Linguistic Vitality of Hakka Language in Taiwan-A Study of Hakka Language Education and Literacy Materials

Among the nine language vitality assessment indicators (LVA) proposed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2003, the sixth indicator "Materials for Language Education and Literacy", translated in Chinese as "used for language education and learning materials", In previous literature, the main research or investigation focused on "reading and writing materials" in learning materials. The main reason is that the six evaluation items of index six all mentioned "writing/reading and writing" materials, so index six was naturally regulated to "Written materials and their application for learning to read and write", the title of this research project is "Taiwanese Hakka Language Language Vitality - Research on Hakka Language Education and Reading and Writing Materials", and it is intended to combine "Hakka Language Education" and "Reading and Writing Materials" "Separate research and investigation, among which "Hakka education" not only includes the category of "reading and writing materials", but also "listening and listening materials" which are different from "reading and writing materials".Accordingly, this study, in addition to the continuation of the predecessors' investigation on "reading and writing materials", also conducts a combined investigation and research on the current situation of the implementation of the revitalization measures of "Hakka Language education" in the key areas of Hakka culture. In addition, the sixth vitality indicator in the "Language Vitality and Diversity" (LVD) questionnaire states that "responses to this factor during the UNESCO survey varied greatly and need to be revised." However, the questionnaire ended with no specific recommendations (Zhang Xueqian et al. 2020:20-21). Obviously, the questionnaire questions for this indicator must be designed more precisely based on previous research, that is, the definition, theoretical basis, implementation stages, and topic design of Indicator 6 must be clearly established through the "content analysis method". Precisely apply to different objects referred to in the 12-year national education curriculum outline.