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研究生:梅氏清泉
研究生(外文):Mai Thi Thanh Tuyen
論文名稱:越南語為第二外語臺灣學習者學習策略與科技輔助之研究
論文名稱(外文):Learning Vietnamese as a Second Foreign Language in Taiwan: Strategies and Assistant Technology
指導教授:劉旨峰劉旨峰引用關係
學位類別:博士
校院名稱:國立中央大學
系所名稱:學習與教學研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2019
畢業學年度:108
語文別:中文
論文頁數:160
中文關鍵詞:越南語學習策略發音學習策略會話學習策略學習成效Facebook
外文關鍵詞:Vietnameselearning strategypronunciation learning strategyconversation learning strategylearning achievementFacebook as social media
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本文以國立中央大學選修越南語課之118位學生為研究對象,探討其越南語學習策略、學習策略與學習成效之相關性以及學習者使用Facebook輔助越南語學習之感受與成效。本文使用質量混合法,透過課室觀察、焦點訪談與問卷調查來蒐集資料。研究結果發現,在發音階段,學習者常遇到的障礙包括:(1)容易混淆的相似音;(2)尾音nh和ch;(3)長短音;(4)送氣音與不送氣音;(5)聲調的混淆。學習者使用二十二項學習策略來學習越南語發音,被分類為四種策略類型,即「記憶策略」、「認知策略」、「後設認知」與「社會策略」,其中「認知策略」使用最多,其次為「後設認知策略」、「社會策略」與「記憶策略」。統計結果也發現臺灣學習者使用的「記憶策略」、「認知策略」與「後設認知策略」與發音學習成效顯著差異。在初級會話階段,量化結果顯示:(1)學習者在會話第二階段使用的策略高於第一階段;(2)學習階段間,學習者使用的學習策略上顯著差異;(3)學習階段不同,成績高、中、低組使用學習策略顯著差異;(4)學習策略與學習成效顯著相關關係;(5)學習者越南語發音學得比較好,其會話學得比較好;(6)Facebook是有效的學習工具,與期末總成績顯著關係。質性資料顯示,Facebook可做為即時交流學習工具,提升老師與學生的互動,另外,透過觀看同學的作業可激發學生的批判思考能力。
The purpose of this study is to analyze strategies of Taiwanese in learning Vietnamese, the relationship between learning strategies and achievement, and the experiences and effectiveness of learners using Facebook as social media platform. The study was carried on during teaching Vietnamese class for 118 students studying Vietnamese course at National Central University. The study utilized a mixed method to collect data through classroom observations, interviews, and questionnaires. Results found that Taiwanese students often encounter obstacles and confusions in learning Vietnamese pronunciation including: (1) similar sounds; (2) tails “nh” and “ch”; (3) long and short sounds; (4) aspiration and unaspirated sounds; (5) tones confusion. Taiwanese students used 22 learning strategies to pronounce Vietnamese and are classified into four groups including: "memory strategy", "cognitive strategy", "metacognitive" and "social strategy". The most used strategy was the cognitive strategy, followed by metacognitive, social and memory groups. Additionally, for cognitive strategy group, high score group is significant with middle and low score groups.
In the primary conversation phase, results show that: (1) the strategy used by the learners in the second stage is higher than the first stage; (2) the learning strategy used by the learner is significantly different; (3) In different learning stages, three groups of high, middle and low scores in using strategy are significant; (4) the learning strategies are significantly correlated with scores achieved; (5) the learners who are better at pronunciation perform better in conversation; (6) Facebook is an effective learning tool, it is significant with the final grade. Qualitative data shows that Facebook can be used as an instant communication learning tool to enhance the interaction between teacher and students, and to stimulate students' critical thinking through the fact that the students could refer the answers of their classmates posted on Facebook .
目錄

第一章:緒論
第一節 研究背景與動機……………………………………………………………1
壹、從實踐出發—研究者親身經驗………………………………………… 1
貳、中華民國政府的政策……………………………………………………….4
參、就業需求…………………………………………………………………….5
肆、目前越南語教學與學習狀況……………………………………………….6
第二節 研究目的與研究問題……………………………………………………....7
壹、研究目的…………………………………………………………………….7
貳、研究問題……………………………………………………………………8
第三節 名詞釋義……………………………………………………………………9
壹、臺灣學習者………………………………………………………………….9
貳、語言學習策略……………………………………………………………….9
參、越南語學習策略…………………………………………………………….9
肆、發音成績…………………………………………………………….10
伍、第一階段成績…………………………………………………………….10
陸、第二階段成績…………………………………………………………….10
柒、期末總成績…………………………………………………………….11
第四節 研究範圍與限制…………………………………………………………11
壹、研究範圍……………………………………………………………………11
貳、研究限制……………………………………………………………………11


第二章:文獻探討
第一節 第二語的發音學習………………………………………………………..13
壹、發音學習對第二語學習的角色…………………………………………..13
貳、第二語的發音學習理論………………………………………………….14
參、第二語的發音學習之科技應用………………………………………….16
第二節 語言學習策略…………………………………………………………….18
壹、發音學習策略…………………………………………………………….18
貳、語言學習策略的發展…………………………………………………….21
參、英語學習策略…………………………………………………………….22
肆、學習策略與學習成效之相關性………………………………………….23
第三節 科技應用於語言學習…………………………………………………….25
壹、應用於語言學習之科技類型…………………………………………….25
貳、科技應用於語言學習之效果與限制…………………………………….28
參、社交平台在語言學習的應用…………………………………………….29
第三章:研究方法
第一節 實驗流程…………………………………………………………………..31
第二節 研究問題…………………………………………………………………..34
第三節 研究對象……………………………………………………………..........35
第四節 研究工具…………………………………………………………...........35
壹、越南語發音學習階段……………………………………………..………36
貳、越南語初級會話階段…………………………………………..…………40
第六節 資料處理方法…………………………………………………..…………54
壹、研究對象編碼…………………………………………………..…………54
貳、逐字稿處理……………………………………………………..…………54
參、統計處理…………………………………………………………..………55
第四章:越南語課程設計
第一節 越南語語音系統簡介……………………………………………..............55
壹、越南語的字母簡介…………………………………………..…………55
貳、越南語的聲調簡介…………………………………………..…………56
參、越南語組合音之簡介…………………………………………..…………56
肆、新越南語發音系統…………………………………………..…………58
第二節 越南語課程設計……………………………………………..............61
壹、設計理念………………………………………………..………..…………61
貳、課程設計……………………………………………..…………..…………62

第五章:研究結果
第一節 越南語語發音學習策…………………………………………..............69
壹、質性資料分析………..…………………………...…………...69
貳、量化結果………..…………………………...…………………………...82
第二節 越南語初級會話學習策略…………………………………...…………...88
壹、量化結果……………………………………………….………………….88
參、質性結果…………………………………………….….……………..103
第六章:結論與建議
第一節 結論………………………………………………………………………111
壹、發音學習階段…………………………………………………………….111
貳、初級會話學習階段………………………………………………………..113
第二節 討論………………………………………………………………………116
第三節 建議………………………………………………………………………118
壹、新的越南語學習方……………………………………….....................118
貳、語言的教學應結合文化的認識與分享…………………………………120
參、建構語言交流的平台…………………………………………………….121
肆、延伸社交平台在越南語學習的更高階段………………………………..121
伍、延伸探討更多影響臺灣學習者學習策略的因素……………………….122


參考文獻……………………………………………………………………………123
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四、網頁資料
教育部:http://depart.moe.edu.tw/ED4500/
Wiki: https://zh.wikipedia.org/wiki/%E5%8D%97%E5%90%91%E6%94%BF%E7%AD%96
中華民國內政部移民署全球資訊網:https://www.immigration.gov.tw/ct.asp?xItem=1320829&ctNode=29699&mp=1
全球臺商服務網:http://twbusiness.nat.gov.tw/countryPage.do?id=11&country=VN
新頭殼
https://newtalk.tw/news/view/2018-02-01/112848
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