⺰ᢥ㗴⋡㧦Contextual Influences on Chinese Language Learning Strategies Use ofHigh-Ability Students in Singapore
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3.

⺰ᢥߩ᭴ᚑ

Chapter 1: Introduction
1.1

Purpose of Study

1.2

Brief Historical Background of Linguistic Situation in Singapore

1.3

Bilingualism and Bilingual Education

1.4

Language Shift and Singapore Chinese Language Education

1.5

Contribution and Significance of the Research Study

Chapter 2: A Discussion on the Literature Review in Language Learning Strategies
2.1

Defining Language Learning Strategies

2.2

Language Learning Strategies: In Cognitive Psychological Field

2.3

Language Learning Strategies: In the Realm of Culture and Context

2.4

Language Learning Strategies: The Literature in Singapore

2.5

Further Exploration in the Field of Language Learning Strategies

Chapter 3: Research Methodology
3.1

Research Design

3.2

Data Collection Procedures
2Chapter 4: Research Findings
4.1

Findings

Chapter 5: Discussion and Implication.
5.1

Contextual Influences on Language Learning Strategies (LLS) Use

5.2

Patterns of LLS Use As Indicated By Qualitative Data

5.3

Limitations of Research Study

5.4

Pedagogical Implications

Chapter 6: ConclusionAppendices
Bibliography

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ߒߚᚻ㗅ߣⴕേߩߎߣߢ޽ࠆ‫ޕ‬ᣧᦼߩ⹺⍮ᔃℂቇ㧔cognitive psychological field㧕ߢߩవⴕ⎇ⓥ߆ࠄ‫ޔ‬ቇ⠌ᚢ⇛ߦਈ߃ࠆᢥൻ⊛෸߮␠ળ⊛ߥᓇ㗀߹ߢ‫ࡐࠟࡦࠪޔ‬࡯࡞ߦ߅ߌࠆవⴕ⎇ⓥ߽฽߼ߡឭ␜ߒ‫ޔߡߞࠃߦࠇߘޕߚߺߡߓ⺰ࠍࠄࠇߘޔ‬ࠪࡦࠟࡐ࡯࡞ߣ޿߁ࠦࡦ࠹ࠢࠬ࠻㧔ⅣႺ㧕ߢ⪇⺆ࠍ⠌ᓧߔࠆ੐ᖱ߿ߘߩᗧ⟵ࠍᜰ៰ߒߚ‫ޕ‬⸒⺆␠ળߩⷞὐ߆ࠄ⺞ᩏࠍขࠅ⚵߻ߚ߼‫↢ޔ‬ᓤߚߜߩ⸒⺆⢛᥊ࠍ⺞ߴࠆᔅⷐ߇޽ࠆ‫╙ޔߡߞ߇ߚߒޕ‬ਃ┨ߪ‫⎇ޔ‬ⓥᣇᴺߦߟ޿ߡ‫⎇ޔ‬ⓥߩ⸳⸘෸߮ᚻ㗅ࠍ⺑᣿ߒߚ‫⺞ޕ‬ᩏߢ૶↪ߒߚࠕࡦࠤ࡯࠻ߦߪੑߟ߇޽ߞߡ‫↢ޔ‬ᓤߚߜߩ⸒⺆⢛᥊ߣ⸒⺆ቇ⠌ࠍ⺞ߴߚ‫⺰ᧄޕ‬ᢥߩ⺞ᩏࠍߔࠆ⋡⊛ߦᔕߓࠆߚ߼ߦ‫ࠤࡦࠕߚߒ↪૶ޔ‬
࡯࠻̌Strategy Inventory for Language Learning̍(SILL)ࠍዋߒ⋥ߒߡ⸒⺆ቇ⠌ࠍ⺞ߴߚ‫↢ޔߦࠄߐޕ‬ᓤߚߜߩ╙৻⸒⺆ࠍ᷹ቯߔࠆߚ߼ߦ‫ޔ‬⠡⸶ߣ޿߁࠲ࠢࠬࠍ૶↪ߒߡߺߚ‫ᦨޕ‬ᓟߦߪ‫ޔ‬ᢙੱߩ↢ᓤߚߜࠍㆬࠎߢ‫ޕߚߒ߽࡯ࡘࡆ࠲ࡦࠗޔ‬↢ᓤߚߜߪ⧷⺆ߣ⪇⺆ࠍ╙৻⸒⺆ߣߒߡቇ⠌ߒߚ߇‫╙ޔ‬྾┨ߩ⚿ᨐ߆ࠄ␜ߒߚࠃ߁ߦ‫↢ޔ‬ᓤߚߜߪ⧷⺆ߣ⪇⺆ࠍ૶↪ߔࠆ⁁ᴫ߇ળ⹤ߩ⋧ᚻߩੱ‫߿ޘ‬႐㕙ߦࠃߞߡ⇣ߥࠆ‫ޔߦࠆߔⷐޕ‬ቇᩞߣኅᐸߢߩ‫⸒ޕࠆ߃⸒ߣࠆߥ⇣ߪޠ⺆⸒৻╙ޟ‬⺆⹏ଔ߆ࠄ⷗ࠆߣ‫↢ޔ‬ᓤߚߜߪ⧷⺆ߢߩ⺒߻ߎߣߣᦠߊߎߣߦ⢻ജ߇޽ࠅ‫ߎޔ‬ࠇࠄߪ⪇⺆ߢߩ⺒߻ߎߣߣᦠߊߎߣߣᲧߴࠇ߫◲නߢ޽ࠆߣᕁࠊࠇߚ‫ޔ߽߆ߒޕ‬⪇⺆⠌ᓧࠃࠅ߽⧷⺆⠌ᓧߦኻߔࠆᘒᐲߦ⢐ቯ⊛ߥߣߎࠈ߇⷗ࠄࠇߚ‫⧷ޔߚ߹ޕ‬4⺆ߣ⪇⺆ࠍ⠌ᓧߔࠆࡕ࠹ࠖࡧࠚ࡯࡚ࠪࡦߪ߆ߥࠅ㜞޿߇‫⺆⧷ޔ‬⠌ᓧߩ႐วߪ⪇⺆ࠃࠅ߽߿߿㜞ߊߥߞߚ‫ޕ‬⎇ⓥኻ⽎ߢ޽ߞߚ SAP ߩ↢ᓤߚߜߪ‫ޔ‬SILL ߩ⚿ᨐ߆ࠄ⷗ࠆߣ‫ߩઁޔ‬ቇ⠌ᚢ⇛ߣᲧセߒߡ̌compensation strategies̍߇৻⥸⊛ߦ૶↪ߐࠇߚࠃ߁ߢ޽ࠆ‫ߛ⺆⧷ޕ‬ߌߢߪߥߊ⪇⺆ࠍ৻⇟♖ㅢߒߡࠆ⸒⺆㧔most familiar language㧕ߛߣ⸒ߞߚ↢ᓤߚߜߪ‫̌ޔ‬compensation strategies̍ߩ૶↪߽ႎ๔ߒߚ‫ߦ⥸৻ޕ‬઒ቯߐࠇߡ޿ࠆࠃ߁ߦ‫ޔ‬⠡⸶ߩ࠲ࠬࠢߢ L2㧔╙ੑ⸒⺆㧕Æ L1㧔╙৻⸒⺆㧕ߪ L1Æ L2 ࠃࠅ◲නߢ޽ࠆߣߔࠆߣ‫ޔ‬૗⺆߆ࠄ૗⺆߳ߩ⠡⸶ߩ࠲ࠬࠢࠍ↢ᓤߚߜ߇ㆬ߱߆ߦࠃߞߡ‫ޔ‬ߤߩ⸒⺆߇ L1‫↢ࠅ߹ߟޔ‬ᓤߩ৻⇟♖ㅢߒߡ޿ࠆ⸒⺆ߢ޽ࠆ߆߇ࠊ߆ࠆߢ޽ࠈ߁‫ޕ‬ߘߩߚ߼‫↢ޔ‬ᓤߚߜߦ⠡⸶ߩ࠲ࠬࠢࠍਈ߃ߚ‫⚿ޕ‬ᨐߦࠃࠆߣ‫ޔ‬ኅᐸ⸒⺆෸߮৻⇟♖ㅢߒߡ޿ࠆ⸒⺆߇⪇⺆ߢ޽ࠆߣ⸒ߞߚ  ੱߩ↢ᓤߚߜߪ‫࠻ࠬࠢ࠹ߩ⺆⪇ޔ‬ࠍ⺒ࠎߢ‫ߢ⺆⧷ࠍࠇߘޔ‬⠡⸶ߔࠆߎߣߩ߶߁ࠍᅢࠎߛࠃ߁ߢ޽ࠆ‫ߪࠇߎޕ‬వߩ઒ቯߣ⇣ߥࠆߣ޿߃ࠆ߇‫⚿ߩߘࠈߒ߻ޔ‬ᨐߪ␠ળ⊛ߥⷐ⚛߆ࠄᓇ㗀ߐࠇߚߣ޿߃ࠆ‫ߊߒ⹦ߢ┨  ╙ޔߪߡ޿ߟߦࠇߎޕ‬ಽᨆߒߚ‫ޔߒ߆ߒޕ‬⠡⸶ߩ࠲ࠬࠢߩᰴߦ‫⺆⸒ޔ‬ቇ⠌ᚢ⇛ߩ૶↪ߦߟ޿ߡߐࠄߦℂ⸃ߔࠆߚ߼ߦ‫↢ޔ‬ᓤߚߜࠍࠗࡦ࠲ࡆࡘ࡯ߒߚ‫␠ߩߘޕ‬ળ⊛ߥⷐ⚛߽╙  ┨ߢᜰ៰ߒߚ‫ޕ‬╙ 5 ┨ߢߪ‫⺆⸒ޔ‬ቇ⠌ᚢ⇛ߦᓇ㗀ࠍਈ߃ࠆਃߟߩ␠ળ⊛ߥⷐ⚛ࠍ⺰ߓߚ‫ߘޕ‬ࠇߪ‫(ޔ‬1)ࠪࡦࠟࡐ࡯࡞ߩᢎ⢒೙ᐲ‫(ޔ‬2)⧷⺆ߣ⪇⺆ߩ⸒⺆࿾૏‫(ޔ‬3)⢻ജਥ⟵ߢ޽ࠆ‫⺆⸒ޕ‬ቇ⠌ᚢ⇛ߩࡄ࠲࡯ࡦߦߟ޿ߡ‫ޔ‬ㆬ߫ࠇߚ 12 ੱߩ↢ᓤߚߜߪ‫ޔ‬ᰴߩᚢ⇛ࠍ૶↪ߒߚ‫ޔࠅ߹ߟޕ‬“practice writing systems” (cognitive strategy),“self-evaluating” (metacognitive strategy) ߣ“asking for clarification” (socialstrategy)ߢ޽ࠆ‫ޕ‬᣿ࠄ߆ߦ‫↢ߦ⊛⥸৻ߪ⺆⧷ޔ‬ᓤߚߜߩఝ൓⸒⺆㧔dominantlanguage㧕ߦߥߞߡ޿ࠆ‫♖⇟৻߇⺆⪇ߪࠇߎޕ‬ㅢߒߡࠆ⸒⺆㧔most familiar
language㧕ߛߣ⸒ߞߚ↢ᓤߚߜ߽ห᭽ߢ޽ࠆ‫ޕ‬12 ੱߩ↢ᓤߚߜߩ⸒⺆⢛᥊‫⺆⸒ޔ‬ㆬᛯ‫̌ޔ‬compensation strategies̍ߦ߅ߌࠆ SILL ߩὐᢙߦߟ޿ߡߪ‫ ╙ޔ‬5 ┨ߢ߽⼏⺰ߒߚ‫ߪࠇߎޕ‬⠡⸶ߩ࠲ࠬࠢߦ㑐ߔࠆ઒ቯ߿‫♖⇟৻ޟ‬ㅢߒߡ޿ࠆ⸒⺆‫ߩޠ‬ᗧ๧ࠍ⺰ߓࠆߚ߼ߢ޽ࠆ‫ ߩࠄࠇߎޔߪߡߒߣ⺰⚿ޕ‬SAP ߩ↢ᓤߚߜߪ⧷⺆ߣ⪇⺆ࠍ╙৻⸒⺆ߣߒߡቇ⠌ߒߚ߇‫␠ࠆߌ߅ߦ࡞࡯ࡐࠟࡦࠪޔ‬ળ⊛ߥⷐ࿃߇޽ߞߡ‫ޔ‬5⧷⺆߇ఝ൓⸒⺆ߣߒߡ૶↪ߐࠇߡ޿ࠆߎߣ߇ࠊ߆ࠆ‫⺰ᧄޕ‬ᢥߢߪ̌compensationstrategies̍ߩ૶↪₸㧔Frequency use㧕߇㜞޿ߣ޿߁ߎߣߦߟ޿ߡ‫↢ࠈߒ߻ޔ‬ᓤߚ
ߜߩ 2 ⸒⺆⢻ജߣ㑐ଥ߇޽ࠆߣផ᷹ߒߚ‫ࠅ߹޽ޔߒ߆ߒޕ‬㗫❥ߦ̌compensationstrategies̍ࠍ૶↪ߔࠆߣ‫⺆⸒ޔ‬⠌ᓧߦኻߒߡ‫ޔ‬਄㆐ߔࠆߎߣࠍᅹߍࠆน⢻ᕈ߽޽ࠆߣᕁ߁‫ޔߡߞ߇ߚߒޕ‬႐วߦࠃߞߡߪ‫ޟޔ‬ലᨐ⊛ߥࡃࠗ࡝ࡦࠟ࡝࠭ࡓ‫ࠍޠ‬㆐ᚑߔࠆߎߣ߇࿎㔍ߦߥࠆߣᜰ៰ߒߚ‫ޕ‬6