以往的鄉土語言教學偏重於歌謠、童謠之背誦，無法引起學生學習興趣、動機，而學生僅會背誦歌謠，對於與人溝通亦無助益，因此本研究主要目的在於探究鄉土語言教師於課程安排中融入角色扮演教學法是否能提升學童學習動機與應用成效。 本研究為個案研究，先以文獻探討角色扮演教學法之意義，再實地觀察個案班級上課情形，最後對立意抽樣之四位學生、家長及鄉土語言授課教師進行半結構式訪談，利用觀察與訪談之多重資料分析，了解個案教師如何應用角色扮演教學法，以及學生對角色扮演教學法之接受度為何。 研究結果顯示使用角色扮演法，可讓學習歷程更生動活潑，有可效提升學生學習動機並提高學生口說意願，但因學生生活環境之不同，對提升學生將客語應用於生活中的能力具個別差異。

Dialect-teaching in the past has laid particular stress on the memorization of the ballad and children's folk rhymes. However, this could not arouse the interest or the learning motivation of the students. Furthermore, memorizing these rhymes had no benefits in communicating with elders. For the above reasons, this research mainly investigated whether the role-playing teaching method enhanced the learning motivation and achievement of the students. This research is a case study. At first, I investigated the meaning, procedure and relevant research on role-playing teaching method, and then observed he situation of the case class. At last, this research applied semi-structured interview to interview four students, parent and one dialect-teaching teacher in order to understand how the teacher applied role-playing to teaching Hakka in the class as well as the acceptance degree of the students. The result of the research showed that using role-playing as a teaching method accelerated the Hakka learning, made the learning more vivid and effectively promotes the student to study and enhance the student go give an oral account the wish. However, because the students' living conditions are different, the attempt to promote the use of Hakka in everyday life has resulted in individual differences.