師生互動上易產生誤會，且同儕關係容易影響到個人學習等問題。本研究針對三個課堂因素來探討：首先「個人因素」是探討日籍學生在華語課堂上學習態度之個別差異，以及影響他們表現之因素。其次「師生互動」為探討日籍學生與華語教師對彼此的看法及溝通互動上之問題。最後「同儕互動」為探討日籍學生對同儕的看法，及同儕互動對日籍學生在語言學習上之效果。收集到的資料可歸納出各個課堂因素的結果及傾向，針對「個人因素」，不少日籍學生認為他們受到的日本教育或英語教育的影響很大，無法有自信的表達自己的意見，甚至連自己的想法都搞不清楚，因此十分在意他人對自己的看法。雖是自己決定學習華語，或是來台學習，皆甚有意願努力學好華語，然而這些心理因素使日籍學生難以擺脫負面的習性。至於「師生互動」，大多日籍學生認為教師在語言學習上左右他們的學習成就，而且他們較喜歡與公正專業的教師學習，不過由於不少學生認為師生之間關係太密切因而產生反效果，故冀望師生之間仍然保持適當的距離。另外，華語教師認為不少日籍學生較不允許自己犯錯，且怕與他人起衝突而不敢表達個人意見等傾向，抑或不找教師談個人之真正想法也是教師感到困擾的問題。最後，關於「同儕互動」，許多日籍學生認為個人或小班課學習的效果更好，儘管如此；在異文化中與不同背景的學生互相競爭、刺激成長亦是語言學習過程中不可或缺之要素，不僅能夠提高語言能力，甚且能培養個人成長的良好經驗。

Some linguistic researchers such as J. V. Neustupny in 2010 and Shirai in 2008 advocated that “It is difficult for Japanese to study language, from their process of learning English to discover there are many obvious problems in particularly. ＂There are quite many difficulties to breakthrough for Japanese for instance, the attitude toward study and applying foreign languages for expressing oneself due to their closed nature of nationality. These above mentioned the characteristics lead to Japanese Chinese learner lack of self-confidence in foreign language class. The misunderstanding interaction is also inclined to appear between their teacher and them, moreover the peer relationship also influences their individual study easily. This research is focused on three factors in classroom: firstly, Individual factors are for individual differences on Chinese learning attitudes and the factors which influence their performance. Secondly, Interaction between Teachers and Students is for the viewpoints from each other between teachers and students and for the problems of communicative interaction. At last, Peer interactive relationship is for the Japanese student’s opinions toward to their peers, as well as the language learning effects of the peer interaction for Japanese students. This research can summarize each individual result and tendency for these factors of classroom from the collection of information. In regard to Individual factors, there are quite a few Japanese Chinese learners consider that they have been enormously influenced by Japanese or English education, so that they lack of self-confidence to express themselves and even having been confused by their own ideas. Hence, they are easily to care people’s opinion to them. They all are willing to endeavor to master Chinese or study in Taiwan by their own wills, nevertheless, they are difficult to dispel the negative nature of these mental factors. With respect to Interaction between Teachers and Students, the majority of Japanese Chinese learners are aware of teachers deeply affect their achievement of language study. In addition, they mostly prefer to learn from the just and professional language teachers. However, they expect to keep appropriate distance with teachers due to the reverse effect easily caused by intimate relationship between their teachers and them. Chinese teachers consider quite a few Japanese students who do not allow to making mistakes relatively and are also apt to be afraid of expressing individual opinions for avoiding confrontation. Moreover, teachers are perplexed by Japanese students who are unwilling to express themselves frankly. At last, regarding the Peer-Interaction, many Japanese Chinese learners assume the study of individual or fewer members of language class are more effective. Despite of it, the indispensable factor also contains the interactive competition and inspiration among students from diverse backgrounds in different culture since it can not only enhance language proficiency, but also cultivate the favorable experience for the personal unique growth.