| dc.description.abstract | 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.
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