日治最初期台灣福佬話教材編纂之相關考察：日本人對台灣福佬話的認知與概念

A Study of Editing Teaching Materials of Taiwanese Hō-ló-uē under Early Japanese Ruled Period: Concerning Japanese Cognition and Understanding to Hō-ló-uē

1895年（明治28年）4月清國依照馬關條約將台灣割讓予日本。當時，登陸澎湖群島及台灣島的日本軍翻譯官無法以官話（Mandarin）溝通，因此即時製作日語和台灣福佬話的對譯教材。為了與當地人溝通，當年6月至12月之間陸續出版《新領地臺灣島》〈日用臺灣土語〉、《臺灣日用土語集（臺灣語集）》、《臺灣言語集》、《大日本新領地臺灣語學案內》、《臺灣會話編》、《臺灣土語》、《臺灣語》等簡便的教材。本論文旨欲探討日人第一次接觸台灣福佬話時，如何習得對方語言並且進行溝通，這個問題至目前為止仍尚待釐清。雖然幾項先行研究中，已對此議題提出初步的答案，包括筆談或使用媒介語言蒐集單字及短句，且編纂對譯教材。然而，在筆者調查的教材中，仍然存在不符前述假設的情形。例如《大日本新領地臺灣語學案內》、《新領地臺灣島》〈日用臺灣土語〉裡，都發現有不使用媒介語言記錄台灣福佬話的案例。由此，本論文欲以維高斯基（Vygotsky）的語言習得、發展理論做為對照，探討人類在社會中獲得語言的方式，再者，如何從「外言」獲得「內言」，「內言」再連結到思考。這個觀點儘管是講述習得第一語言時的過程，卻暗示社會、語言的差異，如何影響到思考的過程。因此在分析最初期教材中的誤用時，甚有裨益。本文透過分析當初日人蒐集辭彙的方式、對譯、假名表記的方式，對照教材製作者的背景加以探討，並討論先行研究之成果，以期能逐步釐清日人首次接觸台灣福佬話時的相關認知。

According to the Treaty of Magun, the Empire of China ceded the territory of Taiwan to Japan in April 1895. Since the Japanese translators who landed on the Pescadores and Taiwan couldn't communicate with the locals in Mandarin, they started to publish teaching materials for translation between Japanese and Hō-ló-uē, such as '日用臺灣土語'of新領地臺灣島,臺灣日用土語集(臺灣語集),臺灣言語集,大日本新領地臺灣語學案内,臺灣會話編,臺灣土語,and臺灣語. The purpose of this paper is to describe how Japanese people learned Hō-ló-uē when they contacted each other for the first time. This topic has not been fully studied, although prior studies had indicated that Japanese people collected phrases and short sentences by adopting Chinese characters as a media language or in the lingua franca. However, this paper points out some textbook examples and evidences inconsistent with the assumptions above. For example, there are some entries which were not collected by means of media language in materials such as大日本新領地臺灣語學案内and'日用臺灣土語'of新領地臺灣島. Therefore, this paper applies Vygotsky's language acquisition and developmental theory, which argues humans acquire languages through a sequence of stages, in short, a process from 'external speech' to 'inner speech', and from 'inner speech' to their thinking. Although it is a viewpoint about the process of first language acquisition, it can also be applied to situations of second language learning under different cultures. It is especially helpful when analyzing wrong usages in the translation textbooks published in the very beginning. Focusing on the way Japanese people collected phrases for translation textbooks, the Katakana transcription they adopted, and the backgrounds of the authors, as well as a review of prior studies, this paper is anticipated to figure out Japanese cognitions to Hō-ló-uē during the early Japanese ruled period.