南臺灣四縣腔客語書寫文字與國中生閱讀教學歷程之探究

An Investigation of Hakka Si-Yen Khiong Words and the Reading and Teaching Process of Junior High School Students in Southern Taiwan

識字是閱讀理解的基礎，但客家文化內容的撰寫採用了考溯本字、借字、俗字、 堪用字與同源字等不同方式書寫，嚴重影響學童閱讀理解的情況。本研究著重於客家 文化閱讀的歷程與經驗，進而剖析教師和學生在教學和閱讀客家文化的歷程。本研究 邀請高雄市一所國中30 位學童及其教師參與客家文化閱讀教學活動。研究結果發現 客家文化教材書寫方式約有六成以上與華語相同。另外，與華語相異的書寫方式中， 以考溯本字所佔比率最多，約佔相異字的五成以上，俗字所佔比率次之，約佔相異字 的三成，借字所佔比率約為相異字的一成，至於堪用字與同源字只佔極少數。其次， 客家字的書寫困難，有礙學童的閱讀理解。在教學策略中，教師分別採用放慢閱讀(slo w down)及母語釋義(mediation by mother tongue language)之教學策略，教師以範讀的 方式讓學生清楚接收文章內容；而母語釋義的使用，更能讓學生直接瞭解文章所欲表 達之意涵。而在閱讀策略剖析上，學童主要採用字義理解與推論理解等策略，其中又 以文字辨識、整合、詳細論述－自身經驗、及調整策略為主，其目的為理解客家文 化書寫內容。最後，本研究針對客家文化傳承提出具體的建議。

Reading comprehension is based on word recognition. However， the Hakka cultural writings employed the tracing of original forms， the writing borrows， the unauthorized characters， the serviceable characters， and the homologous characters as the substitution word writing. The different substitution word may hinder students’ reading comprehension. The purpose of this study is to investigate teachers’ teaching processes and students’ reading experiences by examining the Hakka narrative styles’ impacts on students’ reading abilities. Thirty junior high students and their teacher are invited to participate in the Hakka reading activities. The results indicate that about 60 percent of Hakka materials’ writing styles are the same as Chinese. Additionally， the proportion of tracing the original words is over 50 percent accounting for dissimilar Chinese word writings. The proportion of unauthorized character words is approximately 30 percent accounting for dissimilar Chinese word writings. Further， the writing borrows words are approximately 10 percent accounting for dissimilar Chinese word writings. The serviceable character and the homologous character words are few. The Hakka writings are difficult; it may hinder students' reading comprehension. As to the reading strategies， the teacher employs slow down and mediation by mother tongue language respectively. The teacher uses demonstrative reading to allow students to get a clearer picture of the reading content. The mediation by mother tongue language can lead students to the topic of reading. Regarding the reading strategies analysis， students mainly use literal comprehension and inferential comprehension which including word identification， integration， detailed inference based on their own experiences， and adjustment strategies to understand the Hakka cultural writings. Furthermore， some specific suggestions regarding Hakka cultural inheritance were provided in the last part.