A Study on the Request of “Writing (Characters)=Moji” and “Vocabulary=Goi” in Japanese Language Proficiency Test - Concerning with how they reflect on the Japanese Textbooks of Taiwan, Mainland China, and Japan -

[[abstract]]始於1984年的日本語能力試驗，至今已有逾二十年的歷史。報考人數也從當初的約八千人次，遽增至今天的約三十二萬人次。在日語學習的風氣鼓動下，預計報考人數還會不斷攀升。在此情況下，日本語能力試驗應該因應社會變遷而有什麼樣的功能改變？ 漢字圈日語學習者，由於對漢字熟悉，對漢字的寫法及語彙的理解，往往不盡完善。究竟「文字」及「語彙」在日語學習中佔了多少重要性？ 本文由以上所提出的兩個問題，以「日本語能力試驗」與「日本語教科書」為主要研究對象。在「日本語能力試驗」部份，以考試科目之一的【文字．語彙】為範圍。「日本語教科書」部份則從台灣、中國、日本各選出一本教科書，以其中所採用的「文字」、「語彙」為範圍，作為使用資料。透過對實際情況的探討和歸納，對兩者進行比較與分析，期望找出相互間的關係。 序論與結論分別為筆者的研究動機與今後研究範疇的闡述。 第2章為日本語能力試驗的相關訊息與統計分析。 第3章主要著眼於大家所熟悉的「文字（漢字）」。由於日本與中國，皆對漢字進行不同程度的簡化，其過程與方法更有各自的規律，因此造就了台灣、中國和日本三地所使用的字形迥異的情況。本章將深入淺出的探討日本語能力試驗的出題漢字與台灣、中國的漢字在字體形態上的異同。 第4章為「語彙」研究。日語學習過程中，語彙的學習佔了相當大的比重。於是，教科書內的語彙選用與編排，往往成了影響初級日語學習者的溝通能力與學習成效的關鍵。此外，筆者另加入了文化語一節，希望日語學習者在準備日語能力試驗時，依然能透過日語能力試驗的文化語，得到初步的日本文化概念。[[abstract]]The Japanese Language Proficiency Test, JLPT, started in 1984, has 20 years history. The number of the examinees has a huge change, nearly from 8,000 to 320,000. Learning Japanese became very popular, and it is predicted that the number of the examinees will increase continually. In this case, what kind of function does JLPT should change because of the world changing? The Japanese learners who come from Taiwan and Mainland China, use Kanji (Chinese Characters) as their first language, are very familiar to use “Chinese Characters”, but when they learn “Japanese Kanji”, most of they may pay less attention to know how the Japanese Kanji is written differently from Chinese Characters and how the meaning changes. In this case, how important “Writing (Characters)=Moji” and “Vocabulary=Goi” are in Japanese learning process? The research goal is for saving the 2 questions above, and the research objects are “JLPT” and “Japanese Textbooks”. About “JLPT”, I focus on its “Writing (Characters)” and “Vocabulary”. About the “Japanese Textbooks”, I chose 3 textbooks, each was published from Taiwan, Mainland China, and Japan. I focus on the “Writing (Characters)” and “Vocabulary” in those textbooks as data. Through the investigation and the induction of real situation, I compare and analyze the 2 questions above, and try to find the relationship between them. The 1st chapter as an introduction discusses the research motivation, and the 5th chapter as a conclusion is about the research forwarding. The 2nd chapter is about the information and statistics analysis of JLPT. The 3rd chapter focuses on the “Writing (Characters)=Moji (including Kanji)”. Because of Japan and Mainland China, had simplified the Chinese Characters in different ways, both of the processes and the ways of the simplification have their own rules, and they make the forms of characters become different each in Taiwan, Mainland China, and Japan. In this chapter, I discuss the difference in the Japanese Kanji in JLPT and the Chinese Characters in Taiwan and Mainland China. The 4th chapter focuses on the “Vocabulary=Goi”. In the process of Japanese learning, vocabularies have a big rate of learners’ learning. Therefore, the selection and the arrangement of the vocabularies in the Japanese textbooks are key points that effect the basic Japanese learners’ communication abilities and learning effect. Moreover, I also discuss “cultural vocabulary” in this chapter, to mention that some of the cultural vocabularies in the Japanese textbooks are a good way for learners to basically know Japanese culture