南投縣國民中學原住民族學生族語學習環境與族語認證成效之研究

本研究係以南投縣國民中學原住民族學生為研究對象，旨在了解族語學習環境與族語認證成效之現況，並探討兩者之關係，進而根據研究結果提出建議，以供教育行政機關及學校作為改善族語學習環境及提升族語認證成效之參考。本研究以問卷調查法為主，訪談為輔；以自編之「南投縣國民中學原住民族學生族語學習環境與族語認證成效調查問卷」作為主要研究工具。因考量到受試者須參與過族語認證，因此，採取普查方法調查南投縣國民中學三年級之全體原住民族學生，共得有效樣本 412 份，回收率達88.6％。統計方法採用描述性統計、t考驗、單因子變異數分析、皮爾森積差相關等進行分析，得到若干研究結果，提供主管教育機關、國民中學及未來研究之參考。依據問卷及訪談結果將研究結論歸納如下：一、南投縣國民中學原住民族學生之整體族語學習環境呈現中等程度二、南投縣國民中學原住民族學生之整體族語認證成效呈現中上程度三、南投縣國民中學原住民族學生中，「參加且通過」及「參加未通過」之學生族語學習環境較「未參加」之學生好。四、南投縣國民中學原住民族學生中，「布農族」、「賽德克族」及「泰雅族」學生之族語學習環境優於「未參加」之學生。五、南投縣國民中學原住民族學生中，「父母皆為原住民」之學生族語學習環境明顯優於「父親為原住民」、「母親為原住民」之學生。六、南投縣國民中學原住民族學生中，父親教育程度「國中」及「高中職」之學生族語學習環境明顯優於父親教育程度「大學以上」之學生。七、南投縣國民中學原住民族學生中，父親職業為「農工」者之整體族語學習環境明顯優於父親職業為「商業自由業」之學生。八、南投縣國民中學原住民族學生中，母親職業為「農工」者之整體族語學習環境明顯優於母親職業為「商業自由業」之學生。九、南投縣國民中學原住民族學生中，就讀「原住民重點學校」、居住於「原住民鄉鎮」之學生的族語學習環境明顯較佳。十、南投縣國民中學原住民族學生中，「參加且通過」之學生的族語認證成效明顯較佳。十一、南投縣國民中學原住民族學生中，族語認證成效在「家長族別」、「母親職業」及「學校所在地」上達顯著差異。十二、南投縣國民中學原住民族學生之族語學習環境與族語認證成效具中度相關。十三、訪談結果發現族語學習環境普遍不足，族語認證雖能「增進族群認同」但在「提升族語能力」部分效果不大，在「升學之優待影響」則視個人情況而定。

關鍵字

族語學習環境；族語認證成效；族語認證

並列摘要

This research focuses its subject on the aboriginal junior high school students in Nantou County, aiming to understand the current situation of the ethnic language learning environment and ethnic language certification effectiveness, to look into the relationship between these two, and further to, according to the results, propose suggestions for improving the learning environment and advancing the certification effectiveness for administrative institutions for education and schools to consult. This research adopts primarily the method of questionnaire survey, supplemented by individual interview, taking the self-developed “Survey Questionnaire for the Ethnic Language Learning Environment and Ethnic Language Certification Effectiveness for the Aboriginal Junior High School Students in Nantou County” as the research tool. Considering that the students taking the survey should have participated in the test for ethnic language certification, the general survey method was employed, with samples drawn from all the aboriginal third grade students of selected junior high schools in the Nantou County. A total of 412 effective samples were collected, corresponding to a recovery rate of 88.6 %. Statistical methods including descriptive statistics, paired t-test, one-way ANOVA and Pearson's product moment correlation. were used for the data analysis. Several research results were obtained which could be referred to by authorities for education, junior high schools and future investigations. The conclusions of this research drawn from the results of questionnaire survey and interview are summarized as follows. (1) For the aboriginal junior high school students in Nantou County, the overall ethnic language learning environment is at the middle level and ethnic language certification effectiveness is at the middle and upper level. (2) Among the aboriginal junior high school students in Nantou County, those who have “participated and passed” or “participated but not passed” enjoy better ethnic language learning environment than those who have “not participated”. Students who have “participated and passed” score higher than those who have “participated but not passed” in the aspects of “ethnic language learning environment in the school”, “ethnic language learning environment in the community” and the overall. (3) Among the aboriginal junior high school students in Nantou County, those who belong to the ethnic groups of “Bunun”, “Sediq” and “Atayal” enjoy better ethnic language learning environment than those who have “not participated”. Moreover, for the aspect of “ethnic language learning environment in the community”, the “Bunun” students score higher than the “Atayal” students. (4) Among the aboriginal junior high school students in Nantou County, those who have “both parents being aboriginals” obviously enjoy a better ethnic language learning environment than those who have either “the father being an aboriginal” or “the mother being an aboriginal”. (5) Among the aboriginal junior high school students in Nantou County, those whose father’s level of education being “junior high school” or “high school / vocational school” obviously enjoy a better ethnic language learning environment than those whose father’s level of education being “college / university or above”. (6) Among the aboriginal junior high school students in Nantou County, those whose father’s occupation is “farmer / labor” obviously enjoy a better overall ethnic language learning environment than those whose father’s occupation is “self-employed businessman”. (7) Among the aboriginal junior high school students in Nantou County, those whose mother’s occupation is “farmer / labor” obviously enjoy a better overall ethnic language learning environment than those whose mother’s occupation is “self-employed businessman”. (8) Among the aboriginal junior high school students in Nantou County, those who study in a “key aboriginal school” and live in an “aboriginal township” obviously enjoy a better ethnic language learning environment. (9) Among the aboriginal junior high school students in Nantou County, those who have “participated and passed” the test for ethnic language certification obviously exhibit a better overall certification effectiveness. (10) Among the aboriginal junior high school students in Nantou County, those who have “both parents being aboriginals” score higher than those who have only “the father being an aboriginal” in the aspect of “enhancing the ethnic language ability”; those whose mother’s occupation is “military and government” score higher than those whose mother’s occupation is “self-employed businessman” in the aspect of “promoting the ethnic identity”; and those who study in a “key aboriginal school” score higher than those who study in a “non-key aboriginal school” in the aspect of “influence of the preferential treatment for entering a higher school”. (11) For the aboriginal junior high school students in Nantou County, the background variates of “sex” and “mother’s level of education” for the ethnic language learning environment are not conspicuous, and the background variates of “sex”, “ethnic group”, “father’s level of education”, “mother’s level of education”, “father’s occupation” and “pattern of community” for the ethnic language certification effectiveness are not conspicuous. (12) For the aboriginal junior high school students in Nantou County, the ethnic language learning environment and the ethnic language certification effectiveness show a moderate correlation. (13) It is found from the interview results that there is general lack of ethnic language learning environment. Although the ethnic language certification may be helpful for “promoting the ethnic identity”, it has little effect on “enhancing the ethnic language ability”. The “influence of the preferential treatment for entering a higher school” depends then on individuals’ circumstances.