中學生的本土語言學習態度與動機

本研究透過家長、學生、教師等利益相關者的訪談，探討中學生對本土語言學習的態度與動機，並分析家長與教師的語言觀如何影響學生的語言選擇與學習實踐。本研究採質性訪談法，針對學生、家長與教師三類利益相關者進行資料蒐集與分析。研究結果顯示，多數學生對本土語言學習持正向態度。受訪學生普遍認為，本土語能帶來「認同感」、「歸屬感」，在南部地區具有相對較高的「社會地位」，且為與年長鄰居之間「常見、自然的溝通語言」。然而，此種正向情感與實際教育制度之語言結構存在落差。在升學導向的語言政策與學科評量架構中，英語與華語因其「語言資本」優勢而占據主導地位，使本土語往往被定位為「附加性」語言，缺乏作為正式學科的平等學習正當性與制度保障。家長與教師對語言的態度深受過往語言政策與語言地位排序影響，進而再製語言不平等與結構性不正義，並影響學生的學習動機。當語言地位長期遭到邊緣化，學校即有可能成為語言歧視的制度性場域。為翻轉此一現象，本研究建議從家庭、學校與制度三層面介入，強化語言共學系統，提升師資教學使命感與文化認同教育，並將本土語言教育視為具文化復振與社會正義意涵之獨立語域。

This study investigates secondary school students’attitudes and motivation toward learning native languages through interviews with key stakeholders, students, parents, and teachers. Using qualitative methodology, it explores how parental and teacher language ideologies influence students’language choices and learning practices.
The findings reveal that most students hold positive attitudes toward learning native languages. Students reported that learning these languages create a sense of“identity”and“belonging.”In southern regions, native languages were also to possess relatively high“social status”and to serve as a“common and natural means of communication”with older community members.
However, this positive orientation contrasts with the structural realities of the education system, in which English and Mandarin dominate due to their symbolic and material advantages as forms of“linguistic capital.”Consequently, native languages are often viewed as“supplementary,”lacking equal legitimacy as subjects of formal study.
The language attitudes of parents and teachers are deeply influenced by past language policies and hierarchical language ideologies, which reproduce linguistic inequality and structural injustice, affecting students’learning motivation. When native languages remain persistently marginalized, schools risk becoming sites of institutional linguistic discrimination.
To address this issue, the study recommends a three-pronged approach involving family, school, and institutional intervention. This approach aims to strengthen collaborative language-learning ecosystems, cultivate teachers’commitment to native languages education, promote cultural identity, and establish native languages as valuable domains for cultural revitalization and social justice. This reframing seeks to ensure equitable language status and resource allocation beyond instrumentalist logic and examination-oriented frameworks.