An Action Research on Taiwanese Romanization Instruciton

• Main Authors: Liau Huan-ju, 廖凡瑜
• Other Authors: TiuN Hak-khiam
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/atrht8

碩士 === 國立臺東大學 === 華語文學系 === 95 === This study adopted action research as a means of examining third and fourth graders as subjects and in which researchers personally engaged in Taiwanese Romanization teaching to solve common problems seen in Taiwanese Romanization instruction, including: 1. time constraint; 2. students’ learning interest and confidence; 3. symbol memorization and recitation and the ability to produce phonetic symbols; 4. tone learning; 5. teachers’ psychological adjustments towards teaching Taiwanese Romanization. Research findings are summarized as follows: 1. Relieved time constraints through integrated curricula: intonation application, information technology integration, “Roman Transliteration in the Community” program, and “Four Sets of Idioms” Mandarin Chinese-Taiwanese translation. These instructions compensated insufficient time in teaching Taiwanese Romanization. 2. Adopted dynamic teaching strategies to enhance students’ interest and confidence in learning:(1) arranging and constructing situations for Taiwanese Roman symbol reading and writing;(2) designing “Roman Transliteration Concept” program;(3) utilizing game teaching method to teach symbols and phonetic transcription;(4) integrating the creation of Roman-Transliteration picture books into the integrated curricula;(5) computer teaching and game participation. 3. On constructing symbol memorization and producing phonetic symbols: (1) using the melody of the “English Alphabet Song” to teach Taiwanese through the following:(1) body demonstration;(2) applying Contrastive Analysis to demonstrate tone correspondence between Mandarin Chinese and Taiwanese in order to cultivate the ability to recognize switching Roman transliteration to transfer past experience in English learning to transliteration to improve learning efficiency;(2) using the phonetic rules of phonetic symbols to acquire Taiwanese Romanization, students learn strange curriculum with existing knowledge to lessen their learning burden and enhance their learning efficiency;(3) using minimum matching to differentiate similar vowels and summarizing their regularity in writing to mitigate burdens in memorizing symbols;(4) utilizing comprehensive analysis and proverb teaching to systematically teach symbol recognizing, transliteration practice, and tone recognizing as well as to decrease fears in reading a string of symbols. 4. Tone learning: tones are abstract and Taiwanese tones are more sophisticated than Mandarin Chinese, and this problem can be solved tones between the two languages. 5. Teachers’ psychological adjustments towards teaching Taiwanese Romanization: attending professional seminars and self-learning to acquire professional knowledge and competence in teaching Taiwanese Romanization, improve the ability to compile teaching materials, design curricula, and execute diverse teaching strategies, and enhance teaching level in order to achieve teaching objectives. Keywords: Taiwanese Romanization; Romanization Teaching; Action Research