Study on the Relationship between Ethnic Language Learning Environment and Ethnic Language Certification Effectiveness for the Aboriginal Junior High School Students in Nantou County

• Main Authors: Wu, Yi-Fang, 伍懿芳
• Other Authors: Yang, Chen-Sheng
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/77985958599665012473

碩士 === 國立暨南國際大學 === 教育政策與行政學系 === 101 === This research focuses its subject on the aboriginal junior high school students in Nantou County, aiming to understand the current situation of the ethnic language learning environment and ethnic language certification effectiveness, to look into the relationship between these two, and further to, according to the results, propose suggestions for improving the learning environment and advancing the certification effectiveness for administrative institutions for education and schools to consult. This research adopts primarily the method of questionnaire survey, supplemented by individual interview, taking the self-developed “Survey Questionnaire for the Ethnic Language Learning Environment and Ethnic Language Certification Effectiveness for the Aboriginal Junior High School Students in Nantou County” as the research tool. Considering that the students taking the survey should have participated in the test for ethnic language certification, the general survey method was employed, with samples drawn from all the aboriginal third grade students of selected junior high schools in the Nantou County. A total of 412 effective samples were collected, corresponding to a recovery rate of 88.6 %. Statistical methods including descriptive statistics, paired t-test, one-way ANOVA and Pearson's product moment correlation. were used for the data analysis. Several research results were obtained which could be referred to by authorities for education, junior high schools and future investigations. The conclusions of this research drawn from the results of questionnaire survey and interview are summarized as follows. (1) For the aboriginal junior high school students in Nantou County, the overall ethnic language learning environment is at the middle level and ethnic language certification effectiveness is at the middle and upper level. (2) Among the aboriginal junior high school students in Nantou County, those who have “participated and passed” or “participated but not passed” enjoy better ethnic language learning environment than those who have “not participated”. Students who have “participated and passed” score higher than those who have “participated but not passed” in the aspects of “ethnic language learning environment in the school”, “ethnic language learning environment in the community” and the overall. (3) Among the aboriginal junior high school students in Nantou County, those who belong to the ethnic groups of “Bunun”, “Sediq” and “Atayal” enjoy better ethnic language learning environment than those who have “not participated”. Moreover, for the aspect of “ethnic language learning environment in the community”, the “Bunun” students score higher than the “Atayal” students. (4) Among the aboriginal junior high school students in Nantou County, those who have “both parents being aboriginals” obviously enjoy a better ethnic language learning environment than those who have either “the father being an aboriginal” or “the mother being an aboriginal”. (5) Among the aboriginal junior high school students in Nantou County, those whose father’s level of education being “junior high school” or “high school / vocational school” obviously enjoy a better ethnic language learning environment than those whose father’s level of education being “college / university or above”. (6) Among the aboriginal junior high school students in Nantou County, those whose father’s occupation is “farmer / labor” obviously enjoy a better overall ethnic language learning environment than those whose father’s occupation is “self-employed businessman”. (7) Among the aboriginal junior high school students in Nantou County, those whose mother’s occupation is “farmer / labor” obviously enjoy a better overall ethnic language learning environment than those whose mother’s occupation is “self-employed businessman”. (8) Among the aboriginal junior high school students in Nantou County, those who study in a “key aboriginal school” and live in an “aboriginal township” obviously enjoy a better ethnic language learning environment. (9) Among the aboriginal junior high school students in Nantou County, those who have “participated and passed” the test for ethnic language certification obviously exhibit a better overall certification effectiveness. (10) Among the aboriginal junior high school students in Nantou County, those who have “both parents being aboriginals” score higher than those who have only “the father being an aboriginal” in the aspect of “enhancing the ethnic language ability”; those whose mother’s occupation is “military and government” score higher than those whose mother’s occupation is “self-employed businessman” in the aspect of “promoting the ethnic identity”; and those who study in a “key aboriginal school” score higher than those who study in a “non-key aboriginal school” in the aspect of “influence of the preferential treatment for entering a higher school”. (11) For the aboriginal junior high school students in Nantou County, the background variates of “sex” and “mother’s level of education” for the ethnic language learning environment are not conspicuous, and the background variates of “sex”, “ethnic group”, “father’s level of education”, “mother’s level of education”, “father’s occupation” and “pattern of community” for the ethnic language certification effectiveness are not conspicuous. (12) For the aboriginal junior high school students in Nantou County, the ethnic language learning environment and the ethnic language certification effectiveness show a moderate correlation. (13) It is found from the interview results that there is general lack of ethnic language learning environment. Although the ethnic language certification may be helpful for “promoting the ethnic identity”, it has little effect on “enhancing the ethnic language ability”. The “influence of the preferential treatment for entering a higher school” depends then on individuals’ circumstances.