| 2 |
WALS Online Resources for Paiwan
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Glottolog 4.4 Resources for Paiwan
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 4 |
PHOIBLE 2.0 phonemic inventories for Paiwan
|
|
: Max Planck Institute for the Science of Human History, 2019
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Paiwan: a language of China–Taiwan
|
|
: SIL International, 2018
|
|
BASE
|
|
Show details
|
|
|
| 7 |
國小五年級排灣族與非原住民族師生教室言談分析之研究 ; Analysis of Fifth grade Elementary School Paiwan and Non-indigenous Teachers' and Students' Classroom Discourse
|
|
|
|
Abstract:
本研究旨在分析國小五年級排灣族學童與非原住民族學童在教室言談中，學童回答教師提問時的反應、學童的口語能力表現和師生言談形式的特殊性。採非參與觀察法，各選取排灣族與非原住民族國小五年級一個班級的師生為研究對象。依據研究目的，綜合研究結果與討論，獲得的結論如下：一、學童回答教師提問時的反應時間(一)排灣族學童與非原住民族學童回答問題時的反應時間並無太大差 異。(二)教師的發問技巧直接影響學童回答問題的反應時間。二、學童口語能力表現(一)排灣族學童與非原住民族學童多以關鍵詞應答。(二)識字量與辭彙的豐富性直接影響排灣族與非原住民族學童的口語 能力表現。(三)排灣族學童經由同儕之間的互動討論有助於學童敘說較長的語句 和表達完整語意；非原住民族教師對學童應答的關注與要求有助於 學童表達完整的語意。三、師生教室言談的特殊性(一)教師鼓勵、讚美、幽默風趣的言談風格能營造和諧愉悅的學習氛 圍。(二)師生在教室言談中使用母語有利於文化傳承。(三)排灣族與非原住民族師生口語溝通方式皆採用單向問答或雙向問 答。(四)排灣族國小多由學童掌控發言權，非原住民族國小多由教師掌控發 言權。最後，本研究分別提出對教育主管相關單位、國小教師與未來研究等三方面的建議。 ; This research focuses on the classroom discourse of the fifth grade elementary school aged Paiwan and non-indigenous students'. It analyzes the students' responses to their teachers' questions, students' oracy, and the distinctiveness of the communication between teachers and students. Applying the methods of non-participant observation, this research selected teachers and students from one Paiwan and one non-indigenous fifth grade elementary school class as study targets. Through organizing the research results and discussions, the conclusions can be summarized as follows: I. The response time of students 1. The response time of the Paiwan and that of the non-indigenous students do not differ very much from each other. 2. The teachers' questioning techniques affects the students' response time directly. II. Students' oracy 1. Most of the Paiwan and non-indigenous students answer questions by keywords. 2. The literacy quantity and the abundance of vocabulary directly affects the oral presentation of the Paiwan and non-indigenous students. 3. Interactive discussion with peer members contributes to the Paiwan students’ ability to narrate longer sentences and express more integral meanings. Non-indigenous teachers' attention to and demands of students' responses contribute students’ ability to express more integral meanings. III. Special of classroom discourse 1. Teachers' encouragement, praise, humor and interesting speaking styles can build up a harmonious and cheerful learning atmosphere. 2. The communication between teachers and students in mother tongue contributes to cultural inheritance. 3. The oral communication between Paiwan and non-indigenous teachers and students adopts one-way or two-way questions and answers. 4. Most of the speaking is led by students of the Paiwan elementary school. However, most of the speaking is hosted by teachers of the non-indigenous elementary school. Finally, the research raises suggestions concerning three aspects: the related authorities of education, elementary school teachers, and future researches.
|
|
Keyword:
oracy;Classroom discourse;Paiwan elementary school; 排灣族國小;口語能力表現;教室言談
|
|
URL: http://140.127.82.166/handle/987654321/17342
http://140.127.82.166/bitstream/987654321/17342/-1/103NPTU1587010-001.pdf
|
|
BASE
|
|
Hide details
|
|
|
| 11 |
排灣族身體文化之探究 -以屏東縣三地門鄉小米收穫祭(masalut)為例 ; Research on the Body Culture of Paiwan Tribe - Case study of the millet harvest festival in Sandimen Township Pingtung County
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
On grammaticalization of motion verb in Paiwan
|
|
Li, Chao-lin. - : Linguistic Society of the Philippines and SIL International, 2006
|
|
BASE
|
|
Show details
|
|
|
| 17 |
A comparative study on Formosan phonology: Paiwan and Budai Rukai
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Report on language proficiency, language use , and language attitudes among the Puyuma
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
