有關台日混血兒日語閱讀能力的個案研究

A Case Study on Reading Proficiency in Japanese by Taiwanese-Japanese Children

筆者以出生在台日婚姻家庭中並接受台灣學校教育的5名孩童為對象，執行「對話式閱讀力測驗」，將焦點置於孩童們的閱讀力，針對其能力有關的要因加以考察。「對話式閱讀力測驗」是經過測驗者和對象孩童的口頭互動，從〔讀書行為〕［讀解能力］［閱讀習慣〕的三個觀點來觀察孩童的閱讀力。其中的4名測驗結果得知：(1)能把頭一次看見的日語文本誦讀得又正確叉順暢，(2)能重新講剛念完的故事主要的內容，(3)閱讀時，邊讀字邊想像各個場景。這種閱讀方式可說是有一定的語彙能力才能做到，支持「語彙能力為閱讀能力及會話能力等所有的語言能力的基礎」的先行研究結論。關於閱讀習慣，雖然有個人嗜好及閱讀方法的差異，5名研究對象不分中文或日文書籍皆保持經常讀書習慣。閱讀習慣（包含小時候大人給孩子聽故事）是獲得語彙能力的重要關鍵。孩童們隨著成長而拓展自己的視野。今後也繼續進行調查，將專注面臨青年期混血兒JHL習得方面所變化的狀態。

This paper is intended to investigate Reading Proficiency in Japanese and to find factors which related to it. ” Developmental Reading Assessment-Japanese (DRA-J)” is developed to assess reading proficiency of Culturally Linguistically Diverse Children (CLD) . It is evaluate from three aspects, such as reading behavior, reading comprehension and reading in daily life. Informants are five Taiwanese-Japanese Children born and growing up in Taiwan and all of them are students of local elementary school. According to the result of assessment, it is found that four informants out of five had following abilities; (1) can read text which they see for the first time aloud smoothly without errors, (2) can retell story which they just read, (3) read with having images of that story. As previous study indicated, informant's amount of vocabulary is related to the achievement of linguistic tasks. And result shows that those four informants have certain amounts of vocabulary to read those texts through reading Japanese books including reading-aloud by their mother. Further research would be needed to clarify their development on JHL acquisition.