Japn 301: Advanced Japanese Language, Culture and Communication
This course further continues development of advanced proficiency in interpersonal, interpretive and presentational modes of communication in speaking, listening, reading and writing. Students develop communication strategies and cultural knowledge through content-based instruction. Taught in Japanese.
Course Reflective Narrative
This Advanced Japanese Language, Culture and Communication course that I completed in Fall of 2013 fulfills the Language and Communication Major Learning Outcome for my B.A. in Japanese Language and Culture.
Through this course I was able to level-up considerably in my interpersonal, interpretive and presentational Japanese skills. This was a largely discussion-based class where the class split into groups and discussed in Japanese the material that we had gone over previously. I would the present the main idea of what we had discussed together to the rest of the class. I would also answer impromptu questions posed from out teacher in a back and forth way. In these ways we practiced out interpersonal skills as a class. Our interpretive skills were put to the test through the use of the textbook Tobira. This textbook contains "yomimono" or small articles that pertain to different aspects of the Japanese language, culture, and history. By interpreting the Japanese text (which often included difficult kanji), I was able to learn more about japan as a whole. Finally, I demonstrated my presentational skills with a midterm and final presentation. I researched in further detail some person, place, or custom of Japan that I had learned in Tobira and then presented my findings in a Microsoft Power Point presentation.
Another important part of the class was learning proper pronunciation of vocabulary as well as how to adjust the level of politeness according to the situation. I learned the difference between conversational, presentational and written Japanese as well.
One of my favorite assignments for this class was a written assignment known as the "hyaku nin mura" or "hundred person village" which is based on a reading of the same name in Tobira. The reading shows what the world would look like if it was a 100 person village in terms of ethnicity, age, sex and other factors. It is an interesting game of perception. In my paper, I discussed what the USA would look like if it was a 100 person village. I worked with a partner to research about Japanese Folktales for my midterm presentation. We put together a power point describing the similarities and differences of two of Japanese most famous folktales; Momotarou and Urashimatarou. For my final presentation, I researched Sen No Rikkyu, who is considered to be the father of the modern Japanese Tea Ceremony or Sadou. I then presented about his life and how he contributed to modern day Japanese culture.
Out of all the courses I have taken, this course most significantly contributed to my knowledge of Japanese culture. Every chapter had a different theme, such as, Japanese tradition sports, geography, food, religion, and speech style, and I learned about all of these aspects in Japanese. One of my "Aha!" moments, was when I realized that learning Japanese through a theme like those listed above, is entertaining and works better than traditional methods lacking in culture.
What areas do you wish to develop further? (GOALS)
I definitely need to keep working on kanji, vocabulary, and grammar. The better I get at reading in Japanese, the deeper I'll be able to delve into the culture! My goal is to pass the N2 JLPT test in December of 2014 and the N1 the following year.
I hope to do a lot of self-study in Japanese while I'm teaching English in Japan with the JET program. I'll try to learn new grammar, vocab and kanji in the morning, so I can practice them throughout the day when I am out and about.
Through this course I was able to level-up considerably in my interpersonal, interpretive and presentational Japanese skills. This was a largely discussion-based class where the class split into groups and discussed in Japanese the material that we had gone over previously. I would the present the main idea of what we had discussed together to the rest of the class. I would also answer impromptu questions posed from out teacher in a back and forth way. In these ways we practiced out interpersonal skills as a class. Our interpretive skills were put to the test through the use of the textbook Tobira. This textbook contains "yomimono" or small articles that pertain to different aspects of the Japanese language, culture, and history. By interpreting the Japanese text (which often included difficult kanji), I was able to learn more about japan as a whole. Finally, I demonstrated my presentational skills with a midterm and final presentation. I researched in further detail some person, place, or custom of Japan that I had learned in Tobira and then presented my findings in a Microsoft Power Point presentation.
Another important part of the class was learning proper pronunciation of vocabulary as well as how to adjust the level of politeness according to the situation. I learned the difference between conversational, presentational and written Japanese as well.
One of my favorite assignments for this class was a written assignment known as the "hyaku nin mura" or "hundred person village" which is based on a reading of the same name in Tobira. The reading shows what the world would look like if it was a 100 person village in terms of ethnicity, age, sex and other factors. It is an interesting game of perception. In my paper, I discussed what the USA would look like if it was a 100 person village. I worked with a partner to research about Japanese Folktales for my midterm presentation. We put together a power point describing the similarities and differences of two of Japanese most famous folktales; Momotarou and Urashimatarou. For my final presentation, I researched Sen No Rikkyu, who is considered to be the father of the modern Japanese Tea Ceremony or Sadou. I then presented about his life and how he contributed to modern day Japanese culture.
Out of all the courses I have taken, this course most significantly contributed to my knowledge of Japanese culture. Every chapter had a different theme, such as, Japanese tradition sports, geography, food, religion, and speech style, and I learned about all of these aspects in Japanese. One of my "Aha!" moments, was when I realized that learning Japanese through a theme like those listed above, is entertaining and works better than traditional methods lacking in culture.
What areas do you wish to develop further? (GOALS)
I definitely need to keep working on kanji, vocabulary, and grammar. The better I get at reading in Japanese, the deeper I'll be able to delve into the culture! My goal is to pass the N2 JLPT test in December of 2014 and the N1 the following year.
I hope to do a lot of self-study in Japanese while I'm teaching English in Japan with the JET program. I'll try to learn new grammar, vocab and kanji in the morning, so I can practice them throughout the day when I am out and about.
100.pdf | |
File Size: | 40 kb |
File Type: |
Midterm Script | |
File Size: | 65 kb |
File Type: |
Midterm Pres. | |
File Size: | 64 kb |
File Type: |
Sen No Rikkyu Final Pres. | |
File Size: | 267 kb |
File Type: | pptx |