Ꮫ఩ㄳồㄽᩥᑂᰝሗ࿌せ᪨                          2011 ᖺ 3 ᭶ 9 ᪥⏦ㄳ⪅   ᳿ ⋹⋹㸦Yeo Leng Leng㸧ㄽᩥ㢟┠  Contextual Influences on Chinese Language Learning Strategies Use ofHigh-Ability Students in Singaporeㄽᩥᑂᰝጤဨ  ⣆㇂ ၨ௓࢖ ࣚࣥࢫࢡࢪࣙࢼࢧࣥ ࣝ࢖ࢫ㸯㸬 ᮏㄽᩥࡢෆᐜ࡜ᵓᡂ ᮏㄽᩥࡢ┠ⓗࡣࠊࢩ࣏࣮ࣥ࢞ࣝ࡟࠾ࡅࡿⱥㄒ࡜୰ᅜㄒ࡟ࡼࡿࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࡢᐇែࢆㄪᰝࡋ࡚⌧≧ࢆᢕᥱࡍࡿ࡜࡜ࡶ࡟ࠊࡑࡇ࡟ぢࡽࢀࡿၥ㢟Ⅼࢆᣦ᦬ࡋ࡚ࠊᑗ᮶࡬ࡢᣦ㔪ࢆ࠶ࡓ࠼ࡿࡇ࡜࡟࠶ࡿࠋ ᮏㄽᩥࡢᵓᡂࡣḟࡢ㏻ࡾ࡛࠶ࡿࠋ
List of Figures and Tables
Acknowledgement
Abstract
Chapter 1: Introduction
1.1 purpose of Study
1.2 Brief Historical Background of Linguistic Situations in Singapore
1.3 Bilingualism and Bilingual Education
1.4 Language Shift and Singapore Chinese Language Education
1.5 Contributions 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
Chapter 4: Research Findings
4.1 Findings
4.1.1 Questionnaire and Strategy Inventory for Language Learning Design
4.1.2 Translation Task1

4.1.3 Interview
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: Conclusion
Appendices㸰㸪ᮏㄽᩥࡢᴫせ ➨୍❶ࡣㄽᩥ඲యࡢᗎㄽ࡛࠶ࡾࠊࢩ࣏࣮ࣥ࢞ࣝ࡟࠾ࡅࡿࡇࢀࡲ࡛ࡢゝㄒᨻ⟇࡜ゝㄒᩍ⫱ࡢṔྐࡀᴫほࡉࢀࡿࠋࢩ࣏࣮ࣥ࢞ࣝࡣ 1959 ᖺ࡟࢖ࢠࣜࢫ࠿ࡽ⮬἞ᶒࢆ⋓ᚓࡋࡓᚋࠊ1963ᖺ࠿ࡽ⣙ 2 ᖺ㛫ࡢ࣐࣮ࣞࢩ࢔㐃㑥ຍධࡢ᫬ᮇࢆ⤒࡚ࠊ1965 ᖺ࡟㐃㑥࠿ࡽศ㞳ࡋ࡚⊂❧ࢆᯝࡓࡋࡓࠋࢩ࣏࣮ࣥ࢞ࣝࡢゝㄒᨻ⟇ࡣࠊ୺せ࡞୕ࡘࡢẸ᪘ࡢゝㄒࠊࡍ࡞ࢃࡕ୰ᅜㄒࠊ࣐࣮ࣞㄒࠊࢱ࣑ࣝㄒ࡜ࡑࢀࡽࡢẸ᪘ࢆ፹௓ࡍࡿⱥㄒࡢᅄゝㄒࢆබ⏝ㄒ࡜ࡋ࡚ᣦᐃࡋࠊⱥㄒ࡜Ẹ᪘ㄒࡢࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࢆᇶᮏ࡜ࡋ࡚࠸ࡿࠋࡋ࠿ࡋࠊⱥㄒࡢᆅ఩ࡀୖ᪼ࡍࡿ࡟కࡗ࡚ⱥㄒ࡬ࡢゝㄒ஺᭰ࡀ㐍ࡴ࡜ࠊ஧ࡘࡢゝㄒࢆྠ➼࡟ᢅ࠺ࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࢆࡍ࡭࡚ࡢᅜẸ࡟⾜࠺ࡇ࡜ࡀᅔ㞴࡟࡞ࡗࡓࠋࡑࡇ࡛ࠊ1979 ᖺ࡟ࢩ࣏࣮ࣥ࢞ࣝᨻᗓࡣ⬟ຊูࡢゝㄒᩍ⫱ࢆᑟධࡋࠊᮏ᮶ࡢព࿡࡛ࡢࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࡣᡂ⦼ୖ఩ࡢ⪅ࡔࡅ࡟㝈ࡽࢀࠊࡑࡢࡓࡵࡢ SAP (SpecialAssistance Plan) School ࡢࣉࣟࢢ࣒ࣛࡀᐇ᪋ࡉࢀࡿࡇ࡜࡜࡞ࡗࡓࠋᮏㄽᩥࡀ࠸ࢃࡺࡿ͆Good
Language Learner͇ࢆᑐ㇟࡟ࡍࡿࡢࡣࠊୖグࡢࡼ࠺࡞ࢩ࣏࣮ࣥ࢞ࣝࡢゝㄒᩍ⫱ࡢ⫼ᬒࡀ࠶ࡿࡓࡵ࡛࠶ࡿࠋࡑࡢᚋࡶゝㄒᩍ⫱ࡢ௙⤌ࡳࡣࡓࡧࡓࡧᨵṇࡉࢀࠊ2004 ᖺ࡟ࡣ᪂ࡓ࡞୰ᅜㄒᩍ⫱ࡢ᪂ࡓ࡞ࣉࣟࢢ࣒ࣛࡀᑟධࡉࢀࡓࠋࡑࡇ࡛ࡣࠊ௨๓࡟ࡶࡲࡋ࡚࣮࢜ࣛࣝ㺃ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ㔜どࡋࡓゝㄒᩍ⫱ࡀᥦၐࡉࢀ࡚࠸ࡿࠋᮏㄽᩥࡀྲྀࡾୖࡆࡿࡢࡣࠊࡇ࠺ࡋࡓࢩ࣏࣮ࣥ࢞ࣝࡢࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࡢᐇែ࡛࠶ࡿࠋ ➨஧❶࡛ࡣࠊゝㄒᏛ⩦࡟࠾ࡅࡿࠕᏛ⩦᪉␎㸦Learning Strategy㸧ࠖࡢၥ㢟ࡀㄽࡌࡽࢀࡿࠋᏛ⩦᪉␎ࡣࠊゝㄒࢆᏛࡪ㝿࡟⏝࠸ࡿᡭ㡰ࡸ᪉ἲࠊ⫼ᬒ࡜࡞ࡿືᶵࡸែᗘࠊᏛ⩦ࡢ㝿࡟࡜ࡿලయⓗ⾜Ⅽ࠿ࡽ࡞ࡿࠋࢩ࣏࣮࡛ࣥ࢞ࣝࡣⱥㄒࡢ౑⏝⋡ࡀ㧗ࡲࡗ࡚࠾ࡾࠊⱥㄒࢆ౑⏝ࡍࡿᐙ
ᗞࡣ 1994 ᖺ࡟ࡣ 36%࡛࠶ࡗࡓࡀ 2004 ᖺ࡟ࡣ 50%࡟ቑຍࡋ࡚࠸ࡿࠋSAP School ࡟࠾࠸࡚ࡶࠊⱥㄒࢆ౑⏝ࡍࡿᐙᗞࡢᏊ࡝ࡶࡀቑ࠼࡚ࡁ࡚࠾ࡾࠊ⏕ᚐࡓࡕࡣࡉࡲࡊࡲ࡞Ꮫ⩦᪉␎ࢆ⏝࠸࡚୰ᅜㄒࢆᏛࢇ࡛࠸ࡿࠋⴭ⪅ࡣඛ⾜◊✲ࢆ㏻ࡌ࡚ࠊᏛ⩦᪉␎ࢆࠕㄆ▱ⓗ㸦cognitive㸧ࠖࠕグ᠈ⓗ㸦memory㸧ࠖࠕ⿵ൾⓗ㸦compensation㸧ࠖࠕ࣓ࢱㄆ▱ⓗ㸦meta-cognitive㸧ࠖࠕ᝟ືⓗ㸦affective㸧ࠖࠕ♫఍ⓗ㸦social㸧ࠖࡢභࡘࡢᯟ⤌ࡳ࡟ᩚ⌮ࡋ࡚࠸ࡿࠋ ➨୕❶࡛ࡣࠊࢩ࣏࣮ࣥ࢞ࣝࡢᏛᰯไᗘࡢ࡞࠿࡛ࡢ SAP School ࡢ఩⨨࡙ࡅ࡟ࡘ࠸࡚ࡢㄝ᫂ࡀ࡞ࡉࢀࡓᚋࠊᮏㄽᩥ࡛ࡢࢹ࣮ࢱ཰㞟ࡢࡸࡾ᪉ࡀㄝ᫂ࡉࢀࡿࠋ➨୍ࡣࠊ࠶ࡽ࠿ࡌࡵసᡂࡋࡓ㉁ၥ⾲࡬ࡢᅇ⟅グධ࡛࠶ࡿࠋ㉁ၥ⾲ࡣࠊᐙᗞ࡛ࡢゝㄒ౑⏝ࠊ㡿ᇦࡈ࡜ࡢゝㄒ㑅ᢥࠊゝㄒᢏ⬟࡟ᑐࡍࡿ୺ほⓗホ౯ࠊᏛ⩦ࡢືᶵ࣭ᡭẁ࣭┠ⓗ࡞࡝࡟ࡘ࠸࡚ࡢ 50 ࡢ㉁ၥ࠿ࡽ࡞ࡿࠋᑐ
㇟ࡣ SAP School ࡟㏻࠺ 60 ྡࡢ⏕ᚐ࡛࠶ࡿࠋ➨஧ࡣ⩻ヂࢱࢫࢡ࡛࠶ࡿࠋࡇࢀࡣ 60 ྡࡢ࠺ࡕ࠿ࡽ㑅ᢤࡋࡓ 12 ྡࡢ⏕ᚐ࡟ࠊྠࡌෆᐜࡢⱥㄒ࡜୰ᅜㄒࡢᩥ❶㸦ᡭ⣬ᩥ㸧ࢆ♧ࡋࠊࠕⱥㄒЍ୰ᅜㄒࠖ࠿ࠕ୰ᅜㄒЍⱥㄒࠖࡢ࡝ࡕࡽ࠿ࡢ⩻ヂ⤒㊰ࢆ⏕ᚐࡓࡕ࡟㑅ࡤࡏࡓୖ࡛ࠊࡑࡢ⩻2ヂᩥࡢṇ☜ࡉࢆ᳨ウࡍࡿ࡜࠸࠺ࡸࡾ᪉࡛࠶ࡿࠋࡑࡋ࡚➨୕ࡣࠊࡇࢀࡽ஧ࡘࡢࢹ࣮ࢱࢆࡩࡲ࠼࡚ಶࠎࡢ⏕ᚐࡓࡕ࡟ᑐࡋ࡚ලయⓗ࡞࢖ࣥࢱࣅ࣮ࣗࢆ⾜࠺ࡇ࡜࡛࠶ࡿࠋࡇࡢ࢖ࣥࢱࣅ࣮࡛ࣗࡣࠊ⏕ᚐࡓࡕࡢ⏝࠸ࡿᏛ⩦᪉␎ࡢෆᐜ࡜≉ᚩࡀ᫂ࡽ࠿࡟ࡉࢀࡿࠋ ➨ᅄ❶࡛ࡣ཰㞟ࡋࡓࢹ࣮ࢱࡢ᳨ウࡀ࡞ࡉࢀࡿࠋ㉁ၥㄪᰝ࡟ࡼࡿ࡜ࠊ
ࠕ᭱ࡶ㌟㏆࡞ゝㄒࠖ࡜ࡋ࡚ⱥㄒࢆ㑅ࢇࡔேᩘ࡜୰ᅜㄒࢆ㑅ࢇࡔேᩘࡣྠࡌ࡛࠶ࡿࡀࠊࡑࡢ౑⏝≧ἣࡣ࠿࡞ࡾ␗࡞ࡿࠋ୰ᅜㄒࡣ♽∗ẕࡸ୧ぶ࡞࡝ୖࡢᖺ௦࡟ᑐࡋ࡚౑ࢃࢀࡿࡀࠊ཭ே࡜ࡢ఍ヰ࡛ࡣⱥㄒࡀඃ఩࡟࡞ࡿࠋᮏࠊ㞧ㄅࠊ᪂⪺࡟ࡘ࠸࡚ࡣࠊ୰ᅜㄒࡼࡾࡶⱥㄒࡢࡶࡢࢆ㑅ࡪ⏕ᚐࡀከ࠸ࠋゝㄒᢏ⬟࡟ᑐࡍࡿ୺ほⓗホ౯࡟࠾࠸࡚ࡶࠊ⏕ᚐࡓࡕࡣ୰ᅜㄒࡼࡾࡶⱥㄒ࡟⮬ಙࢆࡶࡗ࡚࠸ࡿ࡜࠸࠺⤖ᯝࡀฟࡓࠋࡇ࠺ࡋ࡚ぢࡿ࡜ࠊ⏕ᚐࡓࡕࡢᬑẁࡢゝㄒ⎔ቃ࡟࠾࠸࡚ࡣࠊ┦ᑐⓗ࡟ⱥㄒࡀඃ఩࡟࡞ࡗ࡚࠸ࡿࡇ࡜ࡀࢃ࠿ࡿࠋࡇࡢഴྥࡣࠊ⩻ヂࢱࢫࢡ࡟࠾࠸࡚ࡣࡗࡁࡾ⌧ࢀࡓࠋ⩻ヂ࡟࠾࠸࡚ࡣࠊ㏻ᖖࠊ➨஧ゝㄒ࠿ࡽ➨୍ゝㄒ࡬ࡢ⩻ヂࡢ᪉ࡀࠊ➨୍ゝㄒ࠿ࡽ➨஧ゝㄒ࡬ࡢ⩻ヂࡼࡾࡶᐜ࡛᫆࠶ࡿ࡜ࡉࢀࡿࠋ᭱ࡶከ࠿ࡗࡓࡢࡣࠊ୰ᅜㄒ࠿ࡽⱥㄒ࡬ࡢ⩻ヂࢆ㑅ࢇࡔ⏕ᚐ࡛࠶ࡿࠋ୰ᅜㄒࡀ➨୍ゝㄒ࡛࠶ࡿ࡜⟅࠼ࡓ⏕ᚐࡢ࠺ࡕࡢఱே࠿ࡶࠊⱥㄒ࠿ࡽ୰ᅜㄒ࡛ࡣ࡞ࡃࠊ୰ᅜㄒ࠿ࡽⱥㄒࡢ⩻ヂࢆ㑅ࢇࡔࠋࡑࢀ࡟ᑐࡋ࡚ࠊⱥㄒ࠿ࡽ୰ᅜㄒࡢ⩻ヂࢆ㑅ࢇࡔሙྜ࡛ࡶࠊ⩻ヂᩥ࡟ࡣⱥㄒ࠿ࡽࡢᙳ㡪ࡀほᐹࡉࢀࡓࠋࡇࢀࡽࡢࡇ࡜ࡣ඲య࡜ࡋ࡚ࠊゝㄒ౑⏝࡟࠾ࡅࡿⱥㄒࡢඃ఩ᛶࢆ≀ㄒࡗ࡚࠸ࡿࠋಶࠎࡢ⏕ᚐ࡟ᑐࡍࡿ࢖ࣥࢱࣅ࣮ࣗ࡟࠾࠸࡚ࡶࠊࡇࡢⅬࡣ☜ㄆࡉࢀࡓࠋ࡜ࡃ࡟ࠊ୰ᅜㄒࡢㄞࡳ᭩ࡁ࡟㛵ࡋ࡚ࡣࠊ⏕ᚐࡓࡕࡣࡉࡲࡊࡲ࡞ᡭẁ࡟ࡼࡗ࡚ᑐฎࡋ࡚࠸ࡿࡇ࡜ࡀุ᫂ࡋࡓࠋ ➨஬❶࡛ࡣࠊࡇ࠺ࡋࡓ⏕ᚐࡓࡕࡢᏛ⩦᪉␎࡟ᙳ㡪ࢆ࠶ࡓ࠼ࡿ୕ࡘࡢ♫఍ⓗせᅉࡀㄽࡌࡽࢀࡿࠋ➨୍ࡣࢩ࣏࣮ࣥ࢞ࣝࡢᩍ⫱ไᗘࠊ➨஧ࡣⱥㄒ࡜୰ᅜㄒࡢ♫఍ⓗᆅ఩ࡢ┦㐪ࠊ➨୕ࡣࢩ࣏࣮ࣥ࢞ࣝ♫఍࡟࠾ࡅࡿ⬟ຊ୺⩏࡛࠶ࡿࠋࡑࡋ࡚ࠊ⏕ᚐࡓࡕࡢ୰ᅜㄒᏛ⩦࡟ᑐࡍࡿែᗘࡢ࡞࠿࡟ࠊ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࡢせồ࡜࠸࠺ᩥ໬ⓗືᶵࡼࡾࡣࠊヨ㦂࡛㧗ᡂ⦼ࢆྲྀࡿࡇ࡜࡛ୖ఩ࡢᏛᰯ࡟㐍Ꮫࡍࡿ࡜࠸࠺㐨ලⓗ࡞ືᶵ࡙ࡅࡀぢࡽࢀࡿࡇ࡜ࡣࠊࢩ࣏࣮ࣥ࢞ࣝ࡟࠾ࡅࡿ୰ᅜㄒᩍ⫱ࡢᛶ㉁ࡀኚ໬ࡋ࡚࠸ࡿࡇ࡜ࢆ♧ࡋ࡚࠸ࡿࠋ ➨භ❶࡛ࡣࠊࡇࢀࡲ࡛ࡢ㆟ㄽࡀᩚ⌮ࡉࢀ࡚⤖ㄽࡀ㏙࡭ࡽࢀࡿࠋࡑࢀ࡟ࡼࡿ࡜ࠊ⌧ᅾࡢࢩ࣏࣮ࣥ࢞ࣝࡢࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࡣࠊᮏ᮶ࡢព࿡࡛ࡢࠕᆒ➼ࣂ࢖ࣜࣥ࢞ࣝࠖࢆ┠ᣦࡍࡶࡢ࡛ࡣ࡞ࡃ࡞ࡗ࡚࠸ࡿࠋ2004 ᖺࡢᨻᗓࡢᩍ⫱ᨻ⟇ࡢ㌿᥮ࡣࠊ୰ᅜㄒᏛ⩦ࡢ㈇ᢸࢆ㍍ῶࡍࡿࡓࡵࡢࡶࡢ࡛࠶ࡾࠊࡑࡢࡇ࡜ࡣⱥㄒࡢඃ఩ᛶࢆᬯ㯲ࡢ๓ᥦ࡜ࡋ࡚࠸ࡿࠋࡋ࠿ࡋࠊࡇࡢࡇ࡜ࡣࢩ࣏࣮ࣥ࢞ࣝࡢࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࡢᮏ᮶ࡢ┠ⓗࢆᔂࡋ࠿ࡡ࡞࠸༴㝤ࡶࡣࡽࢇ࡛࠸ࡿࡇ࡜ࡀᣦ᦬ࡉࢀࡿࠋ㸱㸬ᮏㄽᩥࡢᡂᯝ࡜ၥ㢟Ⅼ ᮏㄽᩥࡢ➨୍ࡢᡂᯝࡣࠊලయⓗ࡞ㄪᰝࢆ⾜࡞࠺ࡇ࡜࡛ࠊ⌧ᅾࡢࢩ࣏࣮ࣥ࢞ࣝ࡟࠾ࡅࡿࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࡢ⌧≧࡜ࡑࡇ࡛Ꮫࡪ⏕ᚐࡓࡕࡢゝㄒ౑⏝࡞ࡽࡧ࡟Ꮫ⩦᪉␎ࡢᐇែࢆ᫂ࡽ࠿࡟ࡋࡓࡇ࡜࡛࠶ࡿࠋࢩ࣏࣮ࣥ࢞ࣝࡢᩥ⬦࡟࠾ࡅࡿࠕẕㄒࠖࡣࠊಶேࡢࠕ➨୍ゝㄒ࡛ࠖࡣ࡞ࡃࠊ≉ᐃࡢẸ᪘㸻࢚ࢫࢽࢩࢸ࢕࡬ࡢᩥ໬ⓗᖐᒓࢆព࿡ࡍࡿࠋࡘࡲࡾࠊⱥㄒࡢ౑⏝ࡀᣑ኱ࡍࡿ࡟ࡘࢀ࡚ࠊẸ᪘ㄒࡣࡑࢀࡒࢀࡢẸ᪘ࡢ➨୍ゝㄒ࡛ࡣ࡞ࡃ࡞ࡾࠊ࠶ࡃࡲ࡛ᩥ໬ⓗ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࢆ⾲♧ࡍࡿᙺ๭ࢆᢸ࠺ࡔࡅࡢᆅ఩࡟ࡋࡾࡒࡃ୍᪉࡛ࠊⱥㄒࡀಶேࡢ➨୍ゝㄒ࡜࡞ࡾࡘࡘ࠶ࡿ᪉ྥࢆ♧ࡋ࡚࠸ࡿࠋࡋࡓࡀࡗ࡚ࠊࣂ࢖ࣜࣥ࢞ࣝᏛᰯ࡟㏻࠺୰ᅜ⣔ࡢ⏕ᚐࡓࡕ࡟࡜ࡗ࡚ࠊ୰ᅜㄒࡣẸ᪘ࡢฟ⮬ࢆ♧ࡍࠕẕㄒ࡛ࠖࡣ࠶ࡗ࡚ࡶࠊ୍ᐃࡢᏛ⩦᪉␎࡟ࡶ࡜࡙࠸࡚

3ពᅗⓗ࡟Ꮫ⩦ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ゝㄒ࡟࡞ࡗ࡚࠸ࡿࠋᮏㄽᩥ࡛⾜ࢃࢀࡓㄪᰝࡣࠊࡇ࠺ࡋࡓᐇែࢆࡣࡗࡁࡾ࡜ᤊ࠼࡚࠸ࡿࠋ ➨஧ࡢᡂᯝࡣࠊࣂ࢖ࣜࣥ࢞ࣝᏛᰯ࡟㏻࠺⏕ᚐࡓࡕࡢゝㄒᏛ⩦ࡢᐇ᝟ࢆ㏻ࡋ࡚ࠊࢩ࣏ࣥ࢞
࣮ࣝࡢゝㄒ≧ἣࡢኚ໬ࡢ᩿㠃ᅗࢆᥥ࠸ࡓࡇ࡜࡛࠶ࡿࠋᮏㄽᩥ࡛ࡢㄪᰝ࠿ࡽࡶࢃ࠿ࡿࡼ࠺࡟ࠊ୰ᅜㄒ౑⏝ࡢῶᑡ࡜ⱥㄒ౑⏝ࡢᣑ኱࡜࠸࠺ኚ໬ࡣࠊᖺ௦ูࡢゝㄒ౑⏝ࡢᕪ࡟ࡶࡗ࡜ࡶࡼࡃ⌧ࢀ࡚࠸ࡿࠋ⌧ᅾࡢ⏕ᚐࡓࡕࡢぶࡢୡ௦ࡣࠊᤵᴗゝㄒࡀⱥㄒ࡟⤫୍ࡉࢀࡓ᫬௦࡟Ꮫᰯ࡟㏻
ࡗ࡚࠸ࡓୡ௦࡛࠶ࡿࡓࡵࠊᐙᗞ࡛ࡢゝㄒ౑⏝ࡀࡋࡔ࠸࡟୰ᅜㄒ࠿ࡽⱥㄒ࡬࡜ࢩࣇࢺࡋ࡚࠸ࡃഴྥ࡟࠶ࡿࠋࡋ࠿ࡋࠊࡔ࠿ࡽ࡜࠸ࡗ࡚ࠊࢩ࣏࣮ࣥ࢞ࣝ♫఍ࡀⱥㄒࡢ༢୍ゝㄒ౑⏝࡟⛣⾜ࡍࡿ࡜࠸࠺ࡇ࡜࡛ࡣ࡞࠸ࠋᮏㄽᩥࡢㄪᰝ࠿ࡽࡶࢃ࠿ࡿࡼ࠺࡟ࠊⱥㄒࡀඃ఩࡟࡞ࡾࡘࡘ࠶ࡿࡇ࡜ࡣ☜࠿ࡔ࡜ࡋ࡚ࡶࠊⱥㄒࡼࡾࡶ୰ᅜㄒࡀ౑ࢃࢀࡿሙ㠃ࡣࡋࡗ࠿ࡾ࡜☜ಖࡉࢀ࡚࠸ࡿࠋಶேࡢゝㄒ౑⏝࡜࠸࠺㠃࡛ࡶࠊ♫఍ⓗ࡞ゝㄒ㡿ᇦ࡜࠸࠺㠃࡛ࡶࠊࡑࡢࡇ࡜ࡣ࠶࡚ࡣࡲࡿࠋⱥㄒࡀඃ఩࡟࡞ࡾࡘࡘ࠶ࡿࡇ࡜࡜ከゝㄒ౑⏝ࡀ⥔ᣢࡉࢀࡿࡇ࡜ࡣࠊࢩ࣏࣮ࣥ࢞ࣝࡢሙྜࠊࡅࡗࡋ࡚▩┪ࡋ࡞࠸ࠋᮏㄽᩥࡣࡑ࠺ࡋࡓࢩ࣏࣮ࣥ࢞ࣝࡢゝㄒ≧ἣࡢᅛ᭷ᛶࢆᥥࡃࡇ࡜࡟ᡂຌࡋ࡚࠸ࡿࠋ ࡇࡢࡼ࠺࡟ඃࢀࡓᡂᯝࢆࡶࡓࡽࡋࡓᮏㄽᩥ࡛ࡣ࠶ࡿࡀࠊၥ㢟Ⅼࡶ࠸ࡃࡘ࠿Ꮡᅾࡍࡿࠋ ࡲࡎࠊࢹ࣮ࢱࡢ⤫ィⓗ࡞ฎ⌮࡟ၥ㢟ࡀ࠶ࡿ⟠ᡤࡀ࠸ࡃࡘ࠿ぢࡽࢀࡿࠋࡓ࡜࠼ࡤࠊ⩻ヂࢱࢫࢡࡢᑐ㇟࡟࡞ࡗࡓㄪᰝ⪅ࡢᩘࡀ㝈ࡽࢀ࡚࠸ࡿࡓࡵࠊࡑࡇ࡛ほᐹࡉࢀࡓ⌧㇟ࡀ࡝ࢀ࡯࡝ࡢᗈࡀࡾࢆࡶࡘࡢ࠿ࡀ᫂☜࡛࡞࠸ሙྜࡀ࠶ࡿࠋࡑࡢ௚࡟ࡶࠊ⤫ィⓗ࡟ࡉ࡯࡝᭷ព࡛࠶ࡿ࡜ࡣ࠸࠼࡞࠸⛬ᗘࡢᩘ್ࡢᕪࡀࡇ࡜ࡉࡽ࡟ㄽࡌࡽࢀ࡚࠸ࡿ⟠ᡤࡀ࠶ࡿࠋࡲࡓࠊㄪᰝ⪅ࡢ௦⾲ᛶࡀ࡝ࢀ࡯࡝☜ಖࡉࢀ࡚࠸ࡿ࠿ࡶ᳨ウࡍ࡭ࡁ࡛࠶ࡗࡓࡔࢁ࠺ࠋ ࡉࡽ࡟ࠊᮏㄽᩥࡢᑐ㇟ࡀ࠶ࡃࡲ࡛ SAP School ࡢ Good Language Learners ࡟࠶ࡿࡇ࡜ࡣ☜࠿ࡔ࡜ࡋ࡚ࡶࠊࡑࢀ௨እࡢ✀㢮ࡢᏛᰯ࡜ࡢẚ㍑ࡀ࡞ࡉࢀ࡚࠸࡞࠸ࡓࡵࠊࡇࡇ࡛ほᐹࡉࢀࡓ⌧㇟ࡀ SAP School ࡟≉᭷ࡢࡶࡢ࡞ࡢ࠿ࠊࡑࢀ࡜ࡶ௚ࡢ✀㢮ࡢᏛᰯ࡜ࡶඹ㏻ࡍࡿࡶࡢ࡞ࡢ࠿ࡀุ↛࡜ࡋ࡞࠸ࠋࡑࡢࡇ࡜ࡣࠊᮏㄽᩥࡢ⤖ㄽࡀࢩ࣏࣮ࣥ࢞ࣝ♫఍඲య࡟࠶࡚ࡣࡲࡿ୍⯡ᛶࢆࡶࡘࡢ࠿࡝࠺࠿࡟ࡘ࠸࡚ࠊ୍ᐃࡢ␃ಖࢆࡘࡅࡿࡇ࡜࡜࡞ࡿࡔࢁ࠺ࠋ ࡋ࠿ࡋࠊࡇࡢࡼ࠺࡞ၥ㢟ⅬࡀᏑᅾࡍࡿ࡜ࡣ࠸࠼ࠊᮏㄽᩥࡀඃࢀࡓ◊✲ࢆᡂࡋ㐙ࡆࡓࡇ࡜ࢆྰᐃࡍࡿࡶࡢ࡛ࡣ࡞࠸ࠋᮏㄽᩥࡢ౯್ࡣከゝㄒ♫఍ࢩ࣏࣮ࣥ࢞ࣝ࡟࠾ࡅࡿⱥㄒ࡜୰ᅜㄒࡢࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࡢᐇែࢆ᫂☜࡞࠿ࡓࡕ࡛ᥥ࠸࡚࠸ࡿࡇ࡜࡟࠶ࡾࠊࡇࡇ࡛♧ࡉࢀࡓࢹ࣮ࢱ࡜⪃ᐹࡣ௚ࡢᅜࡢࢣ࣮ࢫ࡟ᑐࡋ࡚ࡶ༑ศ࡟ᛂ⏝ྍ⬟࡛࠶ࡿࠋ࡜ࡃ࡟Ꮫ⩦ࢫࢺࣛࢸࢪ࣮࡟
ᑐࡍࡿ♫఍ⓗ࣭ᩥ໬ⓗせᅉࡢ㔜せᛶࢆ♧ࡋࡓⅬ࡛ࠊᮏㄽᩥࡣ኱ࡁ࡞Ꮫ⾡ⓗ౯್ࢆࡶࡘࡶࡢ࡛࠶ࡿࠋ
㸲㸬⤖ㄽ ௨ୖࡢࡇ࡜࠿ࡽࠊᮏㄽᩥࡀᏛ఩ㄽᩥ࡟್ࡍࡿࡍࡄࢀࡓ◊✲࡛࠶ࡿ࡜ㄆࡵࡽࢀࠊⴭ⪅࡟୍ᶫ኱Ꮫ༤ኈ㸦Ꮫ⾡㸧ࡢᏛ఩ࢆᤵ୚ࡍࡿࡇ࡜ࡀ㐺ᙜ࡛࠶ࡿ࡜⪃࠼ࡿࠋ

4᭱⤊ヨ㦂⤖ᯝࡢせ᪨
ᖹᡂ 23 ᖺ 3 ᭶ 9 ᪥                ㄽᩥᑂᰝᢸᙜ⪅                ⣆㇂ ၨ௓                 ࢖ ࣚࣥࢫࢡ                         ࢪࣙࢼࢧࣥ ࣝ࢖ࢫ ᖹᡂ 23 ᖺ 2 ᭶ 7 ᪥ࠊᏛ఩ㄳồㄽᩥᥦฟ⪅ ᳿ ⋹⋹ ẶࡢㄽᩥࠕContextual Influences on
Chinese Language Learning Strategies Use of High-Ability Students in Singaporeࠖ࡟㛵ࡍࡿ␲ၥⅬ࡟ࡘ࠸࡚㏲୍ㄝ᫂ࢆồࡵࠊ࠶ࢃࡏ࡚㛵㐃ศ㔝࡟ࡘ࠸࡚ࡶㄝ᫂ࢆồࡵࡓࡢ࡟ᑐࡋࠊ᳿ ⋹⋹ Ặࡣ࠸ࡎࢀࡶ༑ศ࠿ࡘ㐺ษ࡞ㄝ᫂ࢆ୚࠼ࡓࠋࡼࡗ࡚ࠊ᳿ ⋹⋹ ẶࡀᏛ఩ࢆᤵ୚ࡉࢀࡿ࡟ᚲせ࡞◊✲ᴗ⦼࠾ࡼࡧᏛຊࢆ᭷ࡍࡿࡇ࡜ࢆㄆᐃࡋࠊ᭱⤊ヨ㦂࡛ࡢྜ᱁ࢆุᐃࡋࡓࠋ5