A Study of Hakka Language Instruction Integrated with Children’s Folk Games

• Main Authors: Li, yuan-zong, 李園宗
• Other Authors: Chung, Feng-Chiao
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/13347766591223741116

碩士 === 國立屏東科技大學 === 客家文化產業研究所 === 101 === Abstract： Playing is a natural talent of children. Most people have fond memories of their childhood because of playing different folk games. These folk games enrich a person’s childhood and the memories of that childhood. Every child experiences different memories based on these games, and, usually, an emotional response is given to these memories. The Hakka word for “school” sounds like, and means, “learn by playing”. This word underscores the value of playing in school education. The school’s curriculum should follow the children’s natural instinct for playing. Children learn better by doing, therefore, playing folk games is a great way for a child to learn. By learning this way, people are inspired to look at their own diversity and see the intrinsic value of that diversity and to gain wisdom in solving their own daily problems. Based on the educational concept of interaction between teacher and students, folk games and language learning can be combined to increase the students’ Hakka language learning ability. The main purpose of this research was to explore the effectiveness and measurement of using folk games in Hakka language learning. The fieldwork was conducted in Gao- Shu Elementary School, where was a Hakka Language Life School. This school was a well-known for the Folk Games. The postgraduate chose Ninety-nine fifth grade students as well as four classes were invited to participate in the present study. 5A and 5B students were the control group, 5C and 5D students were the experimental group. Action research was employed in this study. A scale of Hakka Language Ability was adopted to collect the data, along with observation notes and videotaping records. The results were described as follows. A. Regarding the effectiveness of using folk games in Hakka language learning: 1. Using folk games in Hakka language learning helped students to improve their ability of listening and speaking. 2. Using folk games in Hakka language learning helped students to concentrate and improve the effectiveness of learning. 3. The concept of obtaining materials from local sources helped students to form the habit of recycling and reusing materials. 4. The non-Hakka speaking students could be encouraged to be more confident and mature in listening and speaking because of the support of the teachers and peers. 5. The diversity of teaching and learning methods, along with other resources, could be used to strengthen students’ viewpoints. B. Regarding to the teachers’ professional development: 1. Teachers were able to use the whole Hakka Language fluently to develop the folk game curriculum. 2. To improve teachers’ ability of generalizing teaching materials. 3. The teachers could design a folk game instruction based on student center. 4. The teachers could make the curriculum diversified and flexible. 5. Using folk games in Hakka language could be a tool for teachers to improve their instruction skills. 6. Using folk games in Hakka language learning could help upgrade the teachers’ ability for designing and planning their teaching activities.