| Summary: | 碩士 === 國立臺北教育大學 === 台灣文化研究所 === 97 === To set up an administrative district of Hakka language is one of important strategy to remedy against Hakka language’s disappearing gradually. When peoples from different provincial origins, come into the district of Hakka language, they not only learn their own mother languages but also ought to provide the resource for learning Hakka language. Romanization is a major instrument for teaching language in multilingual environment. Hence, Research-1 is what we explored and understood the current status of Romanization instruction adopted in S-elementary school. Research-2, through the action research, we indeed taught both Hakka and Taiwanese in Taiwanese classes in the schools of Hakka language districts.
From Research-1, we found the present textbooks of Taiwanese and Hakka languages are not suitable in S-elementary school, mainly because both Romanization systems are seriously conflicting between Taiwanese and Hakka languages. Even though, teachers are using the most advanced multimedia “VCD” to teach Taiwanese, and the textbook of Taiwanese is thicker than that of Mandarin, the learning effects of Taiwanese Romanization is not good, even the learning effects of Hakka language isn’t positive which is however not yet actualized in the Hakka language districts. Based on Research-1, we detected a fact that by adopting the textbooks of “Common Romanization of Taiwanese and Hakka” can get much better teaching results. Only depending on the thin textbook, traditional gesture and flash cards can smoothly achieve in teaching Romanization for the bilingual teaching of Hakka and Taiwanese. The data from our research indicates that 93.4% of grade-3 students of S-elementary school like learning both Taiwanese and Hakka. 100% of grade-3 students can identify Taiwanese Romanization. 80% of grade-3 students feel that it is easy to learn Taiwanese Romanization. 70% of grade-3 students regard Hakka Romanization is easy to learn. 92.3% of grade-3 students consider that Common Romanization can improve their pronunciation about those unreadable Taiwanese or Kakka. Above all, in the final test of Romanization, the average score is 92.75.
In the aspect of policy and strategy proposition, Hakka Common Romanization announced by Ministry of Education in 2003 was nicely compatibile with Taiwanese Common Romanization. However, Taiwan Minnan Romanization declared by Ministry of Education in 2006 has serious conflict with Hakka Romanization. Moreover, a new Hakka Romanization declared by Ministry of Education in 2008 is not compatible with Taiwanese Romanization. This point is disadvantageous for teaching Hakka in Taiwanese classes. Consequently, Ministry of Education should earlier examine the problem and revise the inadequate parts even the backsliding policy of Hakka Romanization.
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