The Study on Hakka Language Learning Attitude of Junior High School Students in Miaoli County

• Main Authors: LIU MEI MING, 劉美明
• Other Authors: FAN，JUI-LING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/63md7r

碩士 === 國立聯合大學 === 客家語言與傳播研究所 === 105 === Abstract The purpose of this study was to explore the relationship between Hakka ethnic identity and learning attitude of junior high school students in Miaoli area. This paper compared the differences of different background variables in the Hakka ethnic identity and Hakka learning attitude, and investigates the relationship between Hakka ethnic identity and hakka learning attitude. The researcher hoped that junior high school students’ sense of ethnic identity would be enhance and they would keep positive and active attitude towards learning Hakka language. The subjects of this tudy were from students of seven junior high schools which implemented Hakka Language Life School or already established Hakka language-related clubs in the Miaoli area. Collecting the relevant literature after the formation of research structure, and revisions of questionnaires on the study of the Hakka ethnic identity and Hakka language learning attitudes of junior high school students in Miaoli area, the researcher distributed 330 questionnaires, and 305 valid questionnaires were collected with an effective recovery rate of 92.42%. SPSS for Windows 20.0 was adopted to conduct statistical analysis for descriptive statistics. One Way RM-ANOVA, One Way IS-ANOVA, t-test, Scheffe method, Pearson product-moment correlation coefficient and other statistical methods were applied to analyze the results. The results showed that the rankings of Hakka junior high school students’ sense of Hakka ethnic identity were "ethnic behavior", "ethnic attitudes", "ethnic consciousness", "ethnic sense of belonging", and “ethnic self-identity ". On the other hand, the rankings of Hakka junior high school students’ Hakka language learning attitude were "cognitive attitude", "emotional identity", and "behavioral tendency". Those Hakka junior high school students who had taken Hakka language related courses in the primary school with good listening and speaking abilities and whose parents were both Hakka, living at an environment full of Hakka language tended to have stronger Hakka identity and Hakka learning attitude than other students. Certainly, those students who often speak Hakka language at home had higher scores in both ethnic identity and learning attitude. Finally, there were significant positive correlations between the Hakka ethnic identity and the Hakka language learning attitude in the Miaoli area, and the higher the degree of student identity, the better the learning attitude of the Hakka language. Based on the above research results, it is suggested that the relevant agencies of the government should establish a multi exchange communication platform with Hakka cultural characteristics to enhance students' awareness of Hakka identity. Education-related administrations should also open Hakka relevant courses and establish Hakka relevant clubs to cooperate with Hakka communities so that studetns could continue to learn Hakka at home or school to to help the inheritance of Hakka cultural heritage. In addition, Hakka parents and their children should communicate in Hakka, and participate in Hakka culture-related activities to gather Hakka consciousness so that Hakk children would be proud of being a Hakka. Key words: Miaoli County, Junior High School Student, Hakka Ethnic Identity, Hakka Language Learning Attitude.