從日語誤用情形觀察中日雙語孩童的日語習得

The Acquisition of Japanese by Chinese-Japanese Bilingual Children from the Viewpoint of Error Analysis

本研究之研究對象為中日雙語孩童，出生後便開始接觸日語，在家使用日語，在校則使用中文。這些中日雙語孩童日語口說雖然大致流暢，但有時也可觀察出日語的誤用。本研究以就讀於臺北日語授業校的八名七歲孩童為對象，以之前所實施的中日兩種語言的OBC逐字稿為資料，試圖找出兩種語言的課題達成度及其相關原因、日語誤用的特徵。關於兩種語言的課題達成度之結果來看，八名孩童的中文達成度皆很高，但日語達成度則特別是在家使用日語機會較多的孩童比較高。關於日語發話時的誤用來看，大部份的研究對象皆有下列三種情形：1.誤用的前三項大多為動詞、助詞、名詞，每一項皆占有將近四分一。2.動詞和名詞的誤用類型大多是因為中文的干涉及類似單字的代用，其原因為為了彌補日語語彙的不足，而發生誤用。3.日語的流暢度及課題達成度和誤用的數量並無正比或反比關係。即使是幼兒期便在家經常使用日語的孩童，在進入台灣的學校後，兩種語言之間的平衡感也會產生變化，這是每位中日雙語孩童都曾經歷過的過程。研究對象因持續使用及學習日語，隨著年齡增長，日二吾會話能力在質與量各方面會如何產生變化，本研究正對此持續進行調查中。

Subjects in this study are Chinese-Japanese Bilinguals who are grown up in Japanese Language environment at home and use Chinese at school. Most of them speak fluent Japanese, but some errors are also found in their speech. OBC was conducted for eight seven-year-old Chinese- Japanese Bilingual Children in Chinese and Japanese. In this article, language data from OBC was analyzed to reveal task achievement in both languages and factors which concern to it, and also to find characteristics of errors made in their Japanese speech. In Chinese, task achievement is generally high, and children who have more opportunity to speak Japanese at home had higher achievement in their Japanese. As for errors in Japanese speech, (1) errors in verbs, particles and nouns are mostly occurred (2) most of the errors in verbs and nouns are supposedly affected by Chinese or similar words are used as substitution, and which works as strategies to compensate with lacking of their vocabularies (3) fluency, task achievement and numbers of errors seemed to have no correlation. It is observed by many parents that children who had spoken fluent Japanese in their toddler times, once they enter local elementary school, l their dominant language would shift from Japanese to Chinese. More investigation will be needed in order to find aspects of their Japanese oral proficiency as they mature.