Policies for Certification of Hakka Language Proficiency and Language Status of Hakka Education in Elementary School –A Case Study of the Students in the Twin Cities of Taipei

• Main Author: 李雲月
• Other Authors: 范文芳
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/98054066191184298880

碩士 === 國立臺灣師範大學 === 台灣文化及語言文學研究所在職進修碩士班 === 99 === This thesis aims to explore the relationship between policies for Certification of Hakka Language Proficiency and language status of Hakka education in elementary schools, and to provide suggestions based on the study results, in order to contribute to the planning of Hakka Language certifications by the administrative organizations, as well as learning efficiency of the language. The main research method is questionnaire survey, the study subjects werechosen through non-random and snowball sampling from the 443 elementary school students, who previously have participated in the exam of Hakka language proficiency. The questionnaire “The Study of Policies for Certification of Hakka Language Proficiency and Language Status of Hakka Education in Elementary School” is distributed, and the recovery of effective samples is 95.3%. According to the statistical analysis of the obtained data, the following conclusions and suggestions are made: 1. Hakka Language Proficiency Certification is a scientific, discriminable test system 2. Hakka Language Proficiency Certification improves the attention given to the language by students, but no distinguishable influence is found in the language status in their mind. 3. Different reward measures of the certification have different influences on students. 4. Hakka language teachers have a great responsibility in preserving Hakka cultural heritage, thus more professional teachers are required. 5. Continuation of Hakka language learning in junior high school helps passing the certification. 6. It is suggested that the administrative organizations should balance language teachings, and value the influences of Hakka teachers. 7. It is suggested that administrative organizations should improve the actual effects of the certification in school and work applications, which can encourage students to take the test.