MLO1: Language and Communication
1.1 Students are able to communicate effectively in Japanese in three modes: interpersonal, interpretive and presentational; and in a culturally appropriate manner in a variety of social and professional settings and circumstances at the Intermediate-High level of language proficiency, according to the ACTFL Guidelines.
1.2 Students gain competency in the Japanese language including phonetics, phonology, morphology, syntax, semantics and discourse, and compare and analyze the structural differences between Japanese and English.
Japanese 401: Structure of Japanese Language
This course aims to develop basic understanding of structural features of Japanese language. Students will be introduced to basic phonological, morphological, syntactic, and discourse analysis of Japanese. Taught in Japanese. (Credit/No Credit Available)
Units:4
How this class reached the MLO requirements: DOC
1.1: In this class, I have created and presented many presentations in Japanese, relating to my capstone thesis. Interpersonally, I worked with classmates to complete various class works and express dialogue to improve Japanese proficiency. From presentations, classmates and I conversed, expressing opinions and feedback on my capstone and Japanese grammar. Regarding grammar work sheets, which were distributed often, I would group up with multiple classmates and together teach ourselves to understand the multiple grammar structures and then participate in class discussion. This course was taught strictly in Japanese, therefore students made great effort to use our knowledge, from previous Japanese language courses, to communicate. In an interpretive aspect, the grammar handouts applied were extremely helpful. They explained the meaning of the grammar, how it is used and not used in a step by step manner. The handouts were copied from a Japanese textbook, 日本語ドリル・文法, which are Japanese Drills for Intermediate learners.
Textbook: 「日本語ドリル・文法」Nihongo Drills for Intermediate Learners; Grammar. Matsumoto, S, et al. (2008). The Japan Times.
Textbook*: 「コミュニケーションのための日本語レッスン」Toda, T. (2004). The Three A Network.
1.2: Besides practicing the grammar orally and written, Professor Shigeko Sekine also supplied the class with charts and course tools on iLearn that assisted me with pitch-accent practice sheets, CD lessons, and vocabulary worksheets for me to practice pitch-accents more. The accents are essential for many Japanese forms are written the same in hiragana and the way you say it is the key to pointing out the difference. In class, recordings were played and I was responsible to write the correct structure, vocabulary, and show which part of the word is high pitch and low pitch. It was challenging but throughout the course, I was beginning to hear and notice the material I was learning in class, while talking with Japanese International students outside of class. Without hints or choices, I was knowledgeable enough to complete sentences written and orally with the grammar and vocabulary
exposed from class.
Evidence: genkoyoushi
Japanese 302: History of Japan
This course further develops advanced Japanese proficiency through an understanding of Japanese history as a dynamic, interrelated system and employs a variety of processes to identify, analyze and evaluate cultural themes, values and ideas. Students will demonstrate ability to accurately comprehend ideas across a range of historical content. Taught in Japanese. (Credit/No Credit Available)
Units:4 to 6
MLO requirements: DOC
1.2 Students gain competency in the Japanese language including phonetics, phonology, morphology, syntax, semantics and discourse, and compare and analyze the structural differences between Japanese and English.
Japanese 401: Structure of Japanese Language
This course aims to develop basic understanding of structural features of Japanese language. Students will be introduced to basic phonological, morphological, syntactic, and discourse analysis of Japanese. Taught in Japanese. (Credit/No Credit Available)
Units:4
How this class reached the MLO requirements: DOC
1.1: In this class, I have created and presented many presentations in Japanese, relating to my capstone thesis. Interpersonally, I worked with classmates to complete various class works and express dialogue to improve Japanese proficiency. From presentations, classmates and I conversed, expressing opinions and feedback on my capstone and Japanese grammar. Regarding grammar work sheets, which were distributed often, I would group up with multiple classmates and together teach ourselves to understand the multiple grammar structures and then participate in class discussion. This course was taught strictly in Japanese, therefore students made great effort to use our knowledge, from previous Japanese language courses, to communicate. In an interpretive aspect, the grammar handouts applied were extremely helpful. They explained the meaning of the grammar, how it is used and not used in a step by step manner. The handouts were copied from a Japanese textbook, 日本語ドリル・文法, which are Japanese Drills for Intermediate learners.
Textbook: 「日本語ドリル・文法」Nihongo Drills for Intermediate Learners; Grammar. Matsumoto, S, et al. (2008). The Japan Times.
Textbook*: 「コミュニケーションのための日本語レッスン」Toda, T. (2004). The Three A Network.
1.2: Besides practicing the grammar orally and written, Professor Shigeko Sekine also supplied the class with charts and course tools on iLearn that assisted me with pitch-accent practice sheets, CD lessons, and vocabulary worksheets for me to practice pitch-accents more. The accents are essential for many Japanese forms are written the same in hiragana and the way you say it is the key to pointing out the difference. In class, recordings were played and I was responsible to write the correct structure, vocabulary, and show which part of the word is high pitch and low pitch. It was challenging but throughout the course, I was beginning to hear and notice the material I was learning in class, while talking with Japanese International students outside of class. Without hints or choices, I was knowledgeable enough to complete sentences written and orally with the grammar and vocabulary
exposed from class.
Evidence: genkoyoushi
Japanese 302: History of Japan
This course further develops advanced Japanese proficiency through an understanding of Japanese history as a dynamic, interrelated system and employs a variety of processes to identify, analyze and evaluate cultural themes, values and ideas. Students will demonstrate ability to accurately comprehend ideas across a range of historical content. Taught in Japanese. (Credit/No Credit Available)
Units:4 to 6
MLO requirements: DOC
1.1: Throughout this course, there were class discussions, historical readings, and group work all in Japanese which met the interpersonal, interpretive and presentational outcomes. With each historical story ever read in this class, I would individually have to answer many questions given to me by the instructor. Also, during discussions, questions were created and my opinions were stated in order to begin and conduct the group discussions. All tasks were done in the classroom or a social setting such group work outside. Therefore, I worked on assignments for this class in a professional and social setting. My proficiency improved from the constant kanji quizzes and vocabulary shown in the historical stories. All discussions and assignments were always done at a high-intermediate Japanese proficiency level. I honestly feel like your proficiency level must be at an intermediate level, at least, to complete this course. This class improved my speech, presentation, and leadership skills. There was no way I could stay quiet in this class because in order to get participation points, I had to take part in each task and assignments. Besides, Sekine Sensei had name cards that she would shuffle so regardless, I was going to be picked eventually. Therefore, all my assignments needed to be completed and I had to be ready at all times and follow along with the class.
1.2: I gained competency in phonetics of the Japanese language from the recordings displayed on iLearn. The story had to be read but, Sekine Sensei also would have us listen to the story and use foreshowing to improve our speech. In addition, class foreshadowing of the stories and individually reading the stories supported the phonology outcome for this class. Morphologically, this class dealt with the relationships between Japanese modern era and Japanese present era. Also, I compared and contrasted between Japanese modern society and America’s present society. Of course, we worked on the Japanese syntax. As a part in the class discussions, I would be the leader with guiding the students in reading the story out loud; making sure they are pronouncing each word correctly. The stories were in the textbook and also online. In the textbook, you can translate on your own. However, on iLearn, the stories were separated by sentence and hard vocabulary and grammar were highlighted. So, if you clicked on any of them, the correct pronunciation and meaning of the word or phrase would show. We self edited and group edited discussion answers and questions to make proper and clear sentences. After, there would be a huge exam, incorporating many chapters of readings that I and the class have analyzed. So that meant that I had to practice and use all these outcomes in order to be successful in these exams.
Evidence: Haiku
1.2: I gained competency in phonetics of the Japanese language from the recordings displayed on iLearn. The story had to be read but, Sekine Sensei also would have us listen to the story and use foreshowing to improve our speech. In addition, class foreshadowing of the stories and individually reading the stories supported the phonology outcome for this class. Morphologically, this class dealt with the relationships between Japanese modern era and Japanese present era. Also, I compared and contrasted between Japanese modern society and America’s present society. Of course, we worked on the Japanese syntax. As a part in the class discussions, I would be the leader with guiding the students in reading the story out loud; making sure they are pronouncing each word correctly. The stories were in the textbook and also online. In the textbook, you can translate on your own. However, on iLearn, the stories were separated by sentence and hard vocabulary and grammar were highlighted. So, if you clicked on any of them, the correct pronunciation and meaning of the word or phrase would show. We self edited and group edited discussion answers and questions to make proper and clear sentences. After, there would be a huge exam, incorporating many chapters of readings that I and the class have analyzed. So that meant that I had to practice and use all these outcomes in order to be successful in these exams.
Evidence: Haiku