臺灣博碩士論文加值系統

本研究的目的是要調查台灣的國中生對於這兩種大多數的台灣人所使用語言—國語和台語，以及英語這項外國語言的語言態度。 在台灣陸續歷經了十九世紀末的四波移民潮和兩種不同政權的統治—亦即日本政府殖民、國民黨獨裁專政，之後，台灣已經成為一個的多元語言和文化的國家，其中包含多種不同的民族: 原住民、閩南人、客家人以及外省人。 根據台灣的社會與歷史背景，從1950年代起，中華民國政府已經實施好幾種語言政策，而這些政策已經導致語言移轉，並影響了台灣本土語言的活力。 這些民族的語言移轉狀況已激發作者對於探究台灣年輕人之語言態度的興趣。了解台灣人對於台灣的語言是至關重要的，因為語言態度可能導致語言學習的成功或是失敗。
本研究執行問卷調查以探出參與者對於這三種語言的態度，其中包含兩種大多數的台灣人所使用的語言—國語和台語，以及小學階段開始列為必修的外語—英語。 本研究設計主要是根據Lai (2005) 所做的研究，Lai調查了香港的中學生對於廣東話、英語和普通話(也稱為國語)的語言態度。本問卷的設計分成五個部分，而且將語言態度區分為兩大要素—整合性傾向和工具性傾向。本研究的156名參與者是從台灣中部的兩所國中學生隨機挑選出來的。
結果顯示: (一) 國中生對於這三種語言皆抱持正向的態度。 (二) 以整合性與工具性傾向的觀點來看，國語最受國中生喜愛，其次是英語和台語。 (三) 國中生自我評估的語言能力愈高，他們對於這三種語言的所抱持的態度會愈正向。(四) 國中生所擅長使用的語言不是影響他們的語言態度的決定性因素。(五) 以整合性與工具性傾向的觀點來看，性別不是影響國中生語言態度的重要因素。

This study investigates the language attitudes of junior high school students in Taiwan towards two majority languages, Mandarin, Taiwanese, and one foreign language, English. Having undergone four waves of immigrations since the late 19th century and two different regimes, including Japanese colonization and the Kuomintang (KMT) dictatorship successively, Taiwan has become a multilingual and multicultural society with various ethnic groups, composed of Austronesian aborigines, Southern Min, Hakka, Mainlanders and the more recent southeastern Asian immigrants (Chen, 2010). According to the socio-historical background of Taiwan, Taiwan has gone through several language policies implemented by the ROC government since 1950s, and these policies have resulted in language shift and affected the vitality of the ethnic languages in Taiwan. The ethno-linguistic situation has aroused the author’s interest in exploring Taiwanese younger people’s attitudes. It is of great importance to understand people’s attitudes towards the languages on the island as such attitudes may lead to successful/unsuccessful language learning. In this research, a questionnaire survey was conducted to elicit the subjects’ attitudes toward the three target languages, two majority languages and one foreign language required from the elementary school level. The design of this research is primarily based on Lai (2005) who has conducted a study examining secondary students’ attitudes towards Cantonese, English, and Putonghua (also known as Mandarin) in Hong Kong. The design of the questionnaire was divided into five sections and language attitude was classified as containing two components, integrative and instrumental (Lambert, 1963b). The subjects of this research were 156 students randomly chosen from two Junior high schools located in central Taiwan. The results suggested that (1) these junior high school students evaluated the three target languages positively; (2) Mandarin was perceived most preferable in both aspects of attitudes followed by English and Taiwanese; (3) the higher their self-reported language proficiency, the more positive attitudes the subjects held towards these languages; (4) students’ dominant language was not the determinant for influencing their attitudes towards the three target languages; (5) gender was not a crucial factor for influencing students’ language attitudes towards the three target languages in terms of either integrative or instrumental orientation.

Table of contents i
List of Tables iv
List of Figures vii
Acknowledgements viii
English abstract x
Chinese abstract xii

Chapter 1: Introduction 1
1.1 Language attitude 1
1.2 Research background 2
1.3 Sociolinguistic profile of Taiwan 5
1.3.1 Language situation in Taiwan: Mandarin, Taiwanese, and English 7
1.3.1.1 Mandarin 7
1.3.1.2 Taiwanese 9
1.3.1.3 English 14
1.4 The purpose of this study and research questions 16

Chapter 2: Literature Review 19
2.1 Defining language attitude 19
2.2 Methods of measuring language attitude 20
2.2.1 Direct methods 21
2.2.1.1 Direct evaluation through a questionnaire 21
2.2.1.2 Direct evaluation through an interview 25
2.2.2 Indirect methods 27
2.2.2.1 Indirect assessment through the matched guise technique 28
2.2.2.2 Indirect assessment through a verbal guise technique 32
2.2.3 The mixed methods 34
2.3 Language attitudes and gender 38
2.4 Research on language attitudes 39

Chapter 3: Methodology 45
3.1 Questionnaire 45
3.2 Data collection procedures 47
3.3 Subjects 48
3.4 Data analysis 51
3.4.1 The reliability and validity of the main study 51

Chapter 4: Results and Discussion 59
4.1 Results 59
4.1.1 Language use 59
4.1.2 Language attitudes 61
4.1.2.1 Students’ integrative orientation towards Mandarin 61
4.1.2.2 Students’ integrative orientation towards Taiwanese 62
4.1.2.3 Students’ integrative orientation towards English 63
4.1.2.4 Students’ instrumental orientation towards Mandarin 64
4.1.2.5 Students’ instrumental orientation towards Taiwanese 65
4.1.2.6 Students’ instrumental orientation towards English 67
4.1.2.7 The comparison of attitudes between Mandarin, Taiwanese, and English 69
4.1.3 Language attitudes and students’ dominant language 69
4.1.4 Language attitudes and gender 71
4.1.5 Language attitudes and self-reported language proficiency 71
4.1.5.1 Language attitudes and self-reported Mandarin proficiency 73
4.1.5.2 Language attitudes and self-reported Taiwanese proficiency 75
4.1.5.3 Language attitudes and self-reported English proficiency 80
4.2 Discussion 86
4.2.1 Language use 86
4.2.2 Research questions 86
4.2.2.1 Evaluation of Mandarin, English, and Taiwanese 87
4.2.2.2 Influence of dominant language on language attitude 90
4.2.2.3 Influence of gender on language attitude 91
4.2.2.4 Influence of language proficiency on language attitude 91

Chapter 5: Conclusion 93
5.1 Summary of results 93
5.2 Significance, limitations and suggestions for future studies 94 
References 97
Appendix 109
Appendix A: Questionnaire (English version) 109
Appendix B: Questionnaire (Chinese version) 113

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