本研究旨在探討參加「原住民族語傳家計畫」（簡稱ILFHP）之幼兒族語表現的成效，進而探討參加與未參加ILFHP之幼兒族語表現之差異性，以及幼兒與家庭背景變項、族語表現及成效的差異情形。研究對象以參加與未參加ILFHP之臺東縣郡群語系之布農族、海岸語系之阿美族與東排灣語系之排灣族1～4歲幼兒，各26位，總計52位。以幼兒之家庭型態及母親教育程度為配對變項，使用配對取樣，抽出參加與未參加ILFHP幼兒之配對選樣。測驗採用研究者自編之「幼兒族語聽與說能力測驗」，進行前、後測間隔3個月的測驗資料。分析的背景變項涵蓋：幼兒性別、幼兒年齡、家庭型態、母親教育程度、族群。研究結果及發現為：一、ILFHP參加組的幼兒，其族語在3個月間的表現，「聽」與「說」的能力都有顯著成長。二、以共變數分析ILFHP參加組與未參加組之幼兒的族語表現，發現參加組在「聽」的能力有顯著成效；但「說」的能力則無顯著成效。三、幼兒年齡、家庭型態及族群別在族語能力的表現上有顯著差異性存在。

The present study had three objectives: to evaluate the effectiveness of the indigenous language performance of young indigenous children who participated in the “Indigenous Language as Family Heirloom Project” (ILFHP); to compare the indigenous language performance of young indigenous children who participated and did not participate in the ILFHP; and to study the influence of various demographic variables on the effectiveness of young indigenous children’s indigenous language performance. In total, 52 children aged 1-4 years from the Bunun, Amis, and Paiwan indigenous tribes of Taitung County, Taiwan, participated in this study. The children were selected using a matched sampling method and organized into two groups (ILFHP participants and non-ILFHP participants, 26 children each), based on their family structure and mother’s education level. Indigenous language performance was tested using the Young Children Indigenous Language Listening and Speaking Ability Test, developed by the authors, and the test–retest method was utilized in 3-month intervals to analyze the effectiveness of the ILHFP. ILHFP effectiveness among the participants was then compared according to gender, age, family structure, the mother’s educational level, and tribe. Three major discoveries were made in this study. First, the ILFHP participants showed significant improvement in their ability tolisten to and speak in their indigenous language after completing the project. Second, an analysis of covariance revealed that the ILFHP participants showed significant improvement in their ability to listen to their indigenous language, but not in their ability to speak the language, compared with the non-ILFHP participants. Finally, the participants’ indigenous language performance differed significantly according to their age, family structure, and tribe.