日本語学習者の自己調整学習が学習時間に及ぼす影響 - 自己調整学習としての学習方略が学習時間に及ぼす直接・間接効果の検討-
Effects of SelfRegulated Learning of Japanese Language Students on Learning Time : A Study of the Direct and Indirect Effects of SelfRegulated Learning as a Learning Strategy on Learning Time
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참고문헌
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초록
本研究は、日本語学習者の学習行動を促進する要因を探り、教育的介入のあり方を模索するために行 われた。Oxford(1990)が提案した６つの言語学習方略を参考に質問紙を作成し、ソウル近郊の大学で日 本語を専攻する日本語学習者298人を対象に調査を行った。抽出された6つの方略要因の中で、メタ認 知を学習行動に繋がせる自己調整要因と見なし、他の方略からこのメタ認知方略を経由して学習時間 にどのような影響を及ぼしているのかを検証した。共分散構造分析による因果モデルを設け、分析を 行った結果、「認知」と「記憶」方略から学習時間への間接効果が確認された(「認知」→「メタ認知」→「学 習時間」への間接効果＝0.11、「記憶」→「メタ認知」→「学習時間」への間接効果＝0.16)。「認知」「記憶」「社 会的」方略から「学習時間」への直接影響は表れなかったが、メタ認知の影響力を高め、間接的に学習行 動を促す役割をしていることが明らかになった。「補完」と「代替」方略は学習行動に直接的な影響を及 ぼしていることが示されたが、「補完」は正の影響が、「代替」は負の影響がみられた。その反面、両方と も間接効果は見られなかった。また、「メタ認知」から「学習時間」への直接影響は0.36で統計的に有意で はなかったものの(p>0.05)、メタ認知が学習行動を強化する要因であることが示唆された。
Abstract
This study aims to investigate means of educational intervention by finding factors that promote learning behavior of Japanese language students. A survey based on six language study strategies suggested by Oxford (1990) was conducted on 298 university students whose primary academic discipline is Japanese language. Of the six strategic factors extracted, the “meta-cognition” factor was made as the self-regulated factor that leads to study activities; the remaining strategic factors that have this “meta-cognition” factor as the intermediate were evaluated by their influence on time allocated to studies. The result of a causal model analysis has revealed that the strategies “cognition” and “memory” had indirect effects on “study time.” (“cognition” '→ “meta-cognition” '→“study time,” 0.11, “memory” '→“meta-cognition” '→“study time,” 0.16) Almost no direct effects on “study time” were observed from strategies “cognition,” “memory” and “social”; however, the study showed that these factors play a role in helping academic activities indirectly by increasing the influence of “meta-cognition.” Strategies “supplementation” and “substitution” did show direct effects on academic behavior, while “supplementation” had a positive effect, and “substitution” had a negative effect in general. Meanwhile, both of these factors had no indirect effect. Furthermore, the “meta-cognition” had a 0.36 direct effect on “study time,” and while the statistical significance has not been verified, it can be concluded that “meta-cognition” is a factor that enforces academic behavior.
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