MLO 1: Language and Communication
- 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.
- 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.
Narrative
1.1
Both Japn 301 and 402 were taught in Japanese, and class discussions were also conducted in Japanese. By doing this, I was able to develop my interpersonal skills in Japanese. We would often split up into groups to discuss whatever assignment we were going over in class. I greatly enjoyed this process, but problems would occasionally arise. The main problem was the difference in Japanese language level between students in the classroom. The students who studied abroad often had to tone down their Japanese level a bit for the people who didn't, but over the classes progressed well. Our interpretive skills were put to the test in our book report on A Little Darkness by Yoshimoto Banana. We had to summarize the story, describe the setting, and most importantly, describe what we thought about what Yoshimoto Banana describes as "a little darkness." For this assignment we had to think critically in Japanese and give our opinion on what the author was trying to imply to the audience. We did a similar assignment in Japn 301 for the 100 person village assignment. I thought critically about what the US would look like if it was the size of a 100 person village. Finally, I practiced my presentational skills by reading The Parrot Butcher Shop by Ishii Shinji and presenting the book to the class. In the same way, I practiced my presentational skills by presenting Sen No Rikkyu to the class. 1.2 In Japanese Literature, I created a Haiku and other free form poems. I learned that each type of poem has a different set of rules not only pertaining to the syllable count but also to the content as well. When writing my Haiku, I had to include a Kigo or a word that in some way reminds the reader of one of the four seasons. For the seishun poem, I wrote about what came to mind when I thought of my youth. In Japn 301 class, there was a section of the textbook that went over Japanese speech styles. This section covered the levels of politeness and how the actual structure of the language changed when the level of the speaker changed. It also described how the structure of the language changes depending on whether or not the speaker is male or female. We got to see how gender and societal level matters in speech style when it doesn't really play a factor in English. |
Courses Completed Toward MLO 1
Japn 301: Advanced Japanese Language, Culture & Communication
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100 person vilage, Japn 301 | |
File Size: | 40 kb |
File Type: |
Sen No Rikkyu Final Pres., Japn 301 | |
File Size: | 267 kb |
File Type: | pptx |
seishun_poem, Japn 402 | |
File Size: | 113 kb |
File Type: | tiff |
A little darkness book report, Japn 402 | |
File Size: | 64 kb |
File Type: |
book_report_pres, Japn 402 | |
File Size: | 4122 kb |
File Type: | pptx |
my_best_haiku, Japn 402 | |
File Size: | 29 kb |
File Type: | tiff |