客籍組成比例對客語沉浸幼兒客語口語敘說表現之影響

The Influence of the Hakka Composition Ratio on Hakka Immersion Children's Oral Narrative Performance

為了挽救客語流失的危機，屏東縣政府已持續在幼托園所推動客語沉浸教學多年。本研究主要的目的是探討班級中客籍組成比例對客語沉浸教學成效之影響。主要研究問題為：（1）不同客籍組成班級幼兒，在客語沉浸教學後，各項客語口語敘說表現項目是否有顯著進步；（2）不同客籍組成比例班級幼兒，在客語沉浸教學後，客語口語敘說表現進步情形是否有顯著的差異。參與研究之班級為客籍組成比例不同的三個班級。資料收集主要以口語訪談幼兒的方式進行，訪談問題主要是依據幼兒日常生活經驗設計情境，請幼兒以客語進行口語敘說。資料分析主要採用統計分析的方式，分析三個班級幼兒之客語口語敘說表現是否有顯著進步；三個班級之進步情形是否有顯著差異；以及三個班級之進步情形是否因客籍組成比例不同而有差異。研究結果顯示不同客籍組成比例班級之幼兒，客語口語敘說各項表現均有顯著的進步；不同客籍組成班級之幼兒進步情形有顯著差異；客籍組成比例最高的班級其進步情形顯著高於客籍組成比例最低的班級。文末提出討論及建議。

To save the crisis of Hakka language decline， Pingtung County had been promoting Hakka language immersion programs in early childhood settings for years. The purpose of this study was to investigate the influence of the Hakka composition ratio on the effectiveness of Hakka language immersion programs. The main research questions were: (1) after receiving Hakka immersion teaching， do children in different ratios of Hakka composition classes progress significantly in their oral narrative performance? (2) After receiving Hakka immersion teaching， do children in different ratios of Hakka composition classes vary in their progresses of Hakka oral narrative performance? Three classes with different ratios of Hakka composition participated in this study. Data collection method was mainly conducted in interview form. Researcher designed interview questions and contexts based upon children’s daily life experiences. In the interview， children were asked to use orally describe a context or tell a story. Researcher used statistic methods to analyze the data. The analyses focused on three aspects: (1) Do children’s Hakka oral narrative performance progress? (2) Do children’s Hakka oral narrative performance progresses vary in three classes? (3) Are children’s Hakka oral narrative progresses related to the class’s Hakka composition ratio? The results show that children in different ratios of Hakka composition classes progress significantly after receiving Hakka language immersion teaching. In addition， children’s Hakka oral narrative performance is significant different in different classes; the class with highest Hakka composition ratio progresses significantly higher than the class with the lowest Hakka composition ratio. Final part provides some discussions and suggestions.