傳承語學習者漢語學習策略初探：以意大利為例

本文使用語言學習策略量表﹝Strategy Inventory for Language Learning surveys (SILL，5.1版本) (Oxford，1990)﹞對意大利一所中文學校35名漢語傳承語學習者的漢語學習策略進行調查，探討學習者性別、年齡、漢語水平等因素與使用學習策略之間的關係。數據結果說明︰(1) 傳承語學習者使用漢語學習策略依次為社交策略、認知策略、記憶策略、元認知策略、情感策略和補償策略 ﹔(2) 學習者性別與學習策略的使用沒有顯著相關性 ﹔但年齡與社交策略正相關，漢語水平與情感策略負相關。據此，本文提出了一些教學應用和改進建議。
This study investigates the Chinese learning strategies of heritage learners (HL) in Europe through using Oxford’s Strategy Inventory for Language Learning Surveys (version 5.1, (Oxford, 1990)) on 35 Chinese HL in a Chinese School located in Italy. The results show that the participants most often used social strategies and cognitive strategies, followed by memory strategies and metacognitive strategies. They used affective strategies and compensation strategies less. Gender had no significant effect on strategy use, while age had significant effects on social strategies and the level of Chinese also had significant effects on affective strategies. Based on the results, teaching application and improvement are provided. Copyright © 2019 商務印書館（香港）有限公司.