荷語在歐洲歷經口語、拼音與書寫的標準化過程，其間宗教與語文的結合對國家建構具有一定作用。近代初期荷蘭聯合東印度公司在季風亞洲地區進行商業與殖民擴張時，荷語也藉由公司語言政策在殖民地與根據地得到進一步推廣，成為殖民建構重要的一環；荷蘭甚至成為繼葡萄牙之後，開啟歐洲人對當地連續殖民的歷史。臺灣在荷蘭統治時代也經歷過類似的過程。筆者透過比較研究，欲呈現臺灣原住民與東印度公司在傳教與教育互動的特點。 　　討論地區包括東印度公司設置長官的區域：島嶼東南亞所屬摩鹿加群島與爪哇，及南亞的錫蘭；另外，以日本為例說明東印度公司商業根據地另類學習荷語的經驗。前者在面臨既有通用語──馬來語和葡萄牙語的語境中，公司推廣荷語最後仍力有未逮；後者在貿易實務和鎖國時期唯一接觸的歐洲國家前提下，幕府要求學習荷語，荷語也吸納追求西方新知的知識分子，開創「蘭學」，並奠下未來走向開國的基礎。 　　臺灣雖然被視為東印度公司對當地人施以荷語教育成效最為卓著的地區，然而其所面對的語言環境並不單純。透過現存原住民語彙資料的分析，筆者探討語言接觸下產生外來語採借的例證與歷史因緣，說明原住民語言也曾受到其他南島語言如他加祿語和馬來語的影響；閩南語同時也是目前看來被採借與訛化最多的語言。至於荷語在不同原住民社會與文化機制的作用下產生的成效亦當不同；荷語的語音，語彙概念與制度在今天的南臺灣確實有跡可尋。要言之，本文著重在時間深度的縱軸與空間廣度的橫軸上，呈現值得關注、沉潛與連續的歷史語言現象，同時在宏觀的全球化過程中揭示微觀在地的特殊性。

This article depicts how Dutch language developed in the colonies and settlements of the Dutch East India Company (VOC) through its linguistic policies during the Early Modern Era when the company started commercial and colonial expansions in the region of Monsoon Asia. The authour then focuses on Dutch learning in the context of missionary and educational activities, among the Taiwan Indigenous Peoples from the central to southern Taiwan. The Company's domain under discussion includes the Moluccas and Java in Island Southeast Asia, as well as Ceylon in South Asia where the Company set governors as the chair of offices; additionally, Japan stood for the example of learning Dutch in an economically important factory. The former represented the unsuccessful ending of the promotion of Dutch language under local linguistic surroundings with must more often used lingua franca, Malay and Portuguese. The latter provided an active model motivated by the practical necessity of commerce and the prerequisite of the fact that the Dutch as the only cultural mediators when Japan isolated itself from the world. The Shogun ordered scholars to learn Dutch. However, Dutch learning also attracted other intellectuals interested in new knowledge spread from Europe, and they finally found the study of rangaku leading to the opening of country in the nineteenth century. Taiwan had been seen as the most outstanding case of Dutch learning compared to other areas where the Company operated its policies of Dutch education for the local people, though Formosan language situation was not simple at that time. By analyzing extant indigenous orthographic materials, the author investigates lexical borrowing and its historical connection by language contact. The study reveals the following phenomena: First, the influence of Tagalog and Malay in Siraya. Second, the Minan Dialect as a foreign language can be the most frequently adopted and bastardized in both Siraya and Favorlang during the Dutch period of Taiwan. Third, even though the Dutch had not established a school in Paiwanese region, it was possible for the Paiwanese to preserve more Dutch linguistic elements due to their own social-cultural institutions as a hierarchical society. The last, one example of "pa" concerning tax-farms introduced by the Company showed the adoption of Dutch words in Minan Dialect and Paiwanese language. Furthermore, its idea of meaning and even related activities continued in present-day southern Taiwan, which may be perceived as the part of Dutch legacy in Formosa.

荷蘭語;荷蘭東印度公司;殖民語言學;臺灣原住民;季風亞洲

Dutch Language; Dutch East India Company (VOC); Colonial Linguistics; Taiwan Indigenous Peoples; Monsoon Asia