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本研究以国内四所高校日语专业学习者为对象,对学习者在综合日语课堂上使用电子辞典的学习行为进行了问卷调查。研究结果表明:从总体上看,学习者在课堂上遇到困难的时候,大都会优先选用电子辞典来解决问题,在查询过程中学习者会优先关注中文意思,此外还会关注其他多项相关信息;从年级差异来看,各年级在课堂上遇到困难时,都会优先选用电子辞典来解决问题,其中低年级所关注的信息比较简单,而高年级所关注的信息则相对复杂。从学习者对于电子辞典的评价来看,学习者对课堂上使用电子辞典这一行为持肯定态度,相比其他年级,1年级的学习者认为电子辞典对掌握发音的帮助最大。本研究通过明确学习者在综合日语课堂上使用电子辞典的学习行为特征,为教师思考如何改善课堂教学,提供了解决问题的具体思路。
In this study, Japanese learners in four universities in China are used to conduct a questionnaire survey on learners’ learning behaviors using electronic dictionaries in a comprehensive Japanese classroom. The results show that: Generally speaking, when learners encounter difficulties in the classroom, Metropolitan prefers to use electronic dictionaries to solve the problem. In the process of inquiry, learners will give priority to Chinese meanings. In addition, they will pay attention to other related issues Information; from the perspective of grade differences, all grades in the classroom encounter difficulties, will give priority to the use of electronic dictionaries to solve the problem, in which the lower grades are concerned about the information is relatively simple, while the upper grades are concerned about the information is relatively complicated. From learners’ evaluation of electronic dictionaries, learners hold a positive attitude towards the use of electronic dictionaries in class. Compared with other grades, first-year learners think that electronic dictionaries are most helpful in grasping pronunciation. This study clarifies the learning behavior characteristics of learners using electronic dictionaries in integrated Japanese classrooms, and provides teachers with concrete ideas on how to improve classroom teaching by solving the problem.