| 摘要: | 本研究旨在探討現職與支援教師客語教學成效之研究：以南桃園國小為例，並比較在不同背景變項下影響教學成效因素之差異性。 本研究採前後聽力測驗及問卷調查法，調查對象為南桃園國小三所學校學生，共發出372份問卷，回收有效問卷為364份。研究調查工具為「南桃園國小現職與支援教師客語教學成效調查問卷」，包含「學生語言環境」、「學生學習意願」、「教師教學方式」、「教師與家長鼓勵」四部份。所得資料，以前後測試進步成績比較分析、LabVIEW軟體算出次數分配、圓餅圖百分比法、長條圖比較分析法等方法來進行研究，討論結果歸納如下： 一、本研究發現學生於客語詞彙釋義的基本能力（配合題），顯然較易習得。其次為 學生利用詞彙練習句型的基本能力（填充題），也不難習得。 二、在學生語言環境向度上而言：「學生在阿公常說的話」、「學生在阿婆常說的話」、「學生在媽媽常說的話」、「學生在家中最常說哪一種話」、「學生在說客家話的能力」，長條圖呈現較高現象，表示與教學成果間有顯著相關。 三、在學生學習意願向度上而言：「學生在喜歡說客家話的程 度」、「學生在我喜歡上客語課的原因」、「學生在想學客家話的意願」，長條圖呈現較高現象，表示與教學成果間有顯著相關。 四、在教師教學方式向度上而言：「老師上客語課使用客語狀況」、「老師常用客家話和我們交談狀況」、「客語老師常說用客家話說話比較親切」、「老師上課的表情親切程度」、「老師說話語氣狀況」「學生覺得客語課本教材內容有趣程度」，長條圖呈現較高現象，表示與教學成果間有顯著相關。 五、在教師與家長鼓勵向度上而言：「客語老師鼓勵說客家話的程度」、「客語老師常鼓勵我們說客家話很重要」、「客語老師常說用客家話說話比較親切」、「爸媽會鼓勵我們說客家話」、「爸媽常用客家話交談的程度」，長條圖呈現較高現象，表示與教學成果間有顯著相關。 六、第二語言（客語）學習受第一語言（國語）韻母影響，若第一語言沒有的學習基礎會影響第二語言的習得。但經由常說、反覆練習，即使較難學習的韻母也會降低學習障礙容易習得。The purpose of this study is to discuss the effectiveness on the present teachers and supported teachers in Hakka teaching, and to compare the differences of variables in teaching and learning effectiveness in diverse variable background. The pre-test and post-test scores for listening proficiency and questionnaire investigation are adopted in this paper. The participants are students randomly selected from three elementary schools in Southern Taoyuan. The distributed questionnaires are three hundred and seventy two, and the valid questionnaires are three hundred sixty four involved in the final analysis. The questionnaire related to the effectiveness on the present teachers and supported teachers in Hakka teaching in southern Taoyuan is mainly adopted to collect data. Each questionnaire contains mainly four parts: a) language learning environment, b) learning motivation, c) teaching method, and d) encouragement from teachers and parents. The obtained data from the four parts are employed to compare the difference between pre-test and post-test scores, to calculate frequency distribution by using LabVIEW, and to analyze pie chart and bar chart. The results are generalized as the following statements. 1.The students learn to comprehend basic Hakka vocabularies easily and are capable of learning to apply these basic vocabularies to make sentence as well. 2.According to the bar chart, items including “the words that grandfather usually say”, “the words that grandmother usually say”, “the words that mother usually say”, “ the language that speak at home” and “Hakka language speaking proficiency” have shown that “students’ language learning environment” is significantly related to the effectiveness of Hakka language teaching and learning. 3.According to the bar chart, items including “ the degree of students’ favor of speaking Hakka” , “ the reasons why students’ like of Hakka class”, “ students’ volition of learning Hakka” have shown that students’ volition of learning Hakka is closely related to the effective of Hakka language teaching and learning. 4.According to the bar chart, items including “the situation teacher speaks Hakka”, “teachers' frequent conversation with students in Hakka”, “Hakka teacher’s inculcation of the intimacy in speaking Hakka”, “the amicable degree of teacher’s facial expression”, “teacher’s tone of speaking”, “the interesting degree of Hakka textbook” have shown that teacher’s teaching method is closely related to the effectiveness of Hakka language teaching and learning. 5.According to the bar chart, items including “ the degree of Hakka teacher’s encouragement to students’ Hakka speaking”, “Hakka teacher’s emphasize on speaking Hakka”, “Hakka teacher’s inculcation of the intimacy in speaking Hakka ”, “father and mother’s encouragement of speaking Hakka”, “the frequency of father and mother’s Hakka conversation” have shown that teacher and parents’ encouragement is significantly related to the effectiveness of Hakka language teaching and learning. 6.Second language learning is deeply affected by language acquisition. However, students can even overcome the obstacles of learning simple or compound vowel of Chinese syllable by conversing frequently and practicing repeatedly. |
