幼稚園客語音韻覺識教學活動之行動研究; Behavioral Study of Kindergarten Hakka Language and Phonological Awareness Activities

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題名:	幼稚園客語音韻覺識教學活動之行動研究;Behavioral Study of Kindergarten Hakka Language and Phonological Awareness Activities
作者:	吳衣婷;Yi-ting Wu
貢獻者:	客家語文研究所
關鍵詞:	教學活動;音韻覺識;行動研究;客語;幼稚園;遊戲;kindergarten;Hakka language;teaching activities;phonological awareness;behavioral study;game
日期:	2009-06-18
上傳時間:	2009-09-22 10:04:51 (UTC+8)
出版者:	國立中央大學圖書館
摘要:	本研究以客語教學活動及音韻覺識測驗為重心，由此探討客語活動對幼兒之影響，透過研究者兼實習老師的「行動」跟「研究」，實踐自我研究與行動的歷程，從中改善研究狀態與教學實務，再經由反思及修正獲得個人的教師專業成長，實踐本研究中「教母語」及「有效的母語教學」目標。希望藉由客語活動的發展過程，提升孩子對客語的認知與接觸，培養孩子對不同語言的寬容想法，期許未來能對各種語言文化抱持更開闊的視野。推動鄉土語言客語教學的口號日益增加，但卻很少針對客語進行活動設計與課程發展之研究探討，本論文針對客語活動對幼兒產生的幫助及影響，以前、後測測驗之差異分析，及行動過程前後的觀察紀錄與質性分析，探討研究結果並提出建議。研究目的為提升幼稚園幼兒之客語語音能力、音韻覺識能力，並分析客語活動和音韻覺識活動對幼兒之啟發及影響，透過清楚且符合幼兒生活的客語詞彙，以「奇妙的符號」為主軸，藉由聲音、圖示、遊戲與討論等方式，探討客語音韻覺識活動對音韻覺識之影響，期望提升兒童對聲音之敏感度和音韻覺識能力，更把豐富的鄉土語言融入在孩子的生活中，讓學習活動更多元、更有趣，並延續客語的生命。研究結果顯示透過客語活動後，幼兒於客語複誦、同韻判斷、聲母判斷能力、英語複誦能力方面皆能有顯著的進步，而接受將聲音「拆解加合成」的幼兒之進步程度又大於僅將聲音做「拆解」的幼兒。本研究主要貢獻如下：一、客語教學活動能改善幼兒客語發音之正確性，並提升其音韻覺識能力。二、音韻覺識的能力不僅限於聲母及韻母的拆合，本研究發現在客語音韻覺識活動後，能提升幼兒對雙母音中音素拆解與合成的音韻覺識能力，幫助客語教學更有成效。三、透過客語音韻覺識活動，不僅提升了客語語音能力，也增強了英語的音韻覺識能力，產生了相得益彰的效果！四、本研究之活動方式，以聲音與圖像符號結合意義，在全語言教育的精神下，將具體化的概念透過遊戲呈現，是一套適合幼兒的活動課程。五、從行動與研究結果顯示，本研究所設計的活動是可行、有效的，孩子的回饋與家長的反應皆是正面的，能提供未來的教學者與研究者參考，更藉此鼓勵有志於幼稚園進行客語活動的新手老師。 This study is focused on the behavioral study of Hakka language course and phonological awareness tests, based on which influence of Hakka language activities on young children is explored. Through the “behavior” and “study” of the researcher and intern teacher, self-study and action process is practiced. The process will help improve the status of the research and teaching practice and through self reflection and modification, the teacher will grow in his/her personal teaching expertise, implementing the “mother tongue teaching” and “effective mother tongue teaching” in this study. It is hoped that through development of Hakka language learning activities, children’s awareness of and exposure to the language will be increased and it will help the children develop a more tolerant attitude toward different languages. It is expected that they can be more open-minded about different languages and their culture in the future. There are more and more people calling for promotion of teaching dialect Hakka language but few did exploratory studies on the curricular design and development of the course. This thesis is focused on the conduciveness and influence of Hakka language activities on young children. With pre-test and post-test differential analysis and observation records and quantitative analysis before and after the action process, results of the research are discussed and suggestions are brought forth. The purpose of this research is to enhance the Hakka language phonetics ability and phonological awareness of kindergarten children and analyze the inspiration and influence of Hakka language activities and phonological awareness on young children. Through explicit Hakka lexicon that can be used by the children in daily life and with “symbols of wonder” as the main focus by means of sounds, illustrative graphics, games, and discussion, the influence of Hakka language phonological awareness activities on the phonological awareness is discussed. It is hoped that the sensitivity toward sounds and phonological awareness of the children can be enhanced. It also integrates the rich local dialect into the life of the children, making learning more pluralistic, more fun, and passing down Hakka language. Results of the study show that after Hakka language activities, compared to the control group, children in the test group have showed obvious progress in recitation, phonological judgment, and phonetic judgment of Hakka language and recitation of English and their ability to “break down and put together” sounds is greater than children in the control group who can only “break down” sounds. Major contributions of this research include: I. Hakka language teaching activities can improve accurate pronunciation of children when speaking Hakka language and increase their phonological awareness. II. Phonological awareness is not limited to only “breakdown” of phonology and phonetics. It is found in this study that after the Hakka language phonological awareness activities, the ability of the children to distinguish sound elements in double vowels and identify synthetic phonology is increased, contributing to the effectiveness of Hakka language teaching. III. The Hakka language awareness activities not only increase children’s Hakka phonetics but also increase their phonological awareness of English. It is conducive to learning of other languages as well. IV. Activities in this study encompass combination of sounds and logos and symbols. By the principle of whole language education, the concrete concepts are presented through games. It is a course suitable for young children. V. Results of the behavioral study show that the activities designed in this study are feasible and effective. Children and their parents’ feedback and response are positive. The results can serve as reference for teachers and researchers in the future. With this research, it is also the researcher’s hope that it will inspire new teachers who intend to devote themselves to teaching the Hakka language in kindergartens. Keyword: kindergarten, Hakka language, teaching activities, phonological awareness, behavioral study, game
顯示於類別:	[客家語文研究所] 博碩士論文

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