紀要論文 工学部二年次の語学科目選択の動機分析
A Motivation Analysis of Sophomore Students in Selecting Language Subjects at the Faculty of Engineering

アプドゥハン, 恭子  ,  李, 郁蕙  ,  児玉, 恵美

内容記述
This research, as continuation on the survey of Lee et al. (2016), investigates how sophomore students select their next language course for their second year. In their first year, the students have to take the required English course and elective German/Chinese/French/Korean language course. After their first year, the students can continue to take the advanced English course or the foreign language that they took in their first year. In our survey, we first analyzed whether the foreign language course that they took during their first year was their first choice or second choice, and if it has an effect on their grades. The result, showed that there was no significant difference between the two cases. We also conducted a questionnaire survey on their next choice of the four foreign languages and the reason why they choose it. Students who chose to continue to learn the foreign language that they are currently studying are as follows: 62.8% German, 77.8% Chinese, 53.1% French and 68.1% Korean. This shows that there are many students who wish to continue learning these languages. We analyzed the result of free description using the KJ method (Kawakita1967). Their motives could be classified into the following 8 big-groups; 【improvement of language skills】, 【practical purpose】, 【interest in language】, 【satisfaction to learning】, 【choice by avoidance】, 【necessity】,【 familiarity】 and【 others】. In the case of Chinese, 【satisfaction to the learning】 was high. It showed that the course contents and class atmosphere have a big influence.【 practicality】 application for tourists, and the 【familiarity】 of the Chinese characters were also high compared to other languages. The reasons for choosing the other three languages showed similar ratings. The most common is 【improvement of language skills】, which consists of 〔Aim for level up〕,〔 I want to acquire skills〕 and〔 I want to continue a little more〕. The reasons〔 I want to be able to talk〕 and〔 I want to be able to read〕 showed that they have specific goals in improving their foreign language skills further. Therefore, it is necessary to encourage students to steadily improve their language skills and to support the students’ wish to use it.
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