客家人對客語及客語教學的態度

---以臺灣四個地區為例

研究生: 黃雅榆

學位類別: 碩士

校院名稱: 國立新竹師範學院

學年度: 90

[摘要]

教育部自八十五學年度起,增設了鄉土教學活動課程,更於九十學年度開始將鄉土語言課程列入正式課程之中。因此研究者選擇在政府於九十學年度全面實施鄉土語言教學之前,針對弱勢的客家族群做一次全省分區性的調查,希望探求客家人對母語維護及此項語文教育政策改變的預期和態度。

本研究以問卷調查法和實地訪談法針對臺灣四個地區(臺北、苗栗、東勢和六堆地區)調查客家學生及其家長對其母語與母語教學的態度。在問卷的統計結果方面,四個地區的家長對客語及客語教學態度皆非常支持,而學生的態度則以無意見的比例偏高,其中表示最為支持的是六堆地區,其次是台北、苗栗地區,較不支持的是東勢地區。透過相關係數檢定發現影響家長和學生態度的因素分別是以教育程度高的男性公教人員且母語能力強的家長與較低年級、以父親是客家人為主的家庭且母語能力強的學生較支持客語和客語教學。在實地訪談結果方面,研究者從問卷中找出較具爭議性問題來做為訪談的話題,希望獲得在問卷中難以看出且具個別差異的資訊。

本研究最後針對政府、學校和家庭三方面提出建議,希望藉由此三方面的相互配合運作,提昇客家人的客家意識及客語保存的危機意識,進而積極做好母語保存與文化延續的工作。

From the school year of 1996, the Ministry of Education added to the teaching curriculum a new subject: the teaching of the vernacular languages. Subsequently, the Ministry of Education announced that as of 2001 school year the vernacular language courses will be incorporated into the school curriculum as obligatory courses. Taking these two events into consideration, the researcher did this research during the time interval with an aim to discovering the Hakka people's attitudes towards mother tongue maintenance and these changes of language education policy.

This thesis investigates the Hakka students' and parents' attitudes towards their mother tongue and the vernacular language education in four areas of Taiwan (Taipei, Miaoli, Tong-Shi, Lio-Tue) through questionnaires and interviews. In the statistic results of questionnaires, parents of the four areas are found to support the maintenance of Hakka and the vernacular language education. The students' attitude, however, is far more neutral; a large proportion of them ticked the option. Among the four areas, the most supportive area is Lio-Tue; after that came Taipei and Miaoli areas with Tong-Shi area coming last. Through Correlation Examination, it is found that the group whose parents are of high education, male, public servants and teachers, and fluent in Hakka, shows the most positive attitudes. Similarly, students in the lower-grade, fluent in Hakka, and coming from a family whose parents are both Hakka, are more supportive of the Hakka language and the vernacular language education program. In the interview results, the researcher finds some questions whose answers are expected to exhibit great individual differences, or questions in the questionnaires to be the topics for interview, hoping thus to get the information which cannot be gleaned from the questionnaires.

Finally, this thesis gives recommendations to the government, the school and the family respectively, hoping to raise in the Hakka people the Hakka consciousness and a sense of crisis for language and cultural maintenance.

 

 

 

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