I appreciate the many contributions that people have made for this thesis. First of all, I would like to express my deepest appreciation to my committee members, Dr. John Paolillo, Dr. David Silva, and Dr. Jerold Edmondson for their helpful guidance and insightful comments on this research.

        Special thanks to the students who were involved in the survey. Thanks also goes to the teachers Heng-ka Tan (陳恒嘉), Gin-thiam Ong(王銀添), Cheng-hong Si (施正鋒), Kheng-leng Tiunn (張瓊玲), Hui-bin Ng (黃慧敏), who kindly offered me their classes for conducting the survey.

        I am indebted to all my friends who offered me big favors while I was collecting data in Taiwan. They are: Beng-teng Chhoa (蔡明庭), Le-koan Tan (陳麗娟), Kiat-tong Tenn (典仔), Kok-chin Ngou (吳國禎), Tek-hoa Tan (陳德樺), Hian-teng Lim (林獻廷), and Eng-khun Iu (尤榮坤). In addition, I do appreciate Robin Fritts for her kind proofreading of my thesis.

        Finally, I owe all my achievements to my parents Giok-ki Sun (孫玉枝) and Hoat-thai Chiunn (蔣發太), and my brothers Eng-khim Chiunn (蔣榮欽), Eng-hok Chiunn (蔣榮福), Eng-hong Chiunn (蔣榮豐), and Ui-chi Chiunn (蔣為志). Without their support, I would not have been able to complete this thesis.

May 12, 1999








Publication No.________

Wi-vun Taiffalo Chiung, M.A.

The University of Texas at Arlington, 1999

Supervising Professor:  John C. Paolillo

        This survey includes a total of 244 students from Tamkang University and Tamsui College in Taiwan. The students were told to evaluate seven prepared Taibun reading samples (written in different orthographies) on six characteristic scales. The statistical results reveal that Han character-only orthography received highest rating, Han-Roman mixed received the second highest, and Roman-only script received the lowest. Overall, the students showed positive attitudes toward Taibun. In addition to the orthography factor, students' background also affected their evaluations. The significant factors are: (1) place of residence (Taipei vs. non-Taipei), (2) major (Taiwanese and English vs. Mechanical Engineering vs. Chinese, Japanese, and Public Administration), (3) mother tongue (Taiwanese vs. non-Taiwanese), (4) language ability (Taiwanese vs. non-Taiwanese), (5) national identity (Taiwanese vs. non-Taiwanese), and (6) assertions on national status (independence vs. non-independence). In short, whether or not Taibun will be successfully promoted to a national status, highly depends on people's orthography demands and their attitudes toward written Taiwanese. Moreover, their language ability and national identity also will play an important role while they are making the determinations.