台灣家庭裡日語習得的研究－以縱向性考察為主

A study on the Japanese Learning in a Taiwanese Family: based on a longitudinal investigation

台灣本是一多語言、多文化的社會，以中文、台語及客語為主要的使用語言。長年以來為了強化與他國的經貿、文化與教育等的交流，外語培訓教育機構如雨後春筍般出現，學習外語的重要性可見一般。在台灣外語之一日語教育是很盛行的。一般說來，學習日語幾乎是在學校或補習班等教育機構進行。然而本稿是以在台灣的非日語母語的家庭裡所進行的日語教育為背景，受教育者為一名高中一年級生。針對他是如何在多語言多文化（中文、日文及英文）的環境下度過幼兒時期，以及他的日語學習過程，學習內容，學習方法加上學習的障礙點乃至於習得的程度，作為期15年的縱貫性考察。在文中將他的習得過程區分為「自然習得時期」「被動式學習時期」「自由放任學習時期」三階段。透過文字與聲音的紀錄， 可以瞭解該生在各時期日語聽、說、讀、寫與譯的習得能力的進展。此外，從考察結果得知以下二點結果。其一隨著該生逐漸成長，受到現實環境的影響，比起聽力與翻譯能力口說能力有減弱的現象。其二雖然該生之日常生活會話能力毫無問題，但由於基礎語彙數量明不足，導致成為會話進行時的極大阻礙。最後，本稿將透過誤用分析釐清該生誤用的內容為何，驗證誤用的原因為何作為今後強化教育的參考。另外，為期15年的家庭裡的日語教育處如何持續進行，且如何強化該生之基礎語彙能力將是今後研究的課題。

Taiwan is a multi-language and multicultural society. The main languages used in Taiwan are Mandarin, Taiwanese and Hakka. Over the years, many foreign language training institutions have been established in Taiwan for the purpose of improving the international business communication and cultural and educational exchanges. This has shown the importance of learning foreign language.Japanese is one of the popular foreign languages in Taiwan. In general, people almost learn Japanese at schools or tutoring centers. Based on the Japanese education background in a non-native Japanese speaking family in Taiwan, this study targeted on a 10(superscript th) grade student to investigate his childhood in multi-language culture (Chinese, Japanese and English). In addition, a 15-year longitudinal investigation was conducted to learn his Japanese learning process, learning content, learning method, learning obstacles and learning level. In this study, the target student's learning process was divided into ”natural learning stage”, ”intentional learning stage” and ”free learning stage”. Through the recording of words and voices, the student's skills development for Japanese listening, speaking, reading, writing and translation could be further understood. The investigation has come to two conclusions. First, as the student grows, his capabilities of listening, translating and speaking are getting weak due to environmental influences. Second, the student has no problem in daily conversation. But his lack of basic vocabulary has resulted in a significant obstruction while he is talking. Finally, this study clarified the student's mistakes through error analysis. The verification of causes can be taken as references for future improvement of education. Besides, how to continue the 15-year home Japanese learning and improve the student's basic vocabulary skill are the topics aimed to discuss from now on.