Major Learning Outcome 1:
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.
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.
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Classes that fulfilled MLO 1:
JAPN 300: Introduction to Advanced Communication
JAPN 303: Business Japanese
JAPN 380: Japan Land and People
JAPN 401: Structure of Japanese Language
JAPN 402: Japanese Literature
Japanese IIIb (J.F. Oberlin University)
JAPN 300: Introduction to Advanced Communication
JAPN 303: Business Japanese
JAPN 380: Japan Land and People
JAPN 401: Structure of Japanese Language
JAPN 402: Japanese Literature
Japanese IIIb (J.F. Oberlin University)
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Reflective Narrative:
1.1 The above courses reflected this MLO because we were taught methods to improve all different aspects of our Japanese language abilities. All of our courses would incorporate the three modes of communications into the lessons, so that our abilities would be well-rounded as opposed to simply concentrated on aspect. An example of this would be of the JAPN 303: Business Japanese course that tested our interpersonal skills through in-class Japanese discussions on topics such asブラック企業 (companies with dishonest company practices). We would have to be able to voice our thoughts and opinions succinctly in Japanese, and be able to react to others' as well. We had similar discussions in JAPN 380: Japan Land and People as we came up with possible theories in class as to why Japan has such a severe declining birth rate problem. This in-class discussion then led to a powerpoint assignment (link) in which described the declining birth rate problem after having done research solely in Japanese, and offered possible solutions that we thought of. In JAPN 402: Japanese Literature, we read famous Japanese haikus, poems, short stories, and novel excerpts. For our course final, we read a Japanese novel and then wrote a paper (link) summarizing it and created a powerpoint (link) to present the story as well.
1.2 Although all of our courses focused on pronunciation and intonation at one point, the course which focused heavily on it was JAPN 401: Structure of Japanese Language. In this course we would often practice our pronunciation through this phonenic worksheet (here). We learned that Japanese is a language that is heavily reliant on pitch accent (High/Low, Low/High), and we often practiced in class with vocabulary that are spelled the same but have different pitch accents. Examples of these would be Ame (candy) and aME (rain), and HAshi (chopsticks) and haSHI (bridge). Depending on the mora (unit of Japanese phonology) that is stressed, the meaning of the word changes which is why it is so important that the pitch accent is correct. We also learned about shadowing, which is different than repetition, is when you try to speak simultaneously as the recording as opposed to after. This technique is more helpful than repetition because it makes us more accustomed to small details that make one sound native, such as where to pause and what words needs to be emphasized. Also, in JAPN 300: Introduction to Advanced Communication, we were taught the different forms of respectful speech in Japanese language. Japanese consists of sonkeigo which is used when speaking to a superior regarding them or their actions, kenjogo which is used when speaking to a superior regarding us or our actions, and teineigo which is used simply when being polite. English language has nothing similar to respectful form so it was interesting to learn the concepts and the meanings behind the different forms.
1.1 The above courses reflected this MLO because we were taught methods to improve all different aspects of our Japanese language abilities. All of our courses would incorporate the three modes of communications into the lessons, so that our abilities would be well-rounded as opposed to simply concentrated on aspect. An example of this would be of the JAPN 303: Business Japanese course that tested our interpersonal skills through in-class Japanese discussions on topics such asブラック企業 (companies with dishonest company practices). We would have to be able to voice our thoughts and opinions succinctly in Japanese, and be able to react to others' as well. We had similar discussions in JAPN 380: Japan Land and People as we came up with possible theories in class as to why Japan has such a severe declining birth rate problem. This in-class discussion then led to a powerpoint assignment (link) in which described the declining birth rate problem after having done research solely in Japanese, and offered possible solutions that we thought of. In JAPN 402: Japanese Literature, we read famous Japanese haikus, poems, short stories, and novel excerpts. For our course final, we read a Japanese novel and then wrote a paper (link) summarizing it and created a powerpoint (link) to present the story as well.
1.2 Although all of our courses focused on pronunciation and intonation at one point, the course which focused heavily on it was JAPN 401: Structure of Japanese Language. In this course we would often practice our pronunciation through this phonenic worksheet (here). We learned that Japanese is a language that is heavily reliant on pitch accent (High/Low, Low/High), and we often practiced in class with vocabulary that are spelled the same but have different pitch accents. Examples of these would be Ame (candy) and aME (rain), and HAshi (chopsticks) and haSHI (bridge). Depending on the mora (unit of Japanese phonology) that is stressed, the meaning of the word changes which is why it is so important that the pitch accent is correct. We also learned about shadowing, which is different than repetition, is when you try to speak simultaneously as the recording as opposed to after. This technique is more helpful than repetition because it makes us more accustomed to small details that make one sound native, such as where to pause and what words needs to be emphasized. Also, in JAPN 300: Introduction to Advanced Communication, we were taught the different forms of respectful speech in Japanese language. Japanese consists of sonkeigo which is used when speaking to a superior regarding them or their actions, kenjogo which is used when speaking to a superior regarding us or our actions, and teineigo which is used simply when being polite. English language has nothing similar to respectful form so it was interesting to learn the concepts and the meanings behind the different forms.