台南市國民小學閩南語音標系統使用現況研究

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題名:
台南市國民小學閩南語音標系統使用現況研究
著者: 謝智峰; Shie, Jr-feng
林瑞榮; Ruei-Rung Lin; 教育學系課程與教學碩士班
主題: 閩南語音標系統; 台灣閩南語羅馬字拼音方案; Minan Language Phonetic System; The Program of Taiwanese Romanization Phonetics
描述: 本研究主要探究九十五學年度台南市國民小學閩南與音標系統的使用比例，以及教學實施上可能遭遇之問題；並探討教會羅馬字、台灣語言音標(TLPA)以及通用拼音三大最為廣泛使用的音標系統於鄉土語言專家和教師之看法為何；最後，探討教育部國語推行委員會於民國九十五年十月十四日公告之「台灣閩南語羅馬字拼音方案」，閩南語音標系統歸於一統後，鄉土語言專家和教師對此政策之看法如何，以及教育部選擇使用台羅的原因和目前跟未來可能會遭遇之問題。基於以上研究目的，本研究選擇文獻分析、調查及訪談等研究方法與技術，針對教科書出版商、鄉土語言專家學者及教師等進行調查與訪談，並配合教育部公告之各項公告進行分析、討論與歸納。依據研究結果得到之結論如下：一、台南市國民小學於九十五學年度音標系統的使用比例，以TLPA最高，通用拼音次之，而教羅再次之。二、台南市國民小學音標系統教學實施上常遭遇的問題是，學生使用不同套之音標系統，以及閩南語發音不正確和音標學習意願低。三、受訪之鄉土語言專家和教師對於三大音標系統的看法，皆認為教羅歷史悠久、文獻豐富；TLPA文書處理方便；通用拼音符號使用有問題及標示變調不妥。最大的差異在於通用是否較接近英語直覺發音此點上。四、受訪之鄉土語言專家和教師對於音標系統的統一皆持肯定的態度。五、教育部選擇台羅為正式方案的原因可能為：國際通用性、使用方便性、文化傳承性、學習有效性、語音精確性以及系統共容性六點。六、音標系統統一後的配套措施，為受訪之鄉土語言教師極為關切的問題。七、受訪之鄉土語言專家和教師皆認為閩南語的用字將成為下一個爭議點。依據結論，研究者提出之研究建議為：一、輔導並獎勵民間出版社研發優良閩南語音標教材二、儘速完成閩南語用字的統一三、確實落實執行使用台羅系統的配套措施四、對於原先使用通用拼音之學生進行補救教學五、提升閩南語教師的教學能力六、配合教育部或各縣市之專案計劃以提升教師教學能力及自編教材品質七、可進行各地方不同閩南語腔調之研究八、可進行鄉土語言教學多媒體方面相關軟硬體的研發
The study is aimed at the use of Minan language spellings in the elementary schools of Tainan and the teaching difficulties. Besides, three phonetic systems, Taiwanese Romanization, TLPA, and Universal Phonetics are discussed. The opinions of professors and teachers are also collected. Finally, “The Program of Taiwanese Romanization Phonetic System” announced by National Language Committee on October 14th 2006 is discussed. After Minan language phonetic system is settled, the opinions of professors and teachers, the reasons it is chosen, and the difficulties we may meet are discussed. According to the research purpose, literature analysis, survey, and interview are used in the study. Textbook publishers, professors, and teachers are interviewed. In addition, the official documents of Ministry of Education are analyzed, discussed and concluded. The research results are as following:1. The highest usage proportion in the elementary schools of Tainan in 2006 is TLPA, then is Universal Phonetic, and the last one is Taiwanese Romanization.2. The teaching difficulties in the elementary schools of Tainan are students learn different phonetic systems, the incorrect pronunciation, and the low willingness of learning.3. The professors and teachers think that the history of Taiwanese Romanization is the longest, and has rich literature; TLPA is more convenient for document management; the symbol use of Universal Phonetics has some defects. The difference is if the use of Universal Phonetics is similar to the pronunciation in English.4. The professors and teachers have positive attitude toward the union of the phonetics system.5. The reasons why Ministry of Education chooses Taiwanese Romanization are universal, convenience, cultural continuity, learning effectiveness, exactness of phonetics, and systematization.6. After the phonetics system is united, Minan language teachers are all concerned about the measures.7. The professors and teachers think the words of Minan language will be the next issue.
碩士
建立日期: 2007
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3823
資源來源: NUTN IR

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台南市國民小學閩南語音標系統使用現況研究

謝智峰; Shie, Jr-feng 林瑞榮; Ruei-Rung Lin; 教育學系課程與教學碩士班 2007

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