此研究以高雄市美濃區之客語復振為題，研究目的在於探究客語表現能力與家庭成員溝通語言兩者之間的相互依賴性。在資料蒐集上，共有四校149位三年級孩童參與。除了透過自編的初中級客語能力檢測試卷，瞭解受試者在聽、說、讀方面的客語表現能力外，也藉由問卷瞭解他們與家中成員互動時的語言選擇。資料分析的重點有三：一、整理孩童們在語音、詞彙、句式上所表現的客語綜合能力落點；二、歸類家庭語言使用之現況；三、歸納個人之客語能力與家庭語言使用兩者之間的相互依賴特點。研究發現：在家庭中，客語能力最佳的孩童多與祖父母同住，他們主要以客語溝通；客語能力相對較弱的群體，面對祖父母、父母或是兄弟姊妹時，半數以上皆使用華語作為主要交談語言；兄弟姊妹之間，78.67%僅使用華語。而孩童及家庭成員間的發受話語言，在語言選擇上可分為三類：華語、客華雙語、客語。但這三類並非是線性概念，客籍孩童可能未經歷過客華雙語及客語階段，便直接移轉至華語。因此在結論上，本研究認為客語復振並無法一蹴可幾，應務實地從客華雙語階段著手，策略性的作法是在雙語概念下復振，讓客語從單語邏輯中釋放，轉為更具未來性的雙語習得生態復振。

This study focused on issues of Hakka revitalization in Minong, Kaohsiung, and explored the interdependency between Hakka language performance and language use among families. In total, 149 third grade students from four elementary schools participated in this study. In the initial stage, data was collected from a self-compiled Hakka language proficiency test designed for students of beginner and lower intermediate levels to determine the students’ Hakka proficiency in listening, speaking, and reading. Subsequently, questionnaires were issued to examine the students’ language choices when interacting with family members. Data analysis was divided into the following three stages: (1) classification of linguistic data derived from the students’ Hakka language performance in pronunciation, lexicon, and syntax; (2) categorization of family language use phenomena; and (3) synthesis of the interdependent features of individual proficiency and family language use. The results showed that most students who achieved high scores lived with at least one grandparent, with whom they communicated using Hakka. More than 50% of students with low scores spoke Mandarin with their grandparents, parents, and siblings and 78.67% of these students spoke only Mandarin with their siblings. Mandarin only, Hakka and Mandarin, and Hakka only are the three language varieties used by children from Hakka families to communicate with their family members. However, these varieties are not performed linearly. Children from Hakka families may progress directly to Mandarin only without experiencing the Hakka and Mandarin and Hakka only stages. Therefore, we concluded that Hakka revitalization is not the result of a specific process. A practical approach to revitalization is initialization from the Hakka and Mandarin bilingual stage, thereby embracing the bilingual perspective. The findings of this study can transform the Hakka monolingual ideology to enhance the ecology of bilingual acquisition.