| Summary: | 碩士 === 中國文化大學 === 華語文教學碩士學位學程 === 103 === In the process of language development, due to geographical, historical, political or other related factors, borrowing lexicons from other languages is common among different languages. The meaning of the lexicons may also change in the process of exchange. Likewise, the process of lexical change had happened in the process of borrowing between the Japanese and Chinese language. They share certain identical words, yet the lexicons carry un-identical meanings in the linguistic context of each own. This study focuses on these homographic words. Specifically, this study aims at investigating Japanese learners’ lexical learning strategies and how their comprehension may be affected by their first language when encountering homographic words. 143 Japanese learners who studied the Chinese language participated in this study. The research instruments include a test of Sino-Japanese homographic words and a learning strategies questionnaire. The statistical procedures include independent samples t-test, one-way ANOVA and multiple comparisons to measure the Japanese learners’ comprehension of the homographic words, and their use of lexical learning strategies. Regression analysis and other correlation analyses were also applied to investigate the correlations between the strategies applied and the learning achievement. The result shows that there is a positive correlation between the correct answer rate and the meta-cognitive strategy as well as consulting the dictionary. The most often used strategy was consulting the dictionary. The team of high-achievers applied the meta-cognitive strategy more often than the team of low-achievers. This study argues that a good use of the meta-cognitive strategy will help resolve the problems encountered in lexical learning.
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