帝國日本越境統治下的歷史、思想政策變遷──以台灣、朝鮮、滿州國的日本語教育及「同化」「皇民化」為中心

Policy Change of History and Thought under the Cross-Border Dominance of Imperial Japan: Japanese Language Education of Taiwan, Korea, and Manchukuo, Assimilation, and Kominka Movement

本稿針對戰前日本殖民地台灣、朝鮮、滿州國的日本語教育政策，從「同化」「皇民化」政策實施之時空轉換的角度切入，再就日本殖民地的歷史、思想政策之變遷，探討（一）思想同化政策的形成；（二）殖民地朝鮮及其近代的教育政策；（三）滿州國的「國民訓」與皇民化教育；（四）如何解讀海外神社的建設與「國家神道」思想的浸透等相關課題，進而對其政策的內涵作實證性的研究。

In this paper private telephone conversations were analyzed. 1047 kedo were used during the conversations of 10 hours 45 minutes in the LDC Corpus. Referred to National Institute for Japanese Language and Linguistics1951 and Morita1989, kedo were categorized into 6 usages and each usage of the data was counted. As a result the data show that contradictory usage accounts for only 12.7 percent. On the other hand kedo with the explanatory meanings such as introductory usage, revised usage, additional explanatory usage accounts for 40.7 percent in total. Modality usage accounts for 35.3 percent. Based on these results, it is considered that the key meaning of kedo is not a contradictory usage but an explanatory one.