| Summary: | 碩士 === 東海大學 === 日本語言文化學系 === 101 === 【要 旨】
1945年の終戦と同年に光復を迎えた台湾は、1949年の戒厳令の実施から1987年の戒厳令が解かれるまで、教育機構や公の場における日本語の制限、そして新しく国語となった北京語の教育が進んで行われた。しかし、戒厳令が解かれてから、徐々に日本語の使用が頻繁となり、今では親日国と言えるまでとなった。しかし、幼い頃から台湾北部における台湾人の母方の祖父母の家に移住した筆者は、現地における親日感や、特定した記念日における反日感情の表れを幾度も目の当たりにする事で、その対照的な対日感情に惑わされつつあった。そこで、日本植民地時代の経験、そして日本語を制限された時期に遭ったにも関わらず、今に至るまで、日本語を母国語のように流暢に話す母方の祖父母や同年輩の友人における対日観や、日本語を続けるために、異なる環境で日本語に接する日本語使用の動向を、高齢者の学習機構（Aグループ）、日本語を主要言語として活動をするデイケアセンター（Bグループ）、そして私的な環境で、家族や友人同士と日本語を話す（Cグループ）における各10人の計30人にインタビューを行った。そして、以下の各項目におけるグループごとの戦後から今に至る日本語使用の動向、更にその共通点や相違について分析をする事で、筆者が当時、惑わされていた台湾における対日感情を、まず日本植民地経験者である戦前本省人高齢者の視点から解明をする。
① 終戦後の光復時期から今に至る日本語の使用状況の変化。
② 自分の子供に日本語を教えているか。
③ 今通われている、または知っている高齢者を対象とした施設についてどの様に感じているのか。
（施設における良し悪し∕関連施設の増設希望）
④ 今通われている施設以外に、日本語を使用する場所に行っているか。
⑤ 普段の日本語の使用環境や、高齢者を対象とした日本語使用施設について。
⑥ 日本語の図書利用について。
以上の各項目から、光復時期から、所々で日本語の制限はあったが、途絶える事は殆どなかった。
そして今に至るまで日本語を話し続ける事は、戦前に日本語教育の経験をされて来た人との絆や証を保つ為にあるという事も、インタビューを通じてわかった。また、日本語の教育面では、今の時代であるからこそ考える、戦前や戦後高齢者に合った各年齢層の指導法や、高齢者が希望する比較的分かりやすい、そして見やすい教材の編集は、今後の高齢者日本語教育には大事である。また、日本語が話せる公共の場の設立は、日本語を母語のように親しむ高齢者同士にとって新たな生活圏、そして交友の場になるだろう。
【キーワード】戦後言語使用 戦前本省人高齢者 戒厳令
老人服務中心日本語高齢学習者 玉蘭荘
[Abstract]
In Taiwan, which was liberated at the same year when the World War II ended in 1945, during the martial law from 1949 to 1987, the use of the Japanese language was forbidden in educational services or public places, and the education of Mandarin Chinese that has become a new mandarin was gradually developed. However, the use of the Japanese language has been used increasingly since martial law was lifted in 1987. Nowadays, it can be said that it’s becoming "Japanolatry". Whereas for me, who moved to live with my Taiwanese grandparents on my mother's side in the northern part of Taiwan since I was very young, I could feel both the local pro-Japanese attitude and the anti-Japanese motion in special anniversary days, and this kind of conflicting motion towards Japan kept puzzling me for a long time. So, in terms of the concept about Japan from grandparents on my mother's side and friends of the same age who experienced the Japanese Colonial Period and the period when the Japanese language was restricted, but up to the present, still can speak the Japanese language fluently like their mother tongue, and the use trend of the Japanese language in different environments in order to continue to develop the Japanese language, the author has carried out interviews with the following three groups of surveyed persons: persons from learning organizations of the elderly (A group); persons from day care centers, who use the Japanese language as their main communication language (B group); and persons who speak the Japanese language to their family or friends in their private environment (C group). 10 persons in each group were picked for the interview with 30 interviewees in total. Then, the author has firstly explicated the motion towards Japan in Taiwan which has puzzled the author, from the viewpoint of the local elderly before the war who experienced the Japanese colonial period, by analyzing the following items for each group in terms of the use trend of the Japanese language from the end of the war until nowadays,
especially common and different points.
1.The change of Japanese usage from the re-taking period after the war till now.
2.Whether to teach the Japanese language to their children?
3.What they think about the institution for the elderly whom they are well
with or they know. (whether the institution is good or bad/Hope in the
addition of relevant institution?)
4.Except the institution where they used to visit, whether they go to other
places where the Japanese language is used.
5.About the daily environment for the use of the Japanese language, and the
institutions for the use of the Japanese language which serve the elderly.
6.About the use of Japanese books.
On the basis of each item above, despite the Japanese language has been restricted in many respects since the liberated period, it has never come to an end. In addition, the use of the Japanese language until now can be considered as an evidence and the bonds of persons who have experienced the Japanese language education before the war. Besides, in respect of the Japanese language education nowadays, the teaching method which is suitable for various age phases of the prewar and postwar elderly and the compilation of teaching materials that is easy to understand or read by the elderly are important links in the Japanese language education for the elderly in the future. In addition, it is expected that for the elderly who are intimate with the Japanese language just like their mother tongue, the establishment of public Japanese-speaking places may become their new life circle where they can make new friends.
[keywords] the usage of language after the war
the local elderly before the war
martial law
the elder japanese learner of senior center
taipei gyokulansou day care cente
|
|---|
