A Study of Hakka Instruction Process for the Beginners of Junior High School Students

• Main Authors: Lu, Hsueh-Yuan, 呂學源
• Other Authors: Dr. Chung, Feng-chiao
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/89375326146449754527

碩士 === 國立屏東科技大學 === 客家文化產業研究所 === 101 === 　　Nowadays many Hakka children, twelve-to-fourteen-year-old junior high school students, living in metropolitan areas, lack of opportunities to learn their native language, due to either internal or external factors, such as self-identity, the impact of superior culture and so forth. The researcher had succeeded in bringing the Hakka language back in his family; therefore, by applying the experiences, this study was conducted. With these successful preliminary experiences, the researcher further applied both multi-teaching strategies and second language learning theories to design and practice the one-year Hakka language experimental teaching program. 　　This experimental teaching of Hakka language had a few steps, in the steps of preparation, thirty junior high school students without any prior knowledge of Hakka language were recruited, and then pre-test was taken to understand students’ ability of language learning. In the following step, the learning of Hakka phonetic symbols was carried out, after that the module of learning materials were conducted. During the research, formative evaluations were given, in order to adjust the teaching; moreover summative evaluations were conducted in the end of teaching activities. Furthermore,students’ autonomous learning, and following by attending the Digital On-line language Certification by Hakka Affairs, were adopted in order to examine the learning achievement. 　　In the course of the experimental teaching, the researcher applied the second language learning theories to the practice of Hakka language learning. The listening-and-speaking strategy and the reciting strategy were operated with some reinforcements to stimulate students’ learning motivation. In the beginning of teaching, Hakka phonetic symbols and spelling systems, the foundation of learning, were taught to train them for instinctive reaction of Hakka language. Further the teaching activities for class were aimed to understand the meaning of words, practice Hakka phonetic symbols and spellings, and repeat sentences continually and mechanically. The researcher read the materials again and again, and students repeated, in order to enhance the ability of speaking, furthermore, random performances also improved students’ abilities of words recognition and interpretation, also, doing some daily conversations established their confidence in Hakka language, and the most important, the ability of autonomous learning. 　　The results were described as follows: 1.The practice of instinctive reaction for Hakka phonetic symbols established students’ abilities of words recognition and interpretation. 2.The use of both listening-and-speaking strategy and communication strategy for the teaching of modules improves students’ oral abilities and their interests in Hakka language. 3.Through the oral reading strategy during the competition, students’ skill of listening and speaking achieved better. 4.The multi-teaching reinforcements inspired students’ motivation. 5.The setting of short-term specific targets could guide the path of learning for students. In the junior high school stage, conducting the native language teaching faces many difficulties. This study offers some experience and suggestions for native educationers in junior high school and future researchers: 1.When carrying out phonetic symbols teaching, the association in thinking with notional phonetic alphabet and English must be eliminated. 2.The Hakka language teachers should have moderate and kind attitudes; the use of listening-and-speaking strategy, communication strategy, culture and reinforcements could improve the effectiveness of teaching. 3.The recruitment of native teachers for a junior high school was suggested to hire the present qualified native teachers in that school. 4.The native education should be optional courses in the field of language and literature in junior high school. Keywords : Mother tongue recovery,　Multiple enhancement incentive, Autonomous learning,　Hakka phonetic,　Learning Paths