多語日本中學生在台灣的身分認同及語言投資

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

關鍵字

語言投資；想像共同體；身分認同

並列摘要

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