| Summary: | 碩士 === 國立新竹教育大學 === 進修部學校行政碩士班 === 92 === The purpose of this study was to investigate the current status and difficulties of Hakka language teaching in Taoyuan County. It also analyzed the influence of context factors and school variables for constructing Hakka language teaching model and provided some recommendations for the future policy and the implementation.
The survey materials were developed by the researcher. They were included the questionnaire survey and interview questionnaire. Likert 5-point scale was adopted in the first one, which included 7 dimensions:
(1) Administrative support
(2) The plan of the background
(3) Operational condition
(4) The conditions of the teachers’ qualification
(5) The effectiveness of implementation
(6) The difficulties of implementation
(7) Professional expectation.
There were 34 questions. The second one included the evaluation of current condition, the interpretation of the results and the solution for the predicament.
The subjects of the questionnaires are 365 teachers and 40 Hakka language teaching backup crew, of which 340 validated questionnaires were used. After coding the research data, it applied the SPSS for Windows 11.0 with t-test, ANOVA and regression statistic analyses. There are 11 people who included 1 principal, 2 directors, 3 teachers and 5 Hakka language teaching backup crew were chosen for further interview.
The main conclusions are as follows:
1. The subjects of different genders, jobs, ages and academic background who perceived the current Hakka language teaching don’t lead to obvious differences.
2. The subjects of different ethnic groups who perceived the current Hakka language teaching lead to obvious differences in 7 dimensions as said.
3. The subjects of different school scopes who perceived the HAKKA language teaching lead to obvious differences. According to the mean, the subjects of the school scopes with 12-24 classes get higher score.
4. The background variables of the subjects and the situational variables from different schools predict the performance (p < .001) in the Hakka language teaching.
Based on the literature review, questionnaires, and interview; the study provided some suggestions:
1. Suggestions to the elementary school：
(1) According to the Grade 1-9 curriculum, schools have to provide Hakka language course for maintaining students’ rights .
(2) Through the communication of teachers and parents, build the consciousness of local language as the formal curriculum.
(3) Provide the further education for the Hakka language teaching teachers to enhance their professional competence.
(4) To carry out the curriculum and teachers’ evaluation for practicing the local language curriculum .
2. Suggestions to the education authorities concerned:
(1) Arrange the sufficient budget for the School-based requirement to employ Hakka language teachers.
(2) Take the “General English Proficiency Test-GEPT” as the reference, and implement Hakka language ability ranking system and tests.
(3) Provide some encouragement in advancing higher education and working opportunities to attract people for learning local language.
(4) Encourage the family who use Hakka often to last the vernacular language.
(5) Combine with the mass media as the assistant for the Hakka language teaching.
3. Suggestions for the parents
(1) For perceiving the crisis of local language, parents should have the determination to revive the local language.
(2) For increasing the economic growth, parents should have courage to innovate and manage their business.
(3) Parents should have the courage to bear appropriately and create high quality education.
4. Suggestion for the prospective researchers
(1) For the subjects: broaden the research scale and take the Hakka language teachers as subjects.
(2) For the content: emphasis on the study of teachers’ professional development and family education in coordination.
(3) For the method: The progress portfolio method can be applied to trace the Hakka language teaching effectiveness of the schools for a long term.
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