| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 91 === The curriculum of Taiwanese in elementary schools has been implemented since 2001. However, pedagogy, one of the three major factors of the curriculum, has not yet been fully implemented. As a result, the Taipei County Education Bureau raised a concept of “Direct teaching method of Taiwanese Romanization” and implemented on experimental basis in 2001, the pedagogy of which has gone through two stages of development: first, adopting the concept of matching Mandarin phonetic symbols with the letters of the Roman alphabet and integrating English phonics; second, developing the direct teaching method for Taiwanese Romanization, based on the direct teaching method for Mandarin. This research focused on the introduction of Taiwanese Romanization to two elementary school classes (Class A and Class B). The research findings indicate the following:
1. Through the direct teaching method of Taiwanese Romanization, students in grade one of elementary school were able to learn Taiwanese Romanization. For example, in the evaluation of Class B’s ability to recognize letters of the Roman alphabet, the average score above 90 was 82.85 percent. In addition, in the evaluation of Class B’s phonics, the average score above 90 was also approximately 82.85 percent. Furthermore, 90.63 percent of the parents affirmed that their children could recognize Roman letters and pronounce Roman phonetic transcription.
2. Parents approved of the teaching of Taiwanese Romanization. Of 35 parents of students in Class A, 23 (65.71 percent) approved, while the other 12 parents had no comment. Moreover, of 32 parents of students in Class B, 31 (96.88 percent) approved, with only one who disapproved. The 31 parents who approved indicated that their children felt it was easy to learn Taiwanese Romanization, with few difficulties or burdens.
The findings support the following conclusions: Taiwanese Romanization can help children’s pronunciation, listening, speaking and learning; Taiwanese Romanization can be taught through a variety of pedagogical approaches to increase student motivation and interest; students can distinguish Taiwanese Romanization and English by teachers’ clear indication of language; and, if appropriate teaching methods are employed, Taiwanese Romanization will not create an increased burden upon students.
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