體驗區
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| 篇名 |
科技支持原住民語言學習的研究趨勢與議題：1997～2019年期刊文獻分析
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| 並列篇名 |
Research Trends and Issues of Technology-Supported Indigenous Language Learning: A Review of 1997-2019 Journal Publications
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| 作者 |
阿將伊崮喜瀾(Aciang Iku-Silan)
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| 中文摘要 |
原住民語言具備文化保存性、多樣化、稀少和口傳等特性，在學習語言的過程中，原住民學習者除了瞭解單字及語法，更需要伴隨文化和傳統知識學習。本研究為近30年以來的第一份與國際原住民語言有關科技文獻探討的研究，針對1997∼2019年目標期刊以數位科技進行原住民語言相關的55篇文獻，進行質性編碼和內容分析。研究結果顯示，影響目標語言、課程或內容知識和資訊與通訊科技的學習結果主要有「高階思考或能力」、「行為發展或改變」及「情意或心理狀態」。許多L1母語為瀕危語言，與「詞彙」有關的「創意能力」也成為最具成長的「高階思考或能力」。「科技支持語言互動」為「行為發展或改變」數量最多的次項目；「相關同理心」為文獻最常提及的次項目，「一般認知或態度」和「科技接受度／評估」並列第二。第二階段以「協作能力」數量居冠，其次為「溝通能力」。就正規和非正規課程而言，結合課內外學習、強調傳統知識的「跨階層」文獻數量最多，專注語言學習的「國小」階段次之；「鷹架」為最常運用的教學策略，其次為「雙語雙文化」。因此，強調傳統知識和非西方科學差異、運用創意學習母語、採用鷹架等策略於雙向學習課程，以及重視認同感和意識形態的教學認知等，皆為本研究的重要貢獻。
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| 英文摘要 |
Indigenous language has the characteristics of cultural preservation, diversity, scarcity and oral communication in heritage, in the language learning process, indigenous learners need to learn along with culture and traditional knowledge in addition to understanding vocabularies and grammars. The present study is the first review study related to technology-supported indigenous language learning. There are totally 55 articles published from 1997 to 2019 in the target journals. The researchers of the present study conducted analyzed the publications using qualitative coding for content analysis. The learning results that affect the “target language”, “curriculum or content learning”, information and communication technology mainly include “higher-order thinking or competence”, “behavior development or change” and “affective or psychological state”. Owing to the fact that many L1 languages are “endangered language”, “vocabulary” related to creative learning methods causing “creativity” has the most increasing growth on “high-order thinking or competence”. “Tech-supported linguistic interaction” of “behavior development or change” accounted for the greatest number. “empathy related” is the most often mentioned sub-item in the studies, followed by “general perceptions or attitudes” and “technology acceptance/evaluation.” As far as each item of the second stage is concerned, the literature number of “collaborative competence” research ranks first, followed by “communicative competence”. In terms of formal and informal curriculum, the “cross-level” consists of integrating in and out of class learning with emphasis on traditional knowledge accounted for the greatest number, the subsequent part falls on the “elementary school” stage, focusing on various language acquisition methods. “scaffolding” of “teaching strategy” is the most commonly used strategy, followed by “bilingual-bicultural”. Therefore, emphasizing the differences between indigenous traditional knowledge and non-western sciences; using creativity to learn mother tongue; adopting strategies such as scaffolding in two-way learning courses; and teaching cognition that values identity and ideology are important contributions to this research.
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| 頁次 |
051-083
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| 關鍵詞 |
文獻分析
、行為發展或改變
、原住民語言
、高階思考或能力
、傳統知識
、literature review
、behavior development or change
、indigenous language
、high-order thinking or competence
、traditional knowledge
、TSSCI
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| 卷期 |
12:4
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| 日期 |
202010
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| 刊名 |
數位學習科技期刊
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| 出版單位 |
臺灣數位學習與內容學會
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| DOI |
10.3966/2071260X2020101204003
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