Abstract
本研究以在台灣的大學教授日語的台灣籍教師、日本籍教師以及主修日語 的日語學習者為對象，調查三者對於外來語學習所抱持的信念為主要之研究目 的。研究方法上，針對外來語學習的困難度、重要性、自主性、英語知識的貢 獻這4 個領域所構成的問卷來進行調查。 其結果顯示，三者之間所觀察到信念上的差異主要是出自於學習者和台灣 籍教師或者學習者和日本籍教師。台灣籍教師和日本籍教師所抱持的信念當中 有明顯差異的部分並不多，兩者之間的特徵是共同點多於相異點。另外，學習 者和教師之間信念差異最多的是有關外來語學習的困難度和英語知識的貢獻之 項目。相較於教師，學習者對於外來語學習感到較為困難，並且較強烈地認為 外來語學習與英語能力有所關聯. This study aimed to explore the beliefs of learning loanwords of the three groups of research subjects: the Taiwanese and Japanese teachers teaching Japanese and the Japanese majors in the universities in Taiwan. The research method adopted by this study is the questionnaire survey method with the questionnaire items of four different fields, namely difficulty in learning loanwords, importance of learning loanwords, self-regulated learning, and contribution of English knowledge. The result showed that the differences in the beliefs among the three groups were mainly between the learners and the Taiwanese or Japanese teachers. There were not many significant differences in the beliefs between the Taiwanese