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

• Main Authors: Lai Ching-Ann, 賴慶安
• Other Authors: Chang Kun-Hsiang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/00581618205531922803

碩士 === 國立屏東師範學院 === 國民教育研究所 === 90 === 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