臺灣是個多語的社會，但是長期的單語政策造成語言未能自然發展。校園裡獨尊國語為主流教學語言的局面，一直到90學年度本土語言正式排入課程後才被打破。這樣多語的課程規畫引起正反面的聲音，對於在教學現場的教師而言，與其爭論不休，不如積極思考在多語環境下，以非常有限的時間，要如何達到有效的學習？閩南語和國語兩種語言同為漢語系統，有很高的相似度，本文即試從對比語言觀的角度將兩語的語音對比參照，從對比中找到差異，從差異中了解學生學習的困難點，再從這困難點規畫教學的具體活動。期望校園的語文教學能在兼顧多元的理想下，讓學習更有趣也更有效。

Taiwan is a multi-lingual society, but due to the long-term implementation of a monolingual policy, the natural development of language acquisition has been suppressed. Mandarin as the dominant teaching language in all levels of education continued until dialects were introduced into the curriculum in 2001. This multi-language curriculum planning has both positive and negative aspects. As far as teachers are concerned, they should think positively about how they can help their students to achieve the goals of effective learning in a multi-lingual environment using the very limited time they have available for this. Taiwanese and Mandarin are two languages with a high degree of similarity. In this study, by using contrastive voice analysis, both Taiwanese and Mandarin sounds are compared and referenced. By using the differences from this comparison, we can understand the difficulties in students' learning process. A better understanding of the differences that lead to students' learning difficulties will help teachers plan for particular teaching activities that will improve students' learning outcomes. Hence, language teaching and learning in the classroom can be more fun and more effective without compromising the multi-lingual curriculum.