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马来亚时期白话文教学与马华文学语言的特殊性初识:从切音文字谈起

The Chinese Vernacular Teaching in Malaya and the Particularity of Ma Hua's Literary Language: Chinese Transliteration System as its Source

摘要


五四文学革新并非平地一声雷,白话文未通行之前自梁啓超《新民丛报》、林纾的西洋小说翻译、严复的国外学术文翻译以及当时章士钊一众政论文乃至于学术文,都印证了晚清知识分子汲汲在进行文言文的大解放,尝试文字与语言的融合以便在中国国民教育普及的目标上施行统一的语音辨识文字的工作。这项语文解放工作构成了当时语言学者对切音的研究而展开了对‘国语’的奠定。在五四文学运动的催谷下,国语运动成功在1920年代推行了白话文教育,推前了五四文学革新的完成。本文尝试探索晚清时期传统知识分子如何借用方言来弥合文言文与语音的二分,并从思维上去除文与言的阶级差异。这个时段思想语文的革新与卢戆章为始的切音运动息息相关-一群有翻译外语经验的学者,更因到新加坡或欧美学习英语而萌生用符号拼音的方案融合方言,进行了语文拼音的学习模式,统合中华语言。马来亚在本世纪初,亦跟中国同步,原有的方言学塾改作白话文教学的同时引来了南来文人,这些知识分子加促本邦的白话文教学,消除了方言办学的族群限制与隔阂。但与此同时,白话文教学因为复杂的族群聚合和多种方言的干扰,在藉助国语运动“注音字母”方案的背後,仍然遗留(可能是)方言教学时期以方音习字的习惯,我们从杜南先生的切音表可想知本地白话文教育因语言环境不一样而衍生了另类的尝试。本文的重点不在语言学,而是从这样的背景上出发,进一步探索白话文教学推行后,南来文人与马来亚时期文学创作的语言表现因方言、外语、白话文及“国语”的融汇产生的特殊性,很可能与“国语运动”的白话进程交集,却因相当大的差异而构成特殊的文学审美意识。

關鍵字

切音 白话文 马华文学

並列摘要


The literary innovation of the May Fourth Movement was not an unexpected event. Before the vernacular text become common, in late Qing we already had new thinking from"Xinmin Congbao" which organize by 'Liang Qichao', also translation of the foreign novels by Lin Shu, and the foreign academic translations of Yan Fu, then followed by a lots of political article and local academic texts written by the highbrow of the new society, such as Zhang Shi Zhao, all these proved that the intellectuals in the late Qing dynasty are carrying out the great liberation of classical Chinese, trying to integrate words and language in order to implement a unified speech recognition text on the goal of popularizing Chinese national education. This liberation of the language constituted the linguistic scholar's research on the alphabetical method and the establishment of the 'national language'. Under the urging of the May Fourth Literature Movement, the Mandarin Movement successfully promoted vernacular education in the 1920s, pushing the completion of the May Fourth literary innovation. This paper attempts to explore how traditional intellectuals borrowed dialects in the late Qing dynasty to bridge the dichotomy between Chinese characters and Chinese phonetics, and release the class differences between literature and languege from the perspective of thinking. The innovation of the ideological language during this period is closely related to Lu Gang Zhang alphabetical phonetics movement. A group of scholars with experience in translating foreign languages, and even learning English in Singapore or Europe and the United States, they used the symbolic phonetic scheme to integrate dialects and carried out the learning mode of Chinese Pinyin, integrated Chinese language. At the beginning of this century, Malaya was also in sync with China on these language innovation, where the original dialectology was changed into a vernacular teaching, which attracted the literati from China. These intellectuals promoted the teaching of vernacular in the state and eliminated the ethnic restrictions and barriers of running dialect school . At the same time, however, the vernacular teaching is complicated by the aggregation of ethnic groups and the interference of various dialects. Behind the "phonetic alphabet" scheme of the Mandarin movement, the habit of using dialect way if teaching is still remain. Mr. Tu Nan's alphabetical phonetics table can be imagined that local vernacular education has spawned alternative attempts due to different language environments. The focus of this paper is not on linguistics, but on this background, after further exploring the implementation of vernacular teaching, the language expression of literary creation in literati from China and Malaya period is due to the convergence of dialects, foreign languages, idioms and "national languages". The particularity is likely to cross with the vernacular process of the "Mandarin Movement", but it constitutes a special literary aesthetic consciousness due to considerable differences.

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