[ 摘要 ]

雙語教學對兒童族語學習與族群認同之影響

─以屏東縣一所排灣族國小為例

論文摘要

本研究探討在雙語教學環境下的學生與在單語教學環境下的學生，其族語能力與族群認同有何差異，同時也探討族語能力與族群認同之間的關係為何。

本研究採用「不相等控制組前後測設計」之準實驗研究法，輔以參與觀察法、訪談法。研究對象只限於少東國小（含岱英分校）四、五、六年級的學生，研究工具包括研究者自編之「族群認同量表」、「排灣族語聽力測驗量表」、「注意力行為觀察檢核表」、「回答反應行為觀察檢核表」等四個量表。所得量化資料以單因子共變數分析、相依樣本t檢定、積差相關、卡方考驗等統計方法；訪談內容以跨個案分析法、內容分析法加以分析，其結論如下：

一、接受雙語教學的學生之族語能力優於接受單語教學的學生。

二、接受雙語教學的學生與接受單語教學的學生之族群認同雖沒有差異，但是都具高度認同感。

三、本校四、五、六年級學生之族語能力與族群認同之間有正相關。

四、接受雙語教學的學生在注意力的評鑑上是優於單語教學的學生。

五、接受雙語教學的學生在第二次族語回答反應的觀察上優於第一次的觀察。

六、單語教學的學生在族語回答反應的觀察上，第二次的觀察與第一次的觀察沒有差異。

七、雙語與單語的學生對族語的態度是高度正面的，但族語對不同教學法的學生其意義是不同的

八、受訪教師對族語教學的建議是：提高族語地位、教學方法的多樣化、擴大學習領域以及族語師資的訓練

最後依據研究結論對教育行政機關、教學者、家長以及未來研究方向提出建議。

一、在教育行政機關方面

（一）實施雙語教學以增進學生的族語能力

（二）族語師資的培訓以促進族語教師的教學方法和文化知識

（三）修訂語言政策，族語納入正式課程並加長教學時間

二、教學者方面

（一）實施實地教學以提昇學生的族群認同

（二）課程教材取自於當地，以利學生的族語學習與文化的認同

（三）族語教學的方法宜多樣化

三、家長方面

（一）在家儘量教導孩子說族語並鼓勵說族語

（二）讓學生多參加部落的傳統活動

關鍵詞：雙語教學、族語能力、族群認同



[ 英文摘要 ]

The impact of the bilingual teaching for the children in the PAI-WAN tongue learning and ethnic identification An example of a PAI-WAN tribe elementary school in PINGTUNG county

ABSTRACT

The thesis focuses on discussing the difference between the ability in PAI-WAN Tongue and ethnic identification for those studying in bilingual environment (A) and monolingual one ; (B) also, with the discussion of the correlation between the ability in PAI-WAN Tongue and ethnic identification.

The research adopts the quasi-experimental research of the nonequivalent-control group pretest design, partly with the methods of observation and interviewing. The study restrainedly targets on the 4th, 5th, and 6th graders of the SHAO-DONG primary school (include TAI-YING branch school).

The research tools include “the quantity measurement of the ethnic identification”, “the listening quantity measurement in the PAI-WAN Tongue”, “the checking list of observing the attention behavior”, “the checking list of observing the responses behavior and so on. The collected quantified data was analyzed by the One-Way Analysis of Covariance、Dependent Samples T-test、Product-Moment Correlation、Chi Square, while the content of interviewing was analyzed by the Cross-case Analysis、Content Analysis, and the conclusions:

A. The ability in PAI-WAN Tongue of A is superior to that of B.

B. There is no difference between A and B in the ethnic identification, but both with great sense of identification.

C. There is a positive correlation between in the ability PAI-WAN Tongue and ethnic identification in the 4th, 5th, and 6th graders of this school.

D. The attention assessment of A is superior to that of B.

E. The observation in PAI-WAN tongue response of A in the second time is superior to the first time.

F. There is no difference between the second and first observation in PAI-WAN Tongue response of B.

G. The attitude for both A and B toward the PAI-WAN Tongue are highly positive, but with different meanings in PAI-WAN Tongue of different teaching methods.

H. The suggestions brought up by the interviewed teachers to the PAI-WAN Tongue teaching are: enhancing the position in the PAI-WAN Tongue, diversifying the teaching methods, extending the learning fields and planning the training in the tribe tongue teachers.

The final part is proposing some suggestions to the educational administrative organizations, teachers, parents and the research plan of the future on the basis of the conclusions mentioned above.

KEYWORDS：BILINGUAL TEACHING, ABILITY IN PAI-WAN TONGUE, ETHNIC IDENTIFICATION