本研究以「語言學習論」為理論基礎，分析國民中小學原住民族語教育之情形及問題，研究方法以文獻分析法為主，期達成之研究目的有三：1.分析語言學習論。2.瞭解原住民族語教育之困境。3提出語言學習論對原住民族語教育之啟示。綜觀整本研究之分析，可獲得以下啟示：族語的學習，應先從家庭、社區開始著手，建立一個適當的族語學習環境，以族語為日常語言，如此族語的種子才能發芽；掌握學習的關鍵期，族語教育必須向學前教育扎根，可於幼稚園階段，利用全族語進行學習；國民中小學也要提供適當的課程、教材，營造良好學習環境，並提供講族語機會及環境，如此族語學習才會更有成效。

The study uses language learning theories to analyze problems in Taiwanese indigenous students' language education in junior high and elementary schools and to understand indigenous students' learning circumstances. Using literature analysis as the method, purposes of the study are: 1. analyzing language learning theories; 2. understanding diffi¬culties in Taiwanese indigenous students' language teaching and learning; 3. proposing the implications for indigenous students' language learning from theoretical points of views. According to the research findings, it is strongly suggested that we have to establish better indigenous language learning environment in the families and communities. The indigenous people must practice their tribe language at home and communities. To master better language learning in the critical learning period, indigent children may learn by indigenous peoples' language in the preschools. Junior high and elementary schools may also provide lessons, teachers, teaching materials, and fuller learning environment. Following above ad¬vices, tribe language may be successful.