台灣應用日語研究
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Published By Angle Publishing Co., Ltd.

1998-7579, 1998-7579

2021 ◽  
Vol 28 (28) ◽  
pp. 083-110
Author(s):  
陳志文 陳志文
Keyword(s):  

<p>現代日語中,有些同時兼具形容動詞和名詞的漢語,除了可以使用「漢語形容動詞 ni(副詞形)+動詞述語節」外,也可以使用「漢語名詞 de+動詞述語節」之形式。到底甚麼樣的情況,應該用甚麼樣的形態來修飾動詞述語節呢?這確實是一項耐人尋味的問題。本稿中,以此課題為基本,使用「BCCWJ(中納言)」這項資料庫為分析資料,以「本気(ni)」「本気(de)」之用法為例,考察分析「漢語形容動詞(ni)+動詞述語節」構造及「漢語名詞(de)+動詞述語節」之構造,闡明兩者使用上之差異。</p> <p>&nbsp;</p><p>In contemporary Japanese, some Chinese (or Kango) includes both adjectival verbs and nouns. There are two forms that can be used to modify the predicative verb clauses, &ldquo;adjectival verb ni (adverbial form) + predicative verb clause&rdquo; and &ldquo;noun de(case marker) + predicative verb clause.&rdquo; The study aims to discuss this area with an intriguing question: Based on different situations, which form should we use to modify the predicative verb clauses? With the analysis of the Balanced Corpus of Contemporary Written Japanese (BCCWJ-Chunagon) and the examples shown in this study, differences between the two forms can be fully investigated and explained. </p> <p>&nbsp;</p>


2021 ◽  
Vol 28 (28) ◽  
pp. 111-142
Author(s):  
董莊敬 董莊敬

<p>在日本,為使高中教育與大學教育能夠順利地銜接,以高中教育改革、大學教育改革,以及大學入學者選拔改革為中心,開始積極地推動高大接續的教育改革。此外,在台灣,開始實施「108 新課綱」,並以「自主行動」「溝通互動」「社會參與」三大面項為其目標,藉以培養學生之基礎能力。由此端之,無論是日本的教育改革或是台灣的教育改革,以高大接續的教育改革作為其重點,積極地推動並促進學生主動學習為其主要目標之一。然而,在推動主動學習之際,常遇到 「教師知識傳授型」與「學生自主型」兩種方式並存,因而造成兩者間的衝突與矛盾。因此,為了減少上述之衝突與矛盾,本論文首先探討主動學習的定義及其意涵。再者,並探討學校教育中主動學習的定位。最後,則是紮根理論的分析方 式,透過大學主動學習之個案分析探討主動學習之學習轉換的可能性。</p> <p>&nbsp;</p><p>In order to enable smooth articulation of high school and university, reforms of high school education, university education, and university entrance exam began to actively promote the educational reform of articulation of high school and university. Additionally, in Taiwan, the 2019 Curriculum Guideline was implemented and focuses were placed on three dimensions: &ldquo;active action,&rdquo; &ldquo;communication and interaction,&rdquo; and &ldquo;social participation&rdquo; to cultivate basic abilities of students. Accordingly, educational reform in either Japan and Taiwan focuses on the transition between high schools and universities to actively promote and facilitate active learning of students as one of its main goals. When promoting active learning, one will see conflicts and confrontation between &ldquo;knowledge instruction based that centers on teacher&rsquo;s education&rdquo; and &ldquo;active learning based education&rdquo; that centers on students as well as those between &ldquo;administration&rdquo; and &ldquo;teaching.&rdquo; Hence, to avoid the said conflicts and confrontations, this paper first discusses definition and context of active learning. Furthermore, orientation of active learning in school education is discussed. In the end, possibilities of learning transformation of active learning are examined through case study of active learning in university.</p> <p>&nbsp;</p>


2021 ◽  
Vol 28 (28) ◽  
pp. 001-032
Author(s):  
林玉惠 林玉惠

<p>本文從翻譯教學實踐出發,以表達美味的詞語為對象,整理出日漢機器翻譯的特點和問題,且比較了兩種翻譯機輸出的譯文,並根據問卷調查的結果,提出了使用日漢機器翻譯時應注意的事項。本文的目的是整理機器翻譯的特點和問題,幫助設計能夠支持學習者的翻譯課。從問卷調查的結果得知:翻譯班的學生對機器翻譯 2(DeepL)的結果比機器翻譯 1(Google)更滿意、機器翻譯對約半數的學生有幫助、70%以上的學生經常使用機器翻譯等。另外,透過本文的調查與分析,使用日漢機器翻譯時應注意以下幾點:(1)聽覺和觸覺相關譯詞的問題主要集中在 &quot;ABAB &quot;型擬聲擬態詞以及 &quot;擬聲擬態詞+と+動詞&quot;、(2)嗅覺相關譯詞的問題多為機器翻譯無法判斷正面或負面的詞意、(3)味覺相關譯詞的問題主要為表達多種口味的譯詞常被誤譯、(4)整體來說,機器翻譯存在著無法配合上下文挑選適當詞語或用法、無法辨識詞語的細微差別和漏譯等問題。</p> <p>&nbsp;</p><p>This paper presents the characteristics and problems of Japanese-Chinese machine translation from the perspective of translation teaching practice, compares the output of two types of translation machines, and suggests things to note when using Japanese-Chinese machine translation based on the results of a questionnaire survey. The purpose of this paper is to organize the characteristics and problems of machine translation and to help design translation lessons that support learning. The results of the survey showed that students in the translation class were more satisfied with the results of Machine Translation 2(DeepL)than Machine Translation 1 (Google), that Machine Translation was helpful to about half of the students, and that more than 70% of the students used Machine Translation frequently. In addition, through the survey and analysis in this paper, the following points should be noted when using Japanese-Chinese machine translation: (1) The problems of auditory and tactile related translations mainly focus on the &quot;&quot;ABAB&quot;&quot; type of prosody and &quot;&quot;prosody + and + verb&quot;&quot;. (2) The problems of olfactory related translations are mostly due to the inability of machine translation to determine the positive or negative meaning of words. (3) The problems of taste related translations are mainly due to the fact that words expressing multiple flavors are often mis-translated. (4) Overall, machine translators are unable to select appropriate words or usage to match the context, and are unable to recognize subtle differences in words and mis-translations.</p> <p>&nbsp;</p>


2021 ◽  
Vol 28 (28) ◽  
pp. 053-082
Author(s):  
桑澤悟史 桑澤悟史

<p>日本因進入快速老化的社會,故浮現年長者須面對的社會問題,同時,因社會及經濟系統的去穩定作用,例如嚴厲失業環境或學校或工作場合與他人的增強競爭,開始有人因沒有對社會生活的適應能力而窩居家中、隔絕於社會,這些人被稱為繭居族。當他們退出社會且窩在家中愈久,年紀漸增也失去獲得自撐所需要的技能,因而造成 80 餘歲的父母要用其退休金去支撐其 50 餘歲的孩子,此稱為 8050 議題。</p> <p>社福組織及研究者主要論辯點在於快速轉變的社會如何形成繭居族以及其行為如何影響 8050 議題,然而,因該論點聚焦於社會快速轉變,而缺乏傳統家庭結構與價值如何影響 8050 議題的可能性,日本的家庭似乎仍保留傳統習俗,而這些習俗仍影響著家庭的思維與行為。</p> <p>基於以上背景,本論文將結合快速社會轉變及傳統家庭結構與價值兩個面向之概念,以釐清 8050 議題之機轉。</p> <p>&nbsp;</p><p>Since Japan has entered into super aging society, there have appeared social problems with which elderly people have faced. Simultaneously, because of destabilization of society and economic system such as tough employment environments or intensifying competition with others in schools or working places, there were people who isolated from society and kept staying home for long time due to maladaptive response to social life. These people are called as hikikomori. As they withdrew from society and stayed their houses longer and longer, they got aged and lost the opportunity to acquire skills necessary for their self-support. As a consequence, parents in their 80s who are receiving pensions need to support their children in their 50s. This issue is called as the 8050 issue. Social service organizations and researchers mainly argue how drastic social transformation produce hikikomori and how their behaviours influence toughness of the 8050 issue. However, because of the focus on the influence by drastic social transformation, their arguments would lack the prospects about how traditional family structure and value influence the 8050 issue. Japanese family seems to remain traditional custom and such custom still affects family’s thoughts and behaviours. Due to these backgrounds, this paper will clarify the mechanism of 8050 issue with combining both of theories of drastic social transformation and concepts about traditional family structure and value.</p> <p>&nbsp;</p>


2021 ◽  
Vol 28 (28) ◽  
pp. 033-052
Author(s):  
郭毓芳 郭毓芳

<p>本論文是探討台灣中部某所大學開設之「觀光日語」課程改革的實踐報告。本課程的課程設計理念是,學習者可以透過此門課程培養自身理解台灣和日本之間存在的社會和文化的差異。具體而言,於課程中導入台灣在地的題材,讓學習者完成各個在地題材為主題的課題。</p> <p>課程的實踐成果以問卷調查和口頭表現測驗進行評估。問卷調查的問題以 異文化理解為主軸設計的內容,各個問題滿分 5 分的問卷調查以記述統計的統計方式進行統計,其結果為「4.1」以上的平均點,由此得知學習者對於異文化有高度的理解。亦由此結果得知,本實踐活動達成課程目標之一的「培養異文化的學習能力和教養」。</p> <p>其次,由口頭表現測驗的結果得知,有學習者履修此門課程後,其單字的發音變得正確,其口頭表現使用的語彙和句型數量有所增加,語彙和句型的使用亦比修課前呈現更多元的變化。此結果亦達成課程的另一個課程目標「口頭能力表現的進步」。今後將持續進行導入台灣的自文化和在地題材為主題的課程改革。</p> <p>&nbsp;</p><p>This paper discusses the evaluation and revision of a &quot;Travel Japanese&quot; course taught in a university in central Taiwan. The course was designed to develop learners’ capability to understand the cultural and social differences between Taiwan and Japan. In particular, the course incorporates local Taiwanese themes for topics as learners complete lesson tasks.</p> <p>The course results were measured through post-class questionnaires, which surveyed understanding about different cultures on a five-point scale, and oral performance tests. The results of the questionnaires showed average of 4.1 points, indicating a high degree of understanding about other cultures. Therefore, the course can be thought to have accomplished the goal of &quot;cultivating learning and understanding of different cultures.&quot; </p> <p>In addition, the test results for the oral performance tests indicated that through the course learners improved in pronunciation and increased both their vocabulary and the diversity of the sentence patterns they used. Thus, results indicated that the second course goal of &quot;improving oral performance&quot; was also met. The author will continue to implement the self-culture approach and local elements of Taiwan into the course.</p> <p>&nbsp;</p>


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