親子語言互動對客語學習成效之影響－以基隆地區國小學生為例

Parenting interaction in terms of language to the impacts on effects of Hakka language learning - using the elementary schools’ students in Keelung area as example

黎淑卿(Shu-ching Li)

指導教授 ： 鍾國允

國立中央大學/客家學院/客家研究碩士在職專班/碩士(2010年)

摘要

本文旨在探討基隆地區國小學童其家庭親子語言互動對客語學習成效的影響，面對年輕人不說客語、客語漸趨消失的社會現象，身處於客家人相對少數的基隆地區，現實環境並不利於客語之發展，因此更有深入探討家庭因素對客語教學成效之影響的必要。
除了解學校推行客語教學之作法外，並探討不同背景變項的學童其家庭親子語言互動情形，家庭在客語學習上是否提供助力，並深入探討學童在家中說客語的頻率、說客語的時間、以及說客語的能力等學習成效，以提供未來客語教學之參考。
研究發現：
一、不同背景變項的學生對客語的認知僅在學習客語前出現些微差異，主　
　　要因族群別與學習客語的時間歷程不同，但對客語的認知都很明確。二、不同背景變項的學生對客語的情感向度上，以家庭常用語為客語者得
　　分明顯偏高。
三、不同背景變項的學生對客語使用的狀況上，以父或母為客家人、客語
　　先備能力優、家庭常用客語的學生對客語的的使用較為明顯。
四、在國小學習客語之學生其家長對客語教學的參與度良好。
五、親子客語互動程度不同的學生，其客語學習成效出現差異。

關鍵字

親子客語互動 ； 親子互動 ； 客語教學 ； 學習成效

並列摘要

This study aims to explore the impacts on effects of Hakka language learning, of parenting interaction in terms of language, for the elementary schools’ students in Keelung area. Toward the situations that the youths don’t speak Hakka language that gradually disappears for the moment, for people residing in Keelung where Hakka people are relatively few, the physical environment is not favorable to the development of Hakka language, therefore, it will be necessary to deeply discuss the effects of family factor on the achievement of Hakka language instruction.
In addition to the understanding the promotional approaches of Hakka language teaching adopted by schools, it also explores the parenting interactions of children from different backgrounds, and that whether family provides support in learning Hakka language or not, as well as the study on Hakka language speaking frequency, times, speaking ability, and the like, in order to generate references for future instruction of Hakka language teaching.
Research discoveries:
1. Only tiny difference occurs before learning Hakka language among students of different backgrounds, it is mainly because of the differences of races and learning times, but all of them have exact cognition about Hakka language.
2. Among students from different backgrounds, those families with Hakka language being common language in home have significantly higher scores in terms of emotional aspects toward Hakka language.
3. Among students from different backgrounds, those parents or either one being Hakka people, with better congenital abilities, or speaking Hakka in home will have relatively more obvious use of Hakka language.
4. For those students learning Hakka language in primary schools, their parents have fair participation degree to the teaching of Hakka language.
5. Among students from different degrees of parenting interaction in terms of Hakka language, their learning achievements of Hakka language vary.

並列關鍵字

Instruction of Hakka language ； Learning achievem

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