| Summary: | 碩士 === 國立高雄第一科技大學 === 應用日語研究所 === 100 === In the society which possesses advanced technology nowadays, the language learning has become an important bridge to acquire the new technology , the latest information and knowledge. The reading ability has been the most crucial element.
Thus, this thesis will focus on the Reading ability among the four language skills which are listening, speaking, reading and writing. Furthermore, the learning strategies will be emphasized in this thesis while studying Japanese as the second language. The suggestions will be made especially for the persons, who prepared the Japanese language Proficiency Test (JLPT), utilized the Reading strategies. This project will also analyze the differences of the Reading strategies utilization between the persons who prepared the intermediate learners group and junior learners group.
The interviewees of this project were qualified for JLPT, the quantity was 134 in total. According to the grade of JLPT, the groups will be divided by the levels. The interviewees who passed the first and second grade of the former system of JLPT, and the interviewees who passed the N1, N2 and N3 of the current system of JLPT are the intermediate learners. On the other hand, the interviewees who passed the third and fourth grade of the former system and N4 and N5 of the current system of JLPT were categorized to the junior learners. This questionnaire is adapted from the Strategy Inventory for Language Learning, Oxford (1990). The appropriate items from this text and the experiences of the researcher will be considered while designing the questionnaire. This questionnaire will be analyzed as the independent sample T - test.
The main results of this thesis after throughout analysis are the following:
1. The strategy which utilized the most by the intermediate learners and junior learners is the cognitive strategy. The learners who utilized the cognitive strategy had the ability to separate the sentences, phrases and vocabulary to analyze the articles they did not understand. The cognitive strategy can help the learners understand the contents and expressions of the articles by its topic.
2. Among the total learners, the meta-cognitive strategy is utilized less.
3. After analyzing the independent sample T-test, there are significant differences while utilizing the memory strategy and compensation strategy.
4. This research indicated the first three difficulties in reading comprehension test which are borrowed word/the vocabulary insufficiency, the long sentences complication and insufficient understanding for the writers’ cultural background.
Ultimately, the suggestions of the reading comprehension education can be provided based on the results of this research.
1. In the reading comprehension sessions, the importance of the learning strategy and reading tests shall be realized by the learners.
2. The more various reading material can be utilized by the learners to practice and apply the appropriate learning strategies while reading. Ultimately, the suggestions of the reading comprehension education can be provided based on the results of this research.
3. The study and implement of the meta-cognitive strategy should be reinforced to help the learner achieve the better learning effects.
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