| Summary: | 碩士 === 中臺科技大學 === 文教事業經營研究所 === 103 === In order to explore the ongoing impetus of Dapu-accent Hakka language, the teaching dilemma and students’ recognition of ethnic identity, the studying area for this research is confined to a elementary school in Tung Shin district. This research adopts document analyses and semi-structured interviews to collect data, and it also provides recommendations for further references.
The results are as follows:
1.The ongoing impetus
The chosen elementary school for this research has a tri-native-language elective program which includes Minnan, Hakka and aboriginal language. The students participate this tri-native-language elective program in light of their interest. In order to give students a incentive to study and improve their learning effectiveness, variety of curriculums and teaching materials are necessary. The number of qualified teachers is sufficient since local residents communicate with these three native languages. The major teaching material is Dapu-accent Hakka language textbook with various supplementary materials prepared by each teacher. The students attend the Hakka language class joyfully. The subsidies from Committee of Hakka Affairs contribute to the impetus.
2.The teaching dilemma
The school administration does not have sufficient teaching hours and variety of teaching materials for Dapu-accent Hakka language. For teaching staff, teachers are not trained to teach Hakka language , assistant teachers who know Hakka language are generally short of teaching skills, there is a gap needs to be patched up in training progrom for teachers. The family function for intergenerational inheritance of native languages is vanishing. The majority of parents overvalue academic schoolwork; hence the rate of Hakka language authentication is low. Dapu-accent Hakka language is only spoken in Tung Shin district; therefore, it is difficult to introduce Dapu-accent Hakka language outside of Tung Shin district.
3.The ethnic identity
The ongoing impetus of Dapu-accent Hakka language can promote recognition of Hakka culture and motivate Hakka ethnic identification among students.
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