日治前期(1895-1919)的臺灣本土語言教學、教材之硏究

• Main Authors: Ichikawa, Haruki, 市川春樹
• Other Authors: Ann Heylen
• Format: Others
• Online Access: http://ndltd.ncl.edu.tw/handle/k94599

博士 === 國立臺灣師範大學 === 台灣語文學系 === 106 === This study explores how Japanese mainlanders studied and taught Taiwanese native languages during the Japanese Colonial Period in Taiwan, especially with a focus on the characteristics of teaching materials. Taiwan had been occupied by the Japanese for 51 years, from June 17, 1895 to October 25, 1945. This thesis pays attention to the first 24 years of the period, namely from the declaration of the start of administration by General Kabayama Sukenori in 1895 to the proclamation of Taiwanese Education Order in 1919. During that time, native languages in Taiwan included Taiwanese southern Min (Taiwango), Hakka languages (Kwantongo), and several Formosan languages (Bango). Since the teaching methods and materials of these languages were quite different, we need to investigate into their origins in order to clarify the development of language teaching in each language. For example, researches and analyses on Taiwanese southern Min followed the earlier linguistic researches conducted by missionaries in Taiwan and Amoy. Hakka language textbooks were originally translated from the example of southern Min textbooks. Researches on Formosan languages began with the social investigation work of Bureau of Colonial Industry Development and Bureau of Pacification and Exploitation since there had been almost no previous study by then. In an effort to outline the development of language studies and teaching, this thesis mainly focuses on published teaching materials, together with supplementary materials such as historical data in bulletins, newspapers and the archives of Government of Formosa (Taiwan Sotokufu) in respect of language teaching issues at that time. Furthermore, it explores the creation and popularization of Taiwanese Kana phonetic system, the establishment of both private and public educational organizations, as well as their curriculum planning and teaching activities. In light of this, the educational history of Taiwanese native languages can be divided into the initiative period (1895-1898), the period of development (1898-1907), and the period of establishment (1907-1919). Moreover, this thesis put emphasis on the types and development of teaching materials, which could be divided into 7 categories: temporary materials, translation, parallel texts, scenario texts, pronunciation textbooks, dictionaries, and workbooks. This thesis reviews the history in which Japanese Mainlanders (Naichijin) studied and taught Taiwanese native languages, with a hope to facilitate the teaching and learning methods of the language for foreigners in the future.