| Summary: | 碩士 === 國立中央大學 === 客家研究碩士在職專班 === 98 === The purpose of this study is to discuss the effectiveness on the present teachers and supported teachers in Hakka teaching, and to compare the differences of variables in teaching and learning effectiveness in diverse variable background.
The pre-test and post-test scores for listening proficiency and questionnaire investigation are adopted in this paper. The participants are students randomly selected from three elementary schools in Southern Taoyuan. The distributed questionnaires are three hundred and seventy two, and the valid questionnaires are three hundred sixty four involved in the final analysis. The questionnaire related to the effectiveness on the present teachers and supported teachers in Hakka teaching in southern Taoyuan is mainly adopted to collect data. Each questionnaire contains mainly four parts: a) language learning environment, b) learning motivation, c) teaching method, and d) encouragement from teachers and parents. The obtained data from the four parts are employed to compare the difference between pre-test and post-test scores, to calculate frequency distribution by using LabVIEW, and to analyze pie chart and bar chart. The results are generalized as the following statements.
1.The students learn to comprehend basic Hakka vocabularies easily and are capable of learning to apply these basic vocabularies to make sentence as well.
2.According to the bar chart, items including “the words that grandfather usually say”, “the words that grandmother usually say”, “the words that mother usually say”, “ the language that speak at home” and “Hakka language speaking proficiency” have shown that “students’ language learning environment” is significantly related to the effectiveness of Hakka language teaching and learning.
3.According to the bar chart, items including “ the degree of students’ favor of speaking Hakka” , “ the reasons why students’ like of Hakka class”, “ students’ volition of learning Hakka” have shown that students’ volition of learning Hakka is closely related to the effective of Hakka language teaching and learning.
4.According to the bar chart, items including “the situation teacher speaks Hakka”, “teachers'' frequent conversation with students in Hakka”, “Hakka teacher’s inculcation of the intimacy in speaking Hakka”, “the amicable degree of teacher’s facial expression”, “teacher’s tone of speaking”, “the interesting degree of Hakka textbook” have shown that teacher’s teaching method is closely related to the effectiveness of Hakka language teaching and learning.
5.According to the bar chart, items including “ the degree of Hakka teacher’s encouragement to students’ Hakka speaking”, “Hakka teacher’s emphasize on speaking Hakka”, “Hakka teacher’s inculcation of the intimacy in speaking Hakka ”, “father and mother’s encouragement of speaking Hakka”, “the frequency of father and mother’s Hakka conversation” have shown that teacher and parents’ encouragement is significantly related to the effectiveness of Hakka language teaching and learning.
6.Second language learning is deeply affected by language acquisition. However, students can even overcome the obstacles of learning simple or compound vowel of Chinese syllable by conversing frequently and practicing repeatedly.
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