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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101502

    Title: 中日バイリンガルにおけるアイデンティティの形成
    Other Titles: The formation of the identity on bilingual in Chinese and Japanese
    Authors: 劉艾茹;Liou, Ai Ru
    Contributors: 淡江大學日本語文學系碩士班
    陳伯陶;Chen, Bor-tau
    Keywords: 自我認同;雙母語人士;第二言語習得;國籍;青春期;Identity;bilingual;second language;Nationality;adolescence;アイデンティティ;バイリンガル;多文化社会;国籍;青年期
    Date: 2014
    Issue Date: 2015-05-01 13:41:19 (UTC+8)
    Abstract:   此論文是以現今多文化社會中日益增多的中日雙母語人士為對象,研究其自我認同之形成。近期相關的研究較多為以生長於日本和歐美文化的雙母語人士為對象,反觀以中華文化和日本文化為生長背景的雙母語人士的研究較少。所以筆者決定以中華文化和日本文化為生長背景的雙母語人士為對象進行其自我認同的研究及探討。
    This thesis is about the formation of the identity in bilingual of Chinese and Japanese. There are many researches about the bilinguals who grew up under Japanese and Europe culture, but which grew up under Japanese and Chinese culture is not too much. So, I decided to do research about this type of bilinguals’ formation of identity.
    He/she can be aware of himself/herself with identity. For example, the ID card is a subject, and values or thinking of culture understanding are abstract ideas about identity. I had interviews with bilinguals whose ages are from 14 to 25, which are the most important time of formation of the identity which is called adolescence.
    Bilinguals have the same values and the way of thinking as native speakers, as well as speaking two languages perfectly. But dictionary said they can be classified with two kinds; “Early bilingual” and “Late bilingual.” If one is learning two languages at the same time, he/she is called “Simultaneous bilingual”, while called “Sequential bilingual” if he/she is learning a language after the other language.
    I divide them into 10 types based on factors such as nationality, living environment, and their parents’ nationality. Afterward, educational environment, family background ,and are important elements to their formation of identity.
    Appears in Collections:[日本語文學系暨研究所 ] 學位論文

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