國語政策的實施造成台灣地區原住民族母語嚴重地流失，產生語言轉移的現象。2001年（九十學年度）教育部首度將鄉土語言列為正式課程，開始實施強制性每週一節的母語教學課程。然此項母語教學辦法的實施，其實施前的評估和之後的檢討均未進行，因此本論文以布農族為例，從語言政策的觀點探討台灣地區原住民的母語教育政策。一方面從語言能力、語言使用、及語言態度等層面來調查布農族人的語言轉移情形；另一方面從其對母語教育政策的態度檢討當前布農語教學的實施現況。 本論文研究方法採問卷調查和深度訪談，同時進行量化和質化的研究。探查之學校於是八個布農族為主的山地鄉，以隨機取樣的方式，各抽取兩所學校，因此共計十六個學校納入調查範圍。問卷部份，主要根據年齡和教育程度兩個社會變項，在各組中採集等量的問卷。深度訪談則針對學校行政人員（校長與教務主任）、母語老師、家長、和學生，進行母語教學相關議題的訪談。問卷調查在探查普遍性的分佈狀況，而訪談目的則在探討問卷結果背後的理由。 調查結果發現，布農族人的母語能力和母語使用均出現隨著年齡層下降、教育程度升高而衰退的情形，顯示母語轉移的痕跡。在刻板印象上，高年齡層受試者對母語的評價較國語高，低年齡層和兩個教育層的受試者對布農語和國語的刻板印象評價則不達顯著，均一致地高。在學習動機方面，受試者不分年齡或教育程度，均一致認為國語之工具性動機高過布農語。而以布農語本身的融合性動機顯著高於工具性動機，顯示布農語對布農族人的功能為象徵性強過實用性。在對母語教育政策的看法上，一般而言都支持度都相當高；但在教學內容的實行上，如教學時間、師資問題等則多有意見，受訪者指出若干問題，並提出相關建議。 本研究結果證實布農族人的母語發生轉移現象，希望日後相關單位在訂定或修正語言政策時，可以對原住民母語轉移現象的挽救提供幫助。 / The implementation of Guoyu Policy in Taiwan has caused the minority groups, (in particular, the Indigenous peoples) a serious language shift, shifting from their mother tongues to Guoyu, the national language. To remedy the problem, "Mother Tongue Education" has been implemented since 1996. Unfortunately, there has never been any official evaluation on this policy. For this reason, this thesis aims at providing a preliminary evaluation of it through an investigation of the Bunun's proficiency in their mother tongue, their use of it, their attitudes toward their mother tongue and the policy. The research methods applied in conducting this study include both quantitative and qualitative analysis. For the former, 279 questionnaires (out of 300) were collected and analyzed, with a focus on sociolinguistic differences based on age and education level. For the latter, 36 informants (including school administrators, mother tongue teachers, students, and their parents) from 15 Bunun primary schools were interviewed. The results of statistic tests indicate that the Bunun's proficiency in their mother tongue and the frequency of using it decline with decrease of their age and increase of their education level. Among the various social groups, only subjects of higher education level show a positive attitude more favorable to Guoyu than to Bunun; while the other groups give equal ranking to both of the two languages. Moreover, the Bunun subjects, as a whole, consider Guoyu being more instrumental than Bunun; however, it is Bunun that receive higher score for integrative motivation, which indicates that Bunun still plays a symbolic function to the Bunun people. As to their attitudes toward the policy of mother tongue education, generally all the subjects show their support to it, although they point out, at the same time, that the policy should be modified on several aspects, such as problems related to the length of teaching hour and the sources of qualified mother tongue teachers. Most of the findings derived from quantitative analysis are confirmed by the subjects of the interviews. The general conclusion of this thesis is that the Bunun are experiencing a language shift from their mother tongue to Guoyu. It is suggested that the government and the institutions concerned should locate effective measures to meet the imperative needs in saving the mother tongues of the minority groups.