久米村是十四至十五世紀琉球地方向明國朝貢初期移住那霸的福建人－「閩人三十六姓」－所形成的聚落。久米村人對琉球王國外交、文化、思想、信仰有深遠的影響。本論文以時間為縱軸，以民族集團客觀特徵的姓名、語言、信仰、主觀認同意識為橫軸，探討閩人三十六姓自十四世紀末移住琉球那霸久米村之後至今600年之間，在琉球‧沖繩社會脈絡下改變的過程和因應機制，以及客觀文化特徵與主觀認同意識的相互關係。 論文除「緒論」、「結論」外，本論有六章，第一章「久米村人的形成」，寫久米村人的人來源、社會組織、現況，和久米村的地理位置。第二章「久米村人的職業」，重點在描述久米村人在封貢體系中擔任外交官重要角色的實態。第三章「久米村的姓名」，探討久米村人的命名制度及其因時代所起的變化。第四章「久米村人的語言」，析論久米村人閩南話、漢語官話、琉球語及日語之使用與變遷。第五章「久米村人的宗教信仰」，研析久米村人之祖先崇拜、天妃信仰，以及琉球民間信仰與日本民間信仰對久米村人信仰的影響。三、四、五章並分別就姓名、語言、信仰之客觀的文化特徵，探討其作為久米村人民族邊界的有效性。第六章「久米村人的認定與認同」，敘述琉球王國的身分認定制度，並析論此一制度對久米村人主觀認同的影響。 關鍵詞：沖繩 閩人三十六姓 認定 認同 / Kume Village was initially formed by 36 Fujian clans in the 14th Century when the Ryukyu Islands became one of the tributaries to the Ming Empire of China. Kume Villagers had a great influence on the Ryukyu Kingdom in diplomacy, culture, thought, and belief perspectives. The tenets of this dissertation focus on the development of the people of Kume Village; their careers, the evolution of their languages, their system of assigning names to individuals, and how they related first to China, then later to the Okinawa Kingdom, Japan, and how they were perceived by Okinawans throughout this time. The dissertation consists of six chapters. The first chapter, "The Kume Village", writes where Kume villagers come from originally, its past and present social organization, and the Kume Village geographical position. The second chapter, "The Kume Villagers’ Social Niche", mainly describes the important role Kume villagers play in the tribute system as diplomats. The third chapter, "The Naming of a Kume Villager", discusses the Kume Villagers naming system and its evolution. The fourth chapter "The Kume Villager’s Language” analyzes these 4 languages: Southern Fujian, Chinese Mandarin, Ryukyu Islands, and Japanese as they are imported and integrated by the Kume community. The fifth chapter, "The Kume Villagers Religious Beliefs", analyzes the Kume Villagers worship of ancestors, Tian Fei beliefs, as well as how the Ryukyu Islands folklores and the Japanese folklores influenced Kume Villagers. The third, fourth, and fifth chapters test the validity of name, language, and general belief mores as robust ethnic boundaries. The sixth chapter, "Caste-assignment and Social Identity", narrates the establishment of distinct castes and government relegation of the Kume Villagers into an elite class and analyzes how this policy influenced Kume Villagers. Applying time and several ethnic features as its frames of reference, this dissertation debates in detail the development of the culture of Kume Villagers parallel to and as the result of their interaction with Okinawa society in the last 600 years. Keywords：Okinawa, 36 Fujian clans, Chinese overseas, Identity

Inspiriert vom kognitiven, affektiven und behavioralen Modell Andersons, untersucht diese Forschungsarbeit die akademische Anpassung von chinesischen Studierenden anhand von vier Phasen, der Vor-Abreisephase, der Initial-, der Entwicklungs- und der Abschlussphase, und umfasst dabei drei Einzelstudien: (1) Eine interdisziplinär orientierte Untersuchung auf der Basis von Interviews mit 18 chinesischen Studierenden aus verschiedenen Fächern und mit unterschiedlichen Studienabschlüssen, (2) eine Fallstudie an einer sozialwissenschaftlichen Fakultät, bei der Beobachtungen deutscher Lehrender und Meinungen chinesischer Studierender erhoben wurden und (3) eine longitudinale Untersuchung zur Verfolgung der Sprachentwicklung und Lernerfahrungen von chinesischen Studierenden an deutschen Universitäten. Diese Untersuchungen ergaben, dass die unzureichende Vorbereitung der chinesischen Studierenden (Sprache und allgemeine Kenntnisse über Deutschland) in der Vor-Ausreisephase zu Problemen in der Anfangsphase ihres Aufenthaltes führen. In der Entwicklungsphase berichteten die chinesischen Studierenden von Fortschritten in der deutschen Sprache und im Wissen über die deutschen Hochschulen, die größte Herausforderung stellte jedoch das individuelle Abgleichen der unterschiedlichen akademischen Erwartungen, wie sie im Heimatland ursprünglich vermittelt und in Deutschland gegensätzlich erwartet werden. In der Abschlussphase zeigen chinesische Studenten Verständnis und Wertschätzung für die Erwartungen an deutschen Hochschulen. Insgesamt verlangt der Prozess der akademischen Anpassung von chinesischen Studenten, die Differenzen (im Wissenschaftssystem) zu identifizieren, zu verstehen und später diese Differenzen auch schätzen zu können. Diese Untersuchung zeigt, dass die deutsche Sprachkompetenz, die wissenschaftliche Begleitung und Unterstützung sowie die persönliche Anstrengung zentrale Faktoren der akademischen Anpassung chinesischer Studierender darstellen. / Inspired by Anderson’s cognitive, affective, and behavioral model, this research explores Chinese students’ academic adjustment in the four phases: pre-departure, initial, developing, and final phase, and is composed of three studies: (1) a cross-sectional study which interviews 18 Chinese students from different subjects and pursuing different academic degree; (2) a case study conducted in a social science faculty, both German lecturers’ observation and Chinese students’ opinions are investigated; and (3) a longitudinal research follows Chinese students’ language development and learning experience at German universities. This research found that Chinese students’ insufficient preparation (language and knowledge about German universities) in the pre-departure phase leads to the difficulty in the initial phase. Chinese students often describe the initial experience as a “catastrophe”, as they were not familiar with the academic-oriented information in Germany at all. In the developing phase, Chinese students reported progress in German language and knowledge about German universities, which facilitate their further development. One big challenge in the developing phase is to negotiate the difference of academic expectation between home and host universities. In the final phase, Chinese students show understanding and appreciation to the expectation at German universities. The whole process of academic adjustment expects Chinese students to identify the difference, understand the difference, and later appreciate the difference. This research further finds that German language competence, academic support, and personal effort together exert influence on the Chinese students’ academic adjustment at German universities. In order to improve the academic adjustment, suggestions are made to the prospective Chinese students and German institutions to better facilitate Chinese students’ academic adjustment in Germany

This study investigates the cultural identity of Chinese overseas in Sweden, especially the identity of Chinese culture. A Hakka family in Sweden from Kolkata, India was a target of a case study in this thesis from the viewpoint of life history research and semi-structured interviews for the three female members in this family.The Indian Hakka Chinese, though spending more than 100 years in India, emigrate to other countries commonly. During the migration, this family well sustain their Chinese culture.This research reveals the following findings. Firstly, the identities in the family of this case show the differences between generations. The main deciding factor of their identities is based on both the ethnic identity of Chinese and Chinese culture. The second generation of immigrants in Sweden reveals the dual identities of Chinese culture and Swedish culture, which is consciously decided by them under the social and cultural background of the country of residence.Secondly, this case's family demonstrates a strong atmosphere of Chinese cultural identity in their daily life. The most significant symbol is that family members use Hakka to communicate at home. Furthermore, their cultural values follow a Chinese tradition of family-centred and ethical cultural values. However, in this case, Chinese culture is not as complete as the Chinese mainstream society. It also includes foreign elements in the country of residence. This clearly shows the process of Chinese overseas adapting and integrating with the country of residence.Thirdly, the influencing factors to this case's Chinese cultural identity include the Chinese community in Kolkata India, usage of Chinese language, Chinese education, intermarriage, and the external environment of Swedish society based on democracy multi-culturalism and popularization of internet information under globalization. The key factor in constructing and maintaining the Chinese cultural identity, in this case, is that the elders consciously insist on preserving Chinese tradition in this family.To sum up, this study's results contribute to the knowledge and understanding of Chinese overseas' cultural identity in Sweden. / 本论文以瑞典一个来自印度加尔各答的客家华人家庭进行个案研究，采用生命史研究的视角、半结构式的深度访谈法访问三位家庭女性成员，探讨瑞典的海外华人的文化认同，尤其是中国文化的认同。在海外延续百年的印度客家华人再度从印度移出已是常态，而此个案家庭中国文化的传承未曾中断。个案研究结果发现：首先，个案的身份认同呈现出世代的差异，身份认同以中国人的族群认同及中国文化认同为最主要的决定因素，移民瑞典第二代显示出中国及瑞典文化的双重文化认同，是历经所处的社会文化环境选择的文化认同。其次，此个案展现出浓厚的中国文化认同形式，以客家话的使用最为显著，也展现出以家庭为中心、注重伦理的文化价值观，然而不像中国主流社会文化的完整，而是包含了居住国的外国元素，显见海外华人在居住国适应、融合的过程。最后，影响个案维护中国文化认同的因素，包括：印度加尔各答的华人社区、世代的传承、中文的使用、中文教育、族内通婚、以民主为基础的多元文化瑞典社会的外部生存环境、全球化下网际网络资讯的普及等因素，而家中长辈有意识地传承与坚持，是文化认同建构及维护最重要也是最主要的因素。总之，本论文的研究结果可为瑞典海外华人的文化认同增添知识与理解。