| 摘要: | 客語已取得國家語言的地位，不再侷限於地方方言，在客語通行語地區可為參與政府機關（構）行政、立法及司法程序之語言，但面臨嚴重流失的危機。中央推動各項客語復振政策，其中語言研習計畫由地方政府執行，但地方政府在執行時偏重於辦理研習場次、人數及預算執行率等產出評估，而未做影響評估，對於政策執行面，難以提供改善的全盤性建議。
本研究運用個案研究法、次級資料分析法及深度訪談法，以桃園市推廣客語研習實施計畫為研究個案，訪談本計畫政府方、授課方及學員方三方面之利害關係人參與本計畫之績效觀感，發現三方績效觀感雖然有七成之滿意度，但授課方及學員方對政策績效觀感彼此間存在差異性，究其產生差異的主因，可能來自期望值差異、資訊不對稱及身分認同影響所致，易造成政策執行與需求脫節、學習動機與推廣策略不相配，恐導致政策持續性風險、資源分配爭議及推廣策略的調整需求。
本研究針對地方政府推動客語語言學習，提供下列綜合性及整體性建議，包括修改客家基本法增列重點客家文化發展區域、利用廣電宣導增加年輕人激勵措施、建議評鑑制度以輔導及支持為導向、提升跨部門合作營造客語友善環境及加強科技與教材支持提升自學資源，可為施政規劃者參考修正政策。
;Hakka has been recognized as a national language in Taiwan, no longer limited to a local dialect. It can be used in administrative, legislative, and judicial procedures in Hakka-speaking areas. However, the language faces a severe decline. The central government has initiated various Hakka language revitalization policies, with local governments executing language training projects. These local efforts often focus on the number of sessions, participants, and budget execution rates, rather than evaluating the impact, making it difficult to provide comprehensive improvement suggestions.
This study uses case studies, secondary data analysis, and in-depth interviews, focusing on the Hakka Language Training Project of Taoyuan City Government. It interviews stakeholders from the government, instructors, and learners, finding a 70% satisfaction rate. However, there are differences in policy performance perceptions between instructors and learners, likely due to differing expectations, information asymmetry, and identity influences. These differences can lead to disconnected between policy implementation and needs, or cause mismatches between learning motivation and promotion strategies, posing risks to policy sustainability, resource allocation disputes, and the need for strategy adjustments.
The study offers comprehensive suggestions for local governments promoting Hakka language training projects, including amending the Hakka Basic Law to designate key Hakka cultural development areas, using broadcasting to increase youth incentives, recommending evaluation systems focused on guidance and support, enhancing cross-departmental cooperation to create a Hakka-friendly environment, and strengthening technology and teaching materials to improve self-learning resources. These can serve as references for policy planners. |
