在語言發展的過程中，由於地理、歷史、政治等因素，不同語言會有彼此互相借用的情況發生，詞彙的含義也有可能發生變化。中日兩種語言，就發展出了字形相同，詞義相近或不完全一致，或是完全不同的情形，分別稱為同形近義詞、同形異義詞。本研究的目的在於探討日籍華語學習者面對詞形相同但詞義不同的詞彙時，在理解上是否會受到母語詞義干擾，以及檢視學習者在學習的過程中採用何種學習策略。本研究以在臺灣學習華語的日籍華語學習者143名為研究對象，以中日同形異義詞測驗卷及詞彙學習策略量表為研究工具，根據受測者的背景資料及中日同形異義詞測驗的成績表現逐一分析，再根據受測者所使用的各詞彙學習策略及中日同形異義詞之成績表現，分析其結果。本研究使用獨立樣本t檢定、單因子變異數分析及多重分析以了解日籍學生對中日同形異義詞的掌握情形，以及不同學習策略的運用，並利用相關分析檢視其學習策略的運用與中日同形異義詞詞義的掌握程度是否有關，利用迴歸分析探討詞彙學習策略對中日同形異義詞成績表現的影響力。研究結果顯示，詞彙學習策略中的後設認知策略及辭典策略與中日同形異義詞答題正確率呈現顯著正相關，受測者最常採用的學習策略為辭典策略，而高分組比低分組更常採用後設認知策略，顯示運用後設認知策略得宜，可以幫助解決詞彙學習上的問題。
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.
