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Title: 客語沈浸教學對提昇幼兒客語聽說能力之影響
Other Titles: Influences of Hakka Immersion Programs in Promoting Children's Hakka Language Listening and Speaking Abilities
Authors: 陳雅鈴
Issue Date: Dec-2009
Publisher: 國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract: 有鑑於客語流失的危機,屏東縣客家事務處發起一實驗性的幼稚園客語沈浸教學計劃,希望藉由客語沈浸計劃的推行,加強幼兒客語能力以及對客家文化保存的意識。本研究主要目的即在探究此客語沈浸計劃對幼兒客語聽說能力表現之影響。本研究主要的研究問題為:(1)參與客語沈浸計劃之幼兒,其客籍背景及家庭客語使用情形為何?(2)客語沈浸式計劃對提昇幼兒客語聽說能力的影響為何?幼兒客語聽說能力是否有顯著增長?共有三所私立幼稚園:一個大班、一個中班、一個小班參與此客語沈浸計劃。研究人員主要採用家長問卷來調查幼兒家庭客籍背景及家庭客語使用情形。客語畢保德圖畫詞彙測驗甲式及教師自行設計之客語訪談評量表則做為評量幼兒客語能力之主要研究工具。資料分析主要採用描述統計及共變數分析法,分析客語沈浸幼兒的客籍背景、家中客語使用情形、以及沈浸計劃實施前後幼兒客語聽說能力的轉變情形。研究結果顯示,客語沈浸班級的幼兒雖然八成以上為客籍人士,但幼兒家庭成員與幼兒使用客語溝通比例卻不及30%。在客語能力方面,研究顯示在相同前測能力之下,客語沈浸幼兒後測的客語聽說能力較對照組高。教師及家長針對幼兒主題客語及日常客語聽說能力的評量也接近良好。文末針對客語沈浸計劃實施中所遇到的困難以及未來研究及相關政策提出建議。
To prevent Hakka language from extinction, administration of Hakka Affair in Pingtung County organized a Hakka language kindergarten immersion project to strengthened young children's Hakka language abilities. This experimental project was conducted in three private early childhood settings in Pingtung County. The main research questions were: what were Hakka backgrounds of immersion children? What were the frequencies of Hakka language used at home? How did Hakka language immersion programs influence children's Hakka language listening and speaking abilities? Participants were five classes of children from three different kindergartens. Three Hakka immersion classes participated in this study. Family background questionnaire was used to collect children's Hakka backgrounds and Hakka language usages at home. Peabody Picture Vocabulary Test-Revised Peabody (Hakka version) and teachers' self-designed interviewing protocols were used to collect children's Hakka language listening and speaking performances. Collected data were then analyzed by statistics methods, including descriptive statistics and analysis of variance. Research results showed that above 80% of Hakka immersion children were Hakka people, but less than 30% of family members used Hakka language to interact with children. Also , finding showed that, at the same pre-test score levels, Hakka immersion children's Hakka language ability scores were significantly higher than those of comparison groups. In teachers'and parents' evaluations of children's Hakka language performance, children's performance was rated approximately as good. In the final part, researchers provided some related suggestions on Hakka immersion program implementation and future research.
Other Identifiers: CA42AC58-619B-B8C5-25B0-DF8CB31878D4
Appears in Collections:教育心理學報

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