DSpace community: 客家語文研究所

客家電視電影《烏鴉燒》及《大崎下》原著與改編互文性研究;An Intertextual Study of the Original Works and Film Adaptations of the Hakka Television Films Burning Crows and Never Disappear

Tue, 20 Oct 2026 07:41:50 GMT

title: 客家電視電影《烏鴉燒》及《大崎下》原著與改編互文性研究;An Intertextual Study of the Original Works and Film Adaptations of the Hakka Television Films Burning Crows and Never Disappear abstract: 本研究以互文性理論為核心，探討客家電視電影《烏鴉燒》與《大崎下》及其原著文學文本之間的改編關係與跨文本對話。在當代優勢語言與主流文化的挑戰下，客家影像的文學改編不僅是媒介形式的轉換，更是族群記憶、文化認同與邊緣主體性的再建構。本研究輔以電影敘事學、符號學及拉岡（Jacques Lacan）精神分析理論，針對兩部作品在敘事結構、角色重構、象徵符號及客庄意象等層面進行深入分析。研究發現，在《烏鴉燒》中，電影將原著寓言式的荒謬與疏離感轉化為具體的人際與心理衝突，並透過「烏鴉」等符號的再意義化，呈現現代都市中邊緣個體的生存焦慮，以及客家族群在都會中面臨「隱形化」的處境。而在《大崎下》中，改編影像打破了原著單一的全知視角，轉而以多重敘事主體重構身心障礙者與弱勢女性等邊緣人物的生命經驗，並透過「三稜鏡」、「水」與「道具鬍子」等意象，深化了客庄人情網絡與地方信仰的文化厚度。此外，本研究亦將視角延伸至客家電視台的產製脈絡，指出這些影像文本的生成，實為公共媒體制度、市場需求與創作者美學相互協商的結果。總結而言，兩部作品透過跨媒介的改寫實踐，成功拓寬了當代客家文化再現的可能性，為理解地方經驗與邊緣主體提供了多層次的詮釋空間。;This study utilizes intertextuality theory as its core framework to explore the adaptation relationship and cross-textual dialogue between the Hakka TV films Burning Crows and Never Disappear and their original literary texts. Under the challenges of dominant languages and mainstream cultures， the literary adaptation of Hakka visual media is not merely a transformation of form， but a reconstruction of ethnic memory， cultural identity， and marginalized subjectivity. Supplemented by film narratology， semiotics， and Jacques Lacan’s psychoanalytic theory， this research conducts an in-depth analysis of the two works concerning narrative structure， character reconstruction， symbolic codes， and Hakka village imagery. The findings reveal that in Burning Crows， the film transforms the original text’s allegorical absurdity and alienation into concrete interpersonal and psychological conflicts. Through the re-signification of symbols such as the "crow，" it illustrates the existential anxiety of marginalized individuals in modern cities and the "invisibility" dilemma faced by the Hakka community in urban settings. In Never Disappear， the film adaptation breaks away from the original text′s single omniscient perspective， employing multiple narrative subjects to reconstruct the life experiences of marginalized figures， including individuals with disabilities and disadvantaged women. It deepens the cultural richness of Hakka village networks and local beliefs through images like the "prism，" "water，" and "prop beard." Furthermore， the study extends its scope to the production context of Hakka TV， indicating that the generation of these visual texts is the result of negotiation among public media institutions， market demands， and creators′ aesthetics. In conclusion， through cross-media rewriting practices， both works successfully broaden the possibilities of contemporary Hakka cultural representation， providing a multi-layered interpretive space for understanding local experiences and marginalized subjects.

客語文數位學習成效之行動研究：以桃園市某高中為例;An Action Research Study on the Learning Effectiveness of Digital Hakka Language Instruction: A Case Study of a Senior High School in Taoyuan City

Tue, 20 Oct 2026 07:41:49 GMT

title: 客語文數位學習成效之行動研究：以桃園市某高中為例;An Action Research Study on the Learning Effectiveness of Digital Hakka Language Instruction: A Case Study of a Senior High School in Taoyuan City abstract: 隨著《國家語言發展法》施行及十二年國民基本教育課程綱要推動，客語文正式納入高級中等學校課程，客語教育逐漸由語言保存邁向課程制度化。然而高中客語文教學仍面臨學生語言能力差異大、學習動機不足、課程時數有限及課堂參與度不足等挑戰；另一方面，數位科技與人工智慧快速發展，為語言教學帶來新的教學模式與評量方式，數位學習已逐漸成為教育現場的重要趨勢。而現有研究多聚焦於國民小學階段或單一數位工具之應用，針對高中客語文課程、多元數位工具整合及人工智慧融入客語文教學之實證研究仍相對不足。故本研究以高中客語文課程為研究場域，探討數位學習融入高中客語文教學之實施歷程、學習成效及教師專業成長，期能補充相關研究缺口，並提供高中客語文數位教學之實務參考。本研究採行動研究法，以桃園市某高中兩組一年級修習客語文課程學生為研究對象，依循PPCIER行動研究模式，規劃並實施數位融入客語文課程。整合Wordwall、Kahoot!、Padlet、Hi Teach 5、來上客、哈客網路學院、客語文數位教材、AI客語學院及臺灣客語語音資料庫線上即時翻譯系統等數位資源，透過客語能力前後測、學習態度問卷、學生半結構式訪談、觀課教師回饋及研究者教學反思等多元資料蒐集方式，並以量化與質性資料交叉分析，以探討數位學習融入高中客語文課程之教學成效與實施歷程。研究結果顯示，數位學習融入高中客語文課程後，學生於客語學習興趣、學習動機、數位學習認知及客語能力自我評估等面向皆呈現正向成長，客語聽力理解與口語表達能力亦皆達統計顯著差異；學生訪談結果指出，數位工具能有效提升課堂參與度、增加學習趣味性、降低學習焦慮，並促進自主學習與同儕互動；觀課教師普遍認為數位工具與教學目標結合良好，有助於提升課堂互動品質、輔助形成性評量，並提升學生學習投入，但數位學習有其限制，仍須兼顧語言互動與學生學習需求；研究者亦透過行動研究歷程持續修正課程設計，促進自身教學反思與專業成長。本研究亦分析人工智慧口語評分系統於客語文教學之應用情形，結果顯示 AI評分與教師評分具有一定程度之相關性，顯示人工智慧具備作為客語文形成性評量及教學輔助工具之發展潛力，惟仍須結合教師專業判斷，以提升評量之完整性與準確性。數位學習融入高中客語文課程不僅能提升學生學習成效、學習動機及課堂參與，也有助於教師發展數位教學能力與教學反思。本研究除補充高中階段客語文數位學習及人工智慧融入客語文教學之實證研究外，亦建構高中客語文數位教學之實施經驗，提供未來客語文教學、數位教育及人工智慧輔助語言教學之研究與實務參考。關鍵詞：客語文教學、客語文數位學習、行動研究、高中教育、人工智慧;Following the implementation of the National Languages Development Act and the promotion of the 12-Year Basic Education Curriculum Guidelines， Hakka language education has been formally incorporated into the senior high school curriculum in Taiwan， marking a transition from language preservation toward curriculum institutionalization. Nevertheless， Hakka language instruction at the senior high school level continues to face several challenges， including considerable disparities in students′ language proficiency， insufficient learning motivation， limited instructional time， and low classroom engagement. Meanwhile， the rapid advancement of digital technology and artificial intelligence (AI) has introduced new approaches to language teaching and assessment， making digital learning an increasingly important trend in educational practice. Although previous studies have primarily focused on elementary school education or the application of individual digital tools， empirical research examining senior high school Hakka language instruction， the integration of multiple digital learning resources， and the incorporation of AI into Hakka language teaching remains limited. Therefore， this study investigated the implementation process， learning effectiveness， and teacher professional development associated with integrating digital learning into senior high school Hakka language instruction， with the aim of addressing existing research gaps and providing practical implications for digital Hakka language education. This study adopted an action research approach and recruited two Grade 10 Hakka language classes at a senior high school in Taoyuan City as the research participants. Guided by the PPCIER action research model， the researcher designed and implemented a series of digitally integrated Hakka language lessons. Various digital resources were incorporated into instruction， including Wordwall， Kahoot!， Padlet， Hi Teach 5， Lai Shang Hakka (來上客)， the Hakka E-Learning Academy， digital Hakka teaching materials， the AI Hakka Academy， and the Taiwan Hakka Speech Database Online Real-Time Translation System. Data were collected through Hakka language pretests and posttests， learning attitude questionnaires， semi-structured student interviews， classroom observation feedback from peer teachers， and the researcher′s reflective journals. Quantitative and qualitative data were triangulated to examine the effectiveness and implementation process of digital learning in senior high school Hakka language education. The findings indicated that integrating digital learning into Hakka language instruction positively enhanced students′ learning interest， learning motivation， perceptions of digital learning， and self-assessed Hakka language proficiency. Students also demonstrated improvements in listening comprehension and oral expression. Interview results further revealed that digital learning tools effectively increased classroom engagement， enhanced learning enjoyment， reduced learning anxiety， and promoted autonomous learning as well as peer interaction. Classroom observers generally agreed that the integration of digital tools aligned well with instructional objectives， improved classroom interaction， facilitated formative assessment， and increased student engagement. However， they also noted that digital learning has inherent limitations and should be balanced with authentic language interaction and students′ learning needs. Throughout the action research process， the researcher continuously refined instructional design， thereby fostering reflective teaching practices and professional growth. This study also examined the application of an AI-based oral assessment system in Hakka language instruction. The results demonstrated a moderate positive correlation between AI-generated scores and teacher evaluations， suggesting that AI has considerable potential to serve as a formative assessment and instructional support tool in Hakka language education. Nevertheless， AI-assisted assessment should still be complemented by teachers′ professional judgment to ensure greater comprehensiveness and accuracy. Overall， integrating digital learning into senior high school Hakka language instruction not only enhanced students′ learning outcomes， motivation， and classroom participation but also promoted teachers′ digital pedagogical competence and reflective practice. In addition to enriching the limited body of empirical research on digital learning and AI-assisted Hakka language instruction at the senior high school level， this study provides a practical framework for implementing digital Hakka language teaching and offers valuable implications for future research and practice in Hakka language education， digital education， and AI-assisted language learning. Keywords: Hakka language education， digital Hakka language education， action research， senior high school education， artificial intelligence

從語言行銷觀點探討客語實境遊戲的受眾分群與應用—以臺灣客家茶文化館為實證場域;從語言行銷觀點探討客語實境遊戲的受眾分群與應用—以臺灣客家茶文化館為實證場域

Tue, 20 Oct 2026 07:41:38 GMT

title: 從語言行銷觀點探討客語實境遊戲的受眾分群與應用—以臺灣客家茶文化館為實證場域;從語言行銷觀點探討客語實境遊戲的受眾分群與應用—以臺灣客家茶文化館為實證場域 abstract: 本研究聚焦於客家展館語言導覽之創新實踐，從「語言行銷」觀點出發，並提出符合數位時代學習特性的「體驗式語言行銷」策略。研究核心關注語言於文化場域中的體驗設計，並分析以客語實境遊戲（Alternate Reality Game， ARG）為創新導覽之受眾類型及其特徵差異，以及遊戲體驗在語言態度與客語導覽支持程度之關聯性。以「臺灣客家茶文化館」為實證場域，本研究量身設計客語實境遊戲，並蒐集觀眾體驗資料進行分析。研究方法採量化問卷與質性開放回饋並行。研究發現，透過集群分析能辨識不同受眾類型及其差異，得以掌握受眾之異質特徵，並進一步檢驗出遊戲體驗在語言態度及客語導覽支持度之間呈現顯著正向關聯，顯示體驗設計在語言態度轉化歷程中具有關鍵作用；同時，開放性回饋亦提供優化遊戲體驗之重要依據。此外，研究調查，多數使用者從未使用過客語導覽；即使在客家族群使用者中，亦有相當比例之使用者未曾使用，反映目前客語導覽在觀眾主動使用上，面臨吸引力與推廣效能不足之困境。值得注意的是，使用者對客語本身並未呈現排斥，而較可能源於導覽在互動性、情境感與參與動機設計上的不足。綜合而言，本研究結果回應當前客家展館在語言推廣、導覽吸引力與觀眾參與上的實務困境，並驗證體驗式語言行銷策略於文化場域中的應用潛力。同時，研究亦補充客家展館語言導覽之實證研究缺口，並為公共文化場域之導覽設計與評估提供具體參考。;This study examines the innovative practice of language-guided tours in Hakka museums from a language marketing perspective， and proposes an experiential language marketing strategy suited to the digital era. It focuses on audience segmentation in Hakka Alternate Reality Game (ARG)-based tours and explores the relationship between game experience， language attitudes， and support for Hakka-language-guided tours. Using the Taiwan Hakka Tea Culture Museum as the empirical setting， this study designed a Hakka ARG-based tour and collected audience experience data through a mixed-methods approach. The results show that distinct audience segments can be identified， and that game experience is positively associated with both language attitudes and support for Hakka-language-guided tours， highlighting the role of experiential design in shaping language attitudes. The findings also indicate that most participants had little prior experience with Hakka-language-guided tours， suggesting limitations in their current attractiveness and engagement. However， participants did not resist the Hakka language itself， but were more influenced by the lack of interactivity and immersive design. Overall， this study demonstrates the potential of experiential language marketing strategies in enhancing language engagement in cultural settings， and provides practical implications for the design of language-guided tours in public cultural institutions.

臺灣海陸客語音韻的地理語言學研究;A Geolinguistic Study of the Phonology of Hailu Hakka in Taiwan

Fri, 17 Oct 2025 06:56:17 GMT

title: 臺灣海陸客語音韻的地理語言學研究;A Geolinguistic Study of the Phonology of Hailu Hakka in Taiwan abstract: 本文從地理語言學角度出發，探討臺灣各地海陸客語音韻系統的內部差異，旨在補足過去學界未能涵蓋或描述不全的方言點資料，並從這些新調查所得，確認今日臺灣海陸客語尚存哪些原鄉語音特色，以及在語言接觸下出現哪些變異，進而結合語言接觸相關理論，分析語言接觸與語音變異之間的相關性。為盡可能全面涵蓋臺灣海陸客語各種語言變體，本文依據地理語言學研究方法蒐集了桃園市、新竹縣、苗栗縣、南投縣、花蓮縣、臺東縣共五十個方言點的語料，涵蓋臺灣北、中、東部的客語區，並繪製聲母、韻母與聲調的多幅語音詞項變體分布圖。調查結果顯示，臺灣海陸客語在長期語言接觸下，各方言點的語音形式高度多樣化，與四縣客語接觸的方言點，韻母最先向四縣客語靠攏，其次為聲母，聲調方面則以陽去調最容易失落，陰去調、陽入調亦呈現低化趨勢，其他調類則相對穩定。與閩南語接觸的方言點，舌葉音往往前化，後接細音時雖亦有顎化現象，卻更接近閩南語，帶有[j]滑音性質，與四縣客語的顎化音實際音值不同。大埔客語的影響侷限於少數方言點的特定詞項，尚未形成系統化音變。華語的影響則與都市化程度密切相關，亦可能因發音人的社會角色與性別而異。綜上所述，本文盡可能呈現與目前學術界相比，相對更全面的臺灣海陸客語語音地理分布資料，從語言接觸角度分析臺灣各地海陸客語的語音差異，是以地理語言學研究方式微觀分析臺灣海陸客語的第一次嘗試。 ;This study adopts a geolinguistic approach to investigate the internal phonological variation of Hailu Hakka (Hǎilù kèhuà 海陸客話) across different regions of Taiwan. It seeks to address gaps in existing scholarship by documenting previously undescribed or under-documented dialectal sites. Drawing on newly collected data, the study aims to identify which phonological features of Hailu Hakka have been retained from its ancestral forms and which have undergone change under the influence of language contact. Incorporating relevant theoretical frameworks on language contact, the study further examines correlations between contact-induced variation and phonological change. In order to comprehensively account for the linguistic diversity within Hailu Hakka in Taiwan, the research is based on data from fifty dialect points located across Taoyuan, Hsinchu, Miaoli, Nantou, Hualien, and Taitung. These regions represent the northern, central, and eastern Hakka-speaking areas of Taiwan. For each site, the study maps the distribution of phonological variants in initials, rimes, and tones using dialectal isoglosses. The findings reveal a high degree of phonological diversification among Hailu Hakka dialects, shaped largely by long-term contact with other languages. In areas of sustained interaction with Sixian Hakka (Sìxiàn kèhuà 四縣客話), changes in the rime system tend to precede those in the initial system. Tonal changes follow a discernible pattern: the yangqu tone (陽去) is most susceptible to attrition, while the yinqu (陰去) and yangru (陽入) tones display tendencies toward lowering. Other tonal categories remain comparatively stable. In dialect areas influenced by Southern Min (Mǐnnán yǔ 閩南語), retroflex sibilants frequently undergo fronting, and palatalization is observed before high front vowels, often yielding a glide [j] characteristic of Southern Min rather than the palatalized forms found in Sixian Hakka. Influence from Dapu Hakka (Dàbù kèhuà 大埔客話) is confined to a small number of lexical items in specific sites and does not constitute a systematic sound change. Mandarin Chinese exerts influence primarily in urbanized areas and may also vary depending on speakers’ social roles and gender. In sum, this study offers a more comprehensive mapping of the phonological landscape of Hailu Hakka in Taiwan than previously available. By interpreting regional variation through the lens of language contact, it represents the first geolinguistic micro-analysis of Hailu Hakka phonology in Taiwan.