Peak Learning Experiences and Language Learning: A Study of American Learners of Japanese
Peak Learning Experiences and Language Learning: A Study of American Learners of Japanese
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高峰学习经历和语言学习：美国日语学习者的研究
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发表时间：
2007
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通讯作者：
H. Matsumoto
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作者：
H. Matsumoto
本研究旨在通过考察美国大学生学习日语（作为第二语言/外语）的高峰学习经历，探索其动机因素（Anderson et al., 2001; Bloom, 1982）。共有来自五所不同学校的128名中级日语学生填写了调查问卷。他们被要求写下(1)帮助他们学习日语的最有帮助/最鼓舞人心的经历和(2)阻碍他们学好日语的最困难/最令人沮丧的经历。最常提到的“积极的”高峰学习体验（PLEs）是(1)被日语母语人士理解（58%），(2)老师的热情和耐心（13%），(3)课堂沉浸在正宗的日语材料中（12%）和(4)在课堂上使用正宗的材料（8%）。对学生来说，最常见的“消极”高峰学习经历（NLEs）是他们在学习中看不到任何进步（22%）。本研究对日语教学及课程设计的启示。
This study aimed at exploring motivational factors among American college and university students studying Japanese (as a second/foreign) language by examining their Peak Learning Experiences (Anderson et al., 2001; Bloom, 1982). In all, 128 students studying intermediate Japanese at five different schools returned their answers to this study’s survey questionnaire. They were asked to write about (1) the most helpful/encouraging experience that had assisted them in learning Japanese and (2) the most difficult/discouraging experience that had prevented them from learning it well. The most frequently mentioned ‘positive’ Peak Learning Experiences (PLEs) were (1) being understood by native speakers of Japanese (58%), (2) the enthusiasm and patience of the teachers (13%), (3) classroom immersion in authentic Japanese materials (12%) and (4) use of authentic materials in the classroom (8%). The most common ‘negative’ Peak Learning Experiences (NLEs) for students were when they failed to see any progress in their learning (22%). The implications of the study for Japanese language teaching and curriculum design are discussed.