日本語学習者の持つ発音学習ストラテジー

Abstract

The objective of this research was to determine what learning strategies Japanese language learners employ and how they perceive pronunciation. In conclusion, the frequency of cognitive strategy and social strategy for Japanese pronunciation was confirmed to be high. Cognitive strategies, such as pronunciation practice, memos, and drawing lines, were discovered to be both the learning strategy employed when studying pronunciation and the learning strategy required for pronunciation improvement. Second, it was confirmed that pronunciation practice and note-taking are important methods for students who do not know or are studying pronunciation. Learning Strategies included social strategies, which are essential when pronunciation is unknown or when studying pronunciation. They answered that they study by practicing, reviewing what they have learned in class, and repeatedly reading the material, even though rote learning method was not listed first. As a result of placing meta-cognition strategies in the third and fourth positions, it was discovered that few learners plan the process of setting a goal, correcting and checking their pronunciation, or recognize its significance. And the learning strategies not demonstrated in this study were the reward and justice strategies.