| Summary: | 碩士 === 國立聯合大學 === 客家語言與傳播研究所 === 97 === This research goal is to analysis the performance and the most current status regarding the implementation of Hakka Language Teaching Program associated with the Hakka Language Living School around the elementary schools in Miaoli County .With the completion of this study, the needed comments and suggestions were provided as the foundation for improving the future Hakka Language Teaching Program.
To frame this study and define research questions, the author collected, reviewed and analyzed related pedagogical articles, trustworthy papers, contemporary government policies and academic references in the area of Hakka language teaching. Based on the literature review, a survey questionnaire was specifically designed and disseminated to educational personnel such as principals, directors of Educational Affairs Division, section chiefs of Curriculum and Hakka teachers in the selected 40 government-funded language programs and had resulted in 330 valid samples. The author compiles statistics and analyzes the teaching effect through the questionnaire and assists with interviews.
The finding shows that: 1) based on the Likert Scale (1 ~ 5) measuring upon eight variables, 「Implementation Outcome」 gains the highest score, followed by 「Professional Expectation」,「 Curriculum and Contents」, 「Administrative Supports」, 「Teaching Status」,「 Leaning Environment」, 「Motivation of Participation」, and「 Difficulty of Implementation」. 2) The factors of gender, the record of formal schooling and ethnic background don’t present obvious differences to the eight variables . However, factors of incumbent position, age, school scale, school location, school attribute and students take Hakka as an elective course have present obvious differences.
This study recommends that: 1) the current and future elementary school teachers are encouraged attend Hakka language trainings; 2) the administration should recruit more teachers with Hakka linguistic and teaching capabilities; 3) the government should allot sufficient budget for Hakka teaching activities and open-house demonstrations; 4) a close practice of “Taiwan Native Language Day” policy is needed; 5) the implementation of a routine personal Hakka Language Living School is a required; 6) the further application of an electronic format or online Hakka learning tool is the future; and 7) the possible utilization of the traditional Hakka phonic symbols should yield a long-term plan. A future study was also provided.
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