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題名 台灣地區原住民母語教育政策之探討：以布農族為例
Evaluating the Aboriginals’ Mother-Tongue Education: Bunun as an Example
作者 劉秋雲
Liu, Chiu-yun
貢獻者 詹惠珍
Chan, Hui-chen
劉秋雲
Liu, Chiu-yun
關鍵詞 語言轉移
語言政策
母語教育
布農族
原住民
日期 2002
上傳時間 17-九月-2009 16:26:59 (UTC+8)
摘要 國語政策的實施造成台灣地區原住民族母語嚴重地流失，產生語言轉移的現象。2001年（九十學年度）教育部首度將鄉土語言列為正式課程，開始實施強制性每週一節的母語教學課程。然此項母語教學辦法的實施，其實施前的評估和之後的檢討均未進行，因此本論文以布農族為例，從語言政策的觀點探討台灣地區原住民的母語教育政策。一方面從語言能力、語言使用、及語言態度等層面來調查布農族人的語言轉移情形；另一方面從其對母語教育政策的態度檢討當前布農語教學的實施現況。
本論文研究方法採問卷調查和深度訪談，同時進行量化和質化的研究。探查之學校於是八個布農族為主的山地鄉，以隨機取樣的方式，各抽取兩所學校，因此共計十六個學校納入調查範圍。問卷部份，主要根據年齡和教育程度兩個社會變項，在各組中採集等量的問卷。深度訪談則針對學校行政人員（校長與教務主任）、母語老師、家長、和學生，進行母語教學相關議題的訪談。問卷調查在探查普遍性的分佈狀況，而訪談目的則在探討問卷結果背後的理由。
調查結果發現，布農族人的母語能力和母語使用均出現隨著年齡層下降、教育程度升高而衰退的情形，顯示母語轉移的痕跡。在刻板印象上，高年齡層受試者對母語的評價較國語高，低年齡層和兩個教育層的受試者對布農語和國語的刻板印象評價則不達顯著，均一致地高。在學習動機方面，受試者不分年齡或教育程度，均一致認為國語之工具性動機高過布農語。而以布農語本身的融合性動機顯著高於工具性動機，顯示布農語對布農族人的功能為象徵性強過實用性。在對母語教育政策的看法上，一般而言都支持度都相當高；但在教學內容的實行上，如教學時間、師資問題等則多有意見，受訪者指出若干問題，並提出相關建議。
本研究結果證實布農族人的母語發生轉移現象，希望日後相關單位在訂定或修正語言政策時，可以對原住民母語轉移現象的挽救提供幫助。
The implementation of Guoyu Policy in Taiwan has caused the minority groups, (in particular, the Indigenous peoples) a serious language shift, shifting from their mother tongues to Guoyu, the national language. To remedy the problem, "Mother Tongue Education" has been implemented since 1996. Unfortunately, there has never been any official evaluation on this policy. For this reason, this thesis aims at providing a preliminary evaluation of it through an investigation of the Bunun`s proficiency in their mother tongue, their use of it, their attitudes toward their mother tongue and the policy.
The research methods applied in conducting this study include both quantitative and qualitative analysis. For the former, 279 questionnaires (out of 300) were collected and analyzed, with a focus on sociolinguistic differences based on age and education level. For the latter, 36 informants (including school administrators, mother tongue teachers, students, and their parents) from 15 Bunun primary schools were interviewed.
The results of statistic tests indicate that the Bunun`s proficiency in their mother tongue and the frequency of using it decline with decrease of their age and increase of their education level. Among the various social groups, only subjects of higher education level show a positive attitude more favorable to Guoyu than to Bunun; while the other groups give equal ranking to both of the two languages. Moreover, the Bunun subjects, as a whole, consider Guoyu being more instrumental than Bunun; however, it is Bunun that receive higher score for integrative motivation, which indicates that Bunun still plays a symbolic function to the Bunun people. As to their attitudes toward the policy of mother tongue education, generally all the subjects show their support to it, although they point out, at the same time, that the policy should be modified on several aspects, such as problems related to the length of teaching hour and the sources of qualified mother tongue teachers. Most of the findings derived from quantitative analysis are confirmed by the subjects of the interviews.
The general conclusion of this thesis is that the Bunun are experiencing a language shift from their mother tongue to Guoyu. It is suggested that the government and the institutions concerned should locate effective measures to meet the imperative needs in saving the mother tongues of the minority groups.
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描述 碩士
國立政治大學
語言學研究所
89555006
91
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0895550061
資料類型 thesis
dc.contributor.advisor 詹惠珍zh_TW
dc.contributor.advisor Chan, Hui-chenen_US
dc.contributor.author (作者) 劉秋雲zh_TW
dc.contributor.author (作者) Liu, Chiu-yunen_US
dc.creator (作者) 劉秋雲zh_TW
dc.creator (作者) Liu, Chiu-yunen_US
dc.date (日期) 2002en_US
dc.date.accessioned 17-九月-2009 16:26:59 (UTC+8)-
dc.date.available 17-九月-2009 16:26:59 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 16:26:59 (UTC+8)-
dc.identifier (其他 識別碼) G0895550061en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33386-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 89555006zh_TW
dc.description (描述) 91zh_TW
dc.description.abstract (摘要) 國語政策的實施造成台灣地區原住民族母語嚴重地流失，產生語言轉移的現象。2001年（九十學年度）教育部首度將鄉土語言列為正式課程，開始實施強制性每週一節的母語教學課程。然此項母語教學辦法的實施，其實施前的評估和之後的檢討均未進行，因此本論文以布農族為例，從語言政策的觀點探討台灣地區原住民的母語教育政策。一方面從語言能力、語言使用、及語言態度等層面來調查布農族人的語言轉移情形；另一方面從其對母語教育政策的態度檢討當前布農語教學的實施現況。
本論文研究方法採問卷調查和深度訪談，同時進行量化和質化的研究。探查之學校於是八個布農族為主的山地鄉，以隨機取樣的方式，各抽取兩所學校，因此共計十六個學校納入調查範圍。問卷部份，主要根據年齡和教育程度兩個社會變項，在各組中採集等量的問卷。深度訪談則針對學校行政人員（校長與教務主任）、母語老師、家長、和學生，進行母語教學相關議題的訪談。問卷調查在探查普遍性的分佈狀況，而訪談目的則在探討問卷結果背後的理由。
調查結果發現，布農族人的母語能力和母語使用均出現隨著年齡層下降、教育程度升高而衰退的情形，顯示母語轉移的痕跡。在刻板印象上，高年齡層受試者對母語的評價較國語高，低年齡層和兩個教育層的受試者對布農語和國語的刻板印象評價則不達顯著，均一致地高。在學習動機方面，受試者不分年齡或教育程度，均一致認為國語之工具性動機高過布農語。而以布農語本身的融合性動機顯著高於工具性動機，顯示布農語對布農族人的功能為象徵性強過實用性。在對母語教育政策的看法上，一般而言都支持度都相當高；但在教學內容的實行上，如教學時間、師資問題等則多有意見，受訪者指出若干問題，並提出相關建議。
本研究結果證實布農族人的母語發生轉移現象，希望日後相關單位在訂定或修正語言政策時，可以對原住民母語轉移現象的挽救提供幫助。		zh_TW
dc.description.abstract (摘要) The implementation of Guoyu Policy in Taiwan has caused the minority groups, (in particular, the Indigenous peoples) a serious language shift, shifting from their mother tongues to Guoyu, the national language. To remedy the problem, "Mother Tongue Education" has been implemented since 1996. Unfortunately, there has never been any official evaluation on this policy. For this reason, this thesis aims at providing a preliminary evaluation of it through an investigation of the Bunun`s proficiency in their mother tongue, their use of it, their attitudes toward their mother tongue and the policy.
The research methods applied in conducting this study include both quantitative and qualitative analysis. For the former, 279 questionnaires (out of 300) were collected and analyzed, with a focus on sociolinguistic differences based on age and education level. For the latter, 36 informants (including school administrators, mother tongue teachers, students, and their parents) from 15 Bunun primary schools were interviewed.
The results of statistic tests indicate that the Bunun`s proficiency in their mother tongue and the frequency of using it decline with decrease of their age and increase of their education level. Among the various social groups, only subjects of higher education level show a positive attitude more favorable to Guoyu than to Bunun; while the other groups give equal ranking to both of the two languages. Moreover, the Bunun subjects, as a whole, consider Guoyu being more instrumental than Bunun; however, it is Bunun that receive higher score for integrative motivation, which indicates that Bunun still plays a symbolic function to the Bunun people. As to their attitudes toward the policy of mother tongue education, generally all the subjects show their support to it, although they point out, at the same time, that the policy should be modified on several aspects, such as problems related to the length of teaching hour and the sources of qualified mother tongue teachers. Most of the findings derived from quantitative analysis are confirmed by the subjects of the interviews.
The general conclusion of this thesis is that the Bunun are experiencing a language shift from their mother tongue to Guoyu. It is suggested that the government and the institutions concerned should locate effective measures to meet the imperative needs in saving the mother tongues of the minority groups.		en_US
dc.description.tableofcontents 謝誌……………………………………………………………………………i
目次…………………………………………………………………………iii
表目次………………………………………………………………………xii
圖目次……………………………………………………………………… ix中文摘要……………………………………………………………………..x
英文摘要…………………………………………………………………….xi

第一章　序論…………………………………………………………………1
1.1 研究動機和目的…………………………………………………………1
1.2 國語運動和原住民語言政策……………………………………………2
1.2.1 光復改制期（1945年-1949年）…………………………………… 2
1.2.2 穩定計畫期（1949年-1987年）…………………………………… 3
1.2.3 開放發展期（1987年至今）…………………………………………4
1.2.4 國語推行之成效………………………………………………………5
1.3 布農族背景介紹和母語教育實施概況…………………………………6
1.3.1 布農族背景介紹………………………………………………………6
1.3.2 布農語教育實施概況…………………………………………………7
1.4 研究假設…………………………………………………………………10

第二章　文獻回顧……………………………………………………………11
2.1 語言和民族認同…………………………………………………………11
2.1.1 民族認同………………………………………………………………11
2.1.2 語言和民族認同………………………………………………………11
2.2 語言選擇…………………………………………………………………12
2.2.1 語言接觸………………………………………………………………12
2.2.2 語言選擇………………………………………………………………13
2.2.3 語言維持或轉移………………………………………………………15
2.2.4 語言再生………………………………………………………………17
2.3 語言態度…………………………………………………………………17
2.3.1 語言態度的定義………………………………………………………18
2.3.2 評估語言態度的面向…………………………………………………19
2.3.3 測量語言態度的方法…………………………………………………19
2.4 語言規劃理論……………………………………………………………20
2.4.1 語言規劃與語言政策…………………………………………………21
2.4.1.1 語言規劃的定義…………………………………………………. 21
2.4.1.2 語言規劃的方針………………………………………......... 21
2.4.1.3 語言規劃的類型……………………………………… .........21
2.4.1.3.1 地位規劃…………………………………..................21
2.4.1.3.2 本質規劃…………………………………..................22
2.4.1.3.3 學習規劃…………………………………..................23
2.4.1.4 語言規劃的過程……………………………………… .........23
2.4.2 語言權…………………………………………………………………25
2.5 雙言結構…………………………………………………………………25
2.6 案例研究…………………………………………………………………26

第三章　研究設計……………………………………………………………29
3.1 檢測方式…………………………………………………………………29
3.1.1 問卷調查………………………………………………………………29
3.1.1.1 基本資料……………………………………………… .........29
3.1.1.2 語言使用……………………………………………… .........30
3.1.1.3 語言態度………………………………….…………….........30
3.1.1.4 母語教育政策態度…………………………………… .........31
3.1.2 訪談……………………………………………………………………31
3.2 採樣………………………………………………………………………32
3.2.1 採樣區域………………………………………………… .........32
3.2.2 受試者…………………………………………………… .........35
3.2.3 訪談對象………………………………………………… .........35
3.3 資料分析方法……………………………………………………………36

第四章 調查結果分析
4.1 語言能力…………………………………………………………………37
4.1.1 整體受試者的語言能力………………………………………………37
4.1.2 年齡和語言能力的關係………………………………………………37
4.1.3 教育程度與語言能力的關係…………………………………………38
4.2 語言使用…………………………………………………………………39
4.2.1 對不同談話對象的語言使用……………………………......... 39
4.2.1.1 對不同親密性談話對象的語言使用………..................39
4.2.1.1.1 對不同世代家人時的語言使用..........................39
4.2.1.1.1.1 整體受試者對不同世代家人時的語言使用……..........40
4.2.1.1.1.2 不同年齡層對不同世代家人時的語言使用……..........40
4.2.1.1.1.3 不同教育層對不同世代家人時的語言使用……..........42
4.2.1.1.2對不同親密性談話對象的語言使用…………………….......43
4.2.1.1.1.1 整體受試者對不同親密性對象時的語言使用…..........43
4.2.1.1.1.2 不同年齡層對不同親密性對象的語言使用……..........44
4.2.1.1.1.3 不同教育層對不同親密性對象的語言使用……..........45
4.2.1.2 對不同同群性談話對象的語言使用……………………………..47
4.2.1.2.1 整體受試者對不同同群性對象時的語言使用…………......47
4.2.1.2.2 不同年齡層受試者對不同同群性對象時的語言使用…......47
4.2.1.2.3 不同教育層受試者對不同同群性對象時的語言使用…......48
4.2.1.3 對不同親密性和同群性談話對象的語言使用討論……………..49
4.2.1.3.1 整體受試者對親密性和同群性對象的語言使用討論…......50
4.2.1.3.2 不同年齡層在親密性和同群性下語言使用的討論……......50
4.2.1.3.3 不同教育層在親密性和同群性下的語言使用討論……......51
4.2.2 談論不同談話主題的語言使用………………………………………52
4.2.2.1 整體受試者談論不同談話主題的語言使用……………………..52
4.2.2.2 不同年齡層受試者談論不同談話主題的語言使用……………..53
4.2.2.3 不同教育層受試者談論不同談話主題的語言使用……………..53
4.2.3 在不同談話場合的語言使用…………………………………………54
4.2.3.1 整體受試者在不同談話場合的語言使用………………………..55
4.2.2.2 不同年齡層受試者在不同談話場合的語言使用………………..55
4.2.2.3 不同教育層受試者在不同談話場合的語言使用………………..57
4.2.4 在不同範疇時的語言使用比較………………………………………58
4.2.4.1 整體受試者在不同範疇時的語言使用比較…………………....58
4.2.2.2 不同年齡層受試者在不同範疇時的語言使用比較……………..59
4.2.2.3 不同教育層受試者在不同範疇時的語言使用比較……………..60
4.3 語言態度…………………………………………………………………60
4.3.1 刻板印象………………………………………………………………61
4.3.1.1 整體受試者對布農語和國語的刻板印象………………………..61
4.3.1.2 不同年齡層受試者對布農語和國語的刻板印象………………..62
4.3.1.3 不同教育層受試者對布農語和國語的刻板印象………………..63
4.3.2 學習動機………………………………………………………………64
4.3.1.1 整體受試者對布農語和國語的學習動機………………………..65
4.3.1.2 不同年齡層受試者對布農語和國語的學習動機………………..65
4.3.1.3 不同教育層受試者對布農語和國語的學習動機………………..66
4.4 對母語教育政策的態度…………………………………………………67
4.4.1 教學時間………………………………………………………………67
4.4.1.1 對現行母語教學時數的看法……………………………………..67
4.4.1.2 對母語教學實施年級的看法……………………………………..69
4.4.2 師資問題……………………………………………………………..70
4.4.2.1 是否具母語教學經驗……………………………………………..70
4.4.2.2 是否曾經接受/願意參加母語教學訓練………………………….71
4.4.2.3 是否需有一套母語師資培訓……………………………………..73
4.4.2.4 母語師資來源……………………………………………………..74
4.4.2.5 是否曾經參加族語認證考試及其結果……………………….….76
4.4.3 課程方式……………………………………………………………..79
4.4.3.1 母語課程中布農語和國語的比例…...………………………….79
4.4.3.2母語課程的選擇方式……………………………………………...81
4.4.4 實施之必要性………………………………………………………..84
4.4.4.1 學校實施母語教學之必要性………………………………….….84
4.4.4.2學校母語教學應為必修或選修及其原因………………………...85
4.4.5 對母語教學之支持度………………………………………………..92
4.4.5.1 社區人士及家長的支持度…………………………………….….93
4.4.5.2 政府對母語教學的重視程度………………………………….….94
4.4.5.3 個人對母語政策的支持度…………………………………….….95
4.4.6 母語教學之成效評量………………………………………………..97
4.5 母語教育政策之檢討與建議………………………………………….100
4.5.1 母語教育政策之檢討……………………………………………….100
4.5.2 語言規劃理論對母語教育政策的探討…………………………….103

第五章 結論………………………………………………………………..107
5.1 綜合討論……………………………………………………………….107
5.2 研究限制……………………………………………………………….112
5.3 建議與應用…………………………………………………………….112

參考書目…………………………………………………………………….114
附錄一：問卷內容………………………………………………………….126
附錄二：訪談內容………………………………………………………….132		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0895550061en_US
dc.subject (關鍵詞) 語言轉移zh_TW
dc.subject (關鍵詞) 語言政策zh_TW
dc.subject (關鍵詞) 母語教育zh_TW
dc.subject (關鍵詞) 布農族zh_TW
dc.subject (關鍵詞) 原住民zh_TW
dc.title (題名) 台灣地區原住民母語教育政策之探討：以布農族為例zh_TW
dc.title (題名) Evaluating the Aboriginals’ Mother-Tongue Education: Bunun as an Exampleen_US
dc.type (資料類型) thesisen
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