Tī長久以來實施單一語言政策ê台灣，每一個族群ê母語lóng tāu-tāu-á teh流失，甚至有的已經滅亡抑是瀕臨滅亡。語言是族群認同kap族群整合ê力量，母語若消失，族群就滅亡；所以母語是一個族群是毋是ē-tàng延續ê靈魂。若欲搶救母語，tī教育體制內推sak母語教育是上有力、上方便ê做法。毋過完整ê母語教育毋niā愛教育學生會曉聽、會曉講mā愛教育學生會曉讀、會曉寫，所以本論文第一部分ê教學研究是用台語做教學語言(teaching language)來提供學生gín-á聽kap講ê環境，並且欲了解若用台語做教學語言，對小學生ê學習成績、學科ê學習興趣是毋是有影響，台語ê使用量是毋是有改變。這部分ê研究採用教學實驗ê方法，實驗樣本有4 ê班級，2 ê班級選自台南市東區××國小三年級到四年級ê學童，總共68名學生，uì 2007年9月開始觀察研究到2009年6月截止；另外2 ê班級取自台南市北區××國小一年級到二年級ê學童，總共50名學生，uì 2009年2月開始觀察研究到 2010年1月底截止。
除了提供學生gín-á聽台語、講台語ê環境，mā愛koh指導in有運用台語文書寫kap應用台語文ê能力，台語ê教學才是完整ē；所以第二部分ê教學研究欲探討台語文讀、寫ê教學方法kap教學成果之間ê關係。這個研究猶原使用教學實驗ê方式，來檢驗運用台語文輸入軟體教台語羅馬字ê學習效果是毋是比傳統讀寫ê教學，效果khah好、學習khah快、學生感覺khah有趣味。這個研究ê實驗樣本有2 ê班級，總共60名學生，選自台南市東區××國小三年級ê學童，uì 2009年12月開始觀察研究到2010年5月截止。根據教學實驗了後ê結果，本文建議母語ê教育規劃tī小學3年級就會使加入書寫ê部分，來幫助學生gín-á有能力tī生活中運用台語文，栽培學生gín-á有多語ê能力，提高in ê社會競爭力；這款ê母語教育對母語ê保存kap母語ê復振才有貢獻。
透過教學實驗收集ê資料，經過SPSS統計處理kap分析了後得著下面主要ê結果：
1）實驗組kap對照組ê學生gín-á tī數學科ê學習成績並無統計學上有意義ê差別。
2）用台語做教學語言，袂影響學生gín-á ê學習興趣。
3）實驗組ê學生對用台語做教學語言khiā tī正面ê態度。
4）實驗組ê學生tī台語ê使用量有明顯ê增加。
5）運用台語文輸入軟體ê教學ē-tàng提升學生gín-á tī台語羅馬字ê拼音能力。
6） 運用台語文輸入軟體ê教學ē-tàng提升學生gín-á tī第4聲kap第8聲接寫-p,-t,-k,-h ê正確率。
7）運用台語文輸入軟體ê教學ē-tàng提升學生gín-á tī聲調標記ê正確率。
8）運用台語文輸入軟體ê教學ē-tàng提升學生gín-á tī聲調標記位置ê正確率。

After several decades of implementing a monolingual language policy in Taiwan by the government, the mother tongues of several ethnic groups in Taiwan are disappearing, or have already become extinct. Since language is an important factor that contributes to the unity and identity of a group or people, if its mother tongue vanishes, the group will in effect cease to exist as a distinct group. The mother tongue is the ‘soul’ which members of an ethnic group pass from one generation to another. It has been suggested that a powerful and convenient way to save a mother tongue is by promoting mother tongue education in the education system. However, a well-rounded mother tongue education should teach students not only how to listen(understand) and speak but also teach students to become proficient in reading and writing in their mother tongue. Therefore, the first part of the educational research in this paper is to use Taiwanese (our target mother tongue) as the language of instruction and to provide the environment in which students can understand and speak it. The study aims at understanding whether the elementary students’ academic achievement, interest in learning and the amount of Taiwanese they use will change if the medium of instruction is Taiwanese. Experimental method for research in teaching is used for this part of the research. Four experimental classes were used, two from Elementary School A in Eastern District, Tainan; two other classes from Elementary School B, Northern District, Tainan. The two classes in Elementary School A are one third grade class and one fourth grade class. The number of students studied amount to 68. The two classes in Elementary School B are one first grade class and one second grade class. The number of students studied was 50. The students from School A were observed from September 2007 to June 2009, and from February 2009 to January 2010 in School B.
In addition to providing the students with a Taiwanese learning environment, instruction focused on promoting the students’ ability in writing and using Taiwanese appropriately in context for a complete Taiwanese language education. Therefore, the second part of the research focuses on the relationship between the teaching methods and their effect on academic achievement. This research utilizes the experimental teaching method to see if using Taiwanese input software to teach Taiwanese Romanization is more effective, easier to learn and more interesting for students than the traditional (manual) reading-writing method. Sixty students were involved in this experiment, chosen from two third grade classes in Elementary School C in Eastern District, Tainan, and observed from December 2009 to May 2010.
According to the results of this teaching experiment, it is suggested that starting in grade 3, writing should be part of the mother tongue curriculum. This will lead students to acquire the ability to use Taiwanese in their daily life, help them become multilingual and raise their competitive edge in society. It is believed that such kind of language education will truly contribute to the preservation and revival of a mother tongue.
After putting the collected experimental data through the SPSS statistical processing and analysis method, these are the main results:
1) Students in the experimental group and control group showed no statistical differences in their mathematical achievement;
2) The use of Taiwanese as the language of instruction did not affect students’ interest in learning;
3) Students in the experimental groups reacted positively to the use of Taiwanese as the language of instruction;
4) The experimental group showed an apparent increase in the amount of Taiwanese used in their daily life;
5) The use of Taiwanese input software in teaching enhanced students’ ability in spelling by the Taiwanese romanization system;
6) The use of Taiwanese input software in teaching was found to enhance students’ accuracy in using the 4th and 8th tones followed by –p,-t,-k,-h(with -p,-t,-k,-h appearing at the end of a syllable).
7) The use of Taiwanese input software in teaching was found to enhance students’ accuracy in making tone markings;
8) The use of Taiwanese input software in teaching ws found to enhance students’ accuracy in marking the positions of the tones.

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