賀安娟Ann Heylen蔡惠名Tsai, Hui-Ming2019-08-292017-08-072019-08-292017http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0898260052%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/93177咱人話（Lán-lâng-uē）是閩南語的一支，也是菲律賓華人以「咱人家己所講的話」而命名之。西元1575年即有傳教士以咱人話編寫傳教手冊，至今已有440年的歷史，但華人的歸屬問題直到1973年《新國籍法》才確立身分得以解決，而咱人話也隨著華人的入籍成為菲律賓的少數語言之一。 本文分作二大語言面向作探討： 其一為了解咱人話的語音現況及其樣貌，進而進行傳統語言學及社會語言學的研究，發現咱人話不僅僅在語音系統已與原鄉的晉江話有所差異，而其獨特性更顯露在語言接觸後的詞彙表現上。再進行大規模問卷訪問，探討菲律賓華人目前的語言使用現況，發現中、老年層對咱人話仍有高度的認同，青年層已出現功能性的語言轉移現象，學生族群則幾近完成語言轉移。 其二為了解咱人話在過去的歷史所面臨的困境及咱人話語言保存的可行性，首先以文獻梳理的方式說明過去百年來生存不易的咱人話，再以語言保存的角度進行探討，認為自1973年後咱人話必須重新定位，並納入《特殊語言（含母語）保障條款》期望以增益式的雙語教育取代現行華校教育的「拼接式教學」，達到語言保存的確實功效。 語言即是身分的表徵，即使咱人話沒有受到任何的法令保護，也能傳承至今。若能進入教育體制，以更適切的方式傳承咱人話，對咱人話的語言活力則絕對有極大的助力。Philippine Hokkien language is a variation of the Chinese Hokkien dialect of the Min Nan language as spoken by ethnic Chinese in the Philippines, who refer to their dialect as Lán-lâng-uē, or ‘our people’s language’. The first written records date back to 1575 when missionaries produced evangelizing materials, giving the dialect a documented history of 440 years. However, the ethnic Chinese in the Philippines did not gain recognition until 1973 with the promulgation of the New Nationality Law, which resolved their established status and recognized Philippine Hokkien as one of the country’s minority languages. This paper explores two dimensions of this dialect: First, to understand the phonology of Philippine Hokkien, we conducted traditional linguistic and sociolinguistic research. We found that the phonology of Philippine Hokkien shows some differences with the phonology of the dialect of Jinjiang, its place of origin, but also that after contact with surrounding languages, its vocabulary has become its most distinguishing feature. A large-scale questionnaire survey was conducted to explore the current language situation of the Chinese population in the Philippines. It was noticed that functional language transfer has almost already emerged in the young generation, and language transfer has already been completed in the student community. Second, to understand the troubles that Philippine Hokkien has faced through history and assess the feasibility of preserving the dialect, we first did a literature review to clarify the troubled past of the dialect, and we conducted an exploration from a language preservation perspective. I think that the position of Philippine Hokkien in the post-1973 situation must be redefined, and must be included in the Regulations for the Preservation of Special Languages Including First Languages, in order to replace the fragmented teaching model of Chinese community schools by the bilingual teaching model of public schools, for the purpose of effective preservation. The ethnic Chinese of the Philippines have a high level of support for Philippine Hokkien, as they feel the dialect represents their identity, which is the very reason the dialect has been able to survive to date without any legal protection. However, incorporation into the education system would be a more appropriate way to pass on the legacy, and it would be instrumental in enhancing the vitality of Philippine Hokkien.菲律賓咱人話閩南語社會語言學語言保存PhilippinesLán-lâng-uēHokkien languageSociolinguisticsLanguage preservation