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研究生： 山下浩子
Yamashita, Hiroko
論文名稱： 多語日本中學生在台灣的身分認同及語言投資
The Language Experiences of Multilingual Japanese Students in Taiwan: Identity, Imagined Community, and Laguage Investment
指導教授： 張銪容
Chang, Yu-Jung
口試委員: 黃虹慈
Huang, Hung-Tzu
楊芳盈
Yang, Fang-Ying
學位類別： 碩士
Master
系所名稱： 人文社會學院 - 外國語文學系
Foreign Languages and Literature
論文出版年： 2019
畢業學年度： 107
語文別： 英文
論文頁數： 94
中文關鍵詞： 語言投資 、想像共同體 、身分認同
外文關鍵詞： investment, imagined community, identity
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    • 近年來赴海外工作的日本人數量愈來愈多，其中許多海外日本工作人員帶著家人赴外國。由於許多日本知名學校的入學考試重視英文能力 (Goodman, 1990; Kanno, 2003a) ，日本海外工作人即使住在非以英語為母語的國家，家長會仍優先選擇英語授課的學校，以利其子弟未來返回日本後的銜接升學。因此，越來越多的日本海外學生必須於其生活環境中使用多種語言。
    過去的文獻探討許多日本歸國生會遇到的問題 (Ono, 1988; Tamura & Furnham, 1993; Yoshida et al, 2009；Ikeda and Yamazaki, 1982; Taniguchi, 2014; Mori and Calder, 2015)，然而先前研究並未探討然而先前研究並未探討日本學生海外經驗而他們的持續變化的身分認同如何互相影響他們對於習得語言的看法及語言投資。
    本研究使用Kanno(2003b)與Kanno & Norton(2003)提出的「想像共同體」（imagined communities）以及Darvin & Norton(2015)提出的「投資理論」（investment），透過探討日本學生的外語習得過程，分析他們的國外經驗、未來志向及身分認同如何影響他們的多語言投資（日文，英文，中文）。結果表示，日本海外學生的語言投資受到想像共同體與身分文同的影響。但是想像共同體與身分認同不太提升語言投資。反倒幾個其他因素影響語言投資。
    關鍵字：語言投資，想像共同體，身分認同

    In recent years, the number of Japanese sojourning family has increased significantly (MEXT, 2014). Since many prestigious Japanese schools put emphasis on English language competence at the entrance examination for returnees (Goodman, 1990; Kanno, 2003a), many parents in non-Anglophone countries favor English-medium schools. As a result, many young Japanese sojourners in multilingual environments juggle among multiple languages in their daily lives.
    Many researchers have investigated the issues and the challenges that Japanese returnees may encounter (Ono, 1988; Tamura & Furnham, 1993; Yoshida et al, 2009; Ikeda and Yamazaki, 1982; Taniguchi, 2014; Mori and Calder, 2015). However, there has been little focus on these young sojourners’ experiences abroad and how their changing identities interact with their perception of and investment in the languages that they encounter.
    In identifying the research gaps, this study draws on the concepts of imagined community (Kanno, 2003b: Kanno & Norton, 2003) and investment (Darvin & Norton, 2015; Norton & Toohey, 2011) to explore the language experiences of young Japanese students in Taiwan and to analyze how their overseas experiences, future aspirations, and their multiple identities influence their investment in multiple languages (e.g. Japanese, English, Mandarin Chinese). The result shows that the Japanese sojourning students’ multilingual investments were shaped by their imagined communities and multiple identities. However, their investments were not enhanced by the imagined communities and the identities, and had influence from various factors.
    Keywords: investment, imagined community, identity

    TABLE OF CONTENTS CHAPTER ONE INTRODUCTION 1 1.1 BACKGROUND OF THE STUDY 1 1.1.1The Change of Environment Surrounding Japanese Sojourning Students 1 1.1.2 Multilingual, Multicultural Sojourn Students in Non-English Speaking Countries 3 1.2 PURPOSE OF THE STUDY 4 CHAPTER TWO LITERATURE REVIEW 6 2.1 OVERVIEW 6 2.2 WORLD ENGLISHES, THREE CIRCLES MODEL, AND OUTER CIRCLE AS A MODEL FOR LEARNING ENGLISH 6 2.3 EMPIRICAL STUDIES OF JAPANESE RETURNEES 7 2.3.1 Readjustment Issues of Japanese Returnees 8 2.3.2 Empirical Studies on Identity Issues of Japanese Returnees 10 2.4 THEORETICAL FRAMEWORK 12 2.4.1 Investment 12 2.4.2 Imagined Community 16 2.5 CURRENT STUDY 18 CHAPTER THREE METHODOLOGY 19 3.1 OVERVIEW 19 3.2 RESEARCH METHOD 19 3.3 PARTICIPANTS 19 3.4 DATA COLLECTION 21 3.4.1 Consent Form 21 3.4.2 Preliminary Questionnaire 22 3.4.3 Interviews 22 3. 5 DATA ANALYSIS 24 CHAPTER FOUR FINDINGS 26 4.1 AYU 26 4.1.1 Family and School Backgrounds 26 4.1.1.1 Family Background 26 4.1.1.2 Schooling in Taiwan 27 4.1.2 English and Ayu 29 4.1.3 Japanese and Ayu 32 4.1.4 Mandarin Chinese and Ayu 34 4.1.5 Future Aspiration 36 4.2 SAYA 38 4.2.1 Family and School Backgrounds 38 4.2.1.1 Family Background 38 4.2.1.2 Schooling in Taiwan 39 4.2.2 English and Saya 40 4.2.3 Japanese and Saya 42 4.2.4 Mandarin Chinese and Saya 43 4.2.5 Future Aspiration 44 4.3 RIN 45 4.3.1 Family and School Backgrounds 46 4.3.1.1 Family Background 46 4.3.1.2 Schooling in Taiwan 46 4.3.2 English and Rin 47 4.3.3 Japanese and Rin 50 4.3.4 Mandarin Chinese and Rin 53 4.3.5 Future Aspiration 56 CHAPTER FIVE DISCUSSION AND CONCLUSION 59 5.1 INVESTMENT IN ENGLISH, JAPANESE AND CHINESE 59 5.1.1 Factors that shaped their English investment 60 5.1.2 Factors that shaped their Japanese investment 63 5.1.3 Factors that shaped their Chinese investment 66 5.2 CONCLUSION 69 5.3 IMPLICATIONS 70 5.3.1 Theoretical Implications 70 5.3.2 Practical Implications 72 5.3.3 Future Research Direction 74 REFERENCES 76 APPENDIX 1. CONSENT FORM FOR PARENT 83 APPENDIX 2. CONSENT FORM FOR A CHILD 90 APPENDIX 3. QUESTIONNAIRE: ORIGINAL (JAPANESE) 92

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