M.L.O 1: Language and Communication
Outcome Requirements:
- 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.
Courses Taken:
- Intro to Intermediate Japanese (Japan fall 2012)- Japanese 301(fall 2013)
- Japanese 4(Japan- spring 2014)
- Japanese Literature
Reflection:
1.1: For this outcome we developed three different aspects of our language abilities. First interpersonal language communication. Personally, I feel that I developed this part of my language when I was studying abroad in Japan. For interpersonal communication, we should basically be able to talk in the target language, which isn't really a problem for me. I can't really provide much evidence for this, since it's kind of a personal thing. Interpretive communication, however, I think is shown really well in capstone presentation, or in the questions afterwards. Interpretive communication is basically listening to questions, interpreting those questions and then responding to them. Probably the best example of this would be the questions that were asked on a daily basis during class, or by our friends. During our language assessments as well, we were asked questions without any warning about what the question may be. To fully pass our assessment we were expected to reply logically and analytically. For presentational communication, I'd like to ask you to please refer to Sample 1_onomatopoeia.This is a presentation that I produced and presented in my Advance Japanese 301 class. Thinking back, this was one of the more easier presentations, but most presentations tended to help me learn more about how to give presentations and what language to use while giving those presentations. For example, when giving a presentation, just like in English, there's certain language we use, and a certain speech pattern we use. Through this major, we were also taught new ways to give presentations, as well as more polite ways to speaking. Bellow is a presentation on Japanese Onomatopoeia. Onomatopoeia is very interesting part of Japanese language that, of course, are change in many different situations.
1.2 An interesting aspect of Japanese is the fact that because of the large mountain ranges different dialects were able to establish even for neighboring prefectures. If you'd refer to sample 2_Sociolinguistics : in this paper, I discussed two of the main dialects in Japan. I discussed Kansai Dialect, and compared it to the more widely accepted Kanto dialect. By writing this paper I was able to look critically at the Japanese language and learn about the different styles of speech that make up two of the most well known dialects in Japan. Furthermore, In Okayama where I studied abroad, there were three main Japanese dialects coming together; these three dialects are now joining and creating a new specific dialect now. Students coming from Kansai, Hiroshima are moving to Okayama to go to Okayama University. This is inflicting major changes on Okayama dialect, in which some times it's possible to see a student talking in all three different dialects. I saw studying language like this very interesting, which is part of the reason I became interested in language acquisition at a cultural level. Speech Patterns and how they're formed are completely different in America and Japan. Considering that while Japan is about the size of California the mountainous geography produced such seclusion even within the nation that these dialects where able to establish. In America, there are different speech patterns, but entirely different dialects aren't really seen very often, or att all. This was the biggest thing I learned while studying in Japan!
- Intro to Intermediate Japanese (Japan fall 2012)- Japanese 301(fall 2013)
- Japanese 4(Japan- spring 2014)
- Japanese Literature
Reflection:
1.1: For this outcome we developed three different aspects of our language abilities. First interpersonal language communication. Personally, I feel that I developed this part of my language when I was studying abroad in Japan. For interpersonal communication, we should basically be able to talk in the target language, which isn't really a problem for me. I can't really provide much evidence for this, since it's kind of a personal thing. Interpretive communication, however, I think is shown really well in capstone presentation, or in the questions afterwards. Interpretive communication is basically listening to questions, interpreting those questions and then responding to them. Probably the best example of this would be the questions that were asked on a daily basis during class, or by our friends. During our language assessments as well, we were asked questions without any warning about what the question may be. To fully pass our assessment we were expected to reply logically and analytically. For presentational communication, I'd like to ask you to please refer to Sample 1_onomatopoeia.This is a presentation that I produced and presented in my Advance Japanese 301 class. Thinking back, this was one of the more easier presentations, but most presentations tended to help me learn more about how to give presentations and what language to use while giving those presentations. For example, when giving a presentation, just like in English, there's certain language we use, and a certain speech pattern we use. Through this major, we were also taught new ways to give presentations, as well as more polite ways to speaking. Bellow is a presentation on Japanese Onomatopoeia. Onomatopoeia is very interesting part of Japanese language that, of course, are change in many different situations.
1.2 An interesting aspect of Japanese is the fact that because of the large mountain ranges different dialects were able to establish even for neighboring prefectures. If you'd refer to sample 2_Sociolinguistics : in this paper, I discussed two of the main dialects in Japan. I discussed Kansai Dialect, and compared it to the more widely accepted Kanto dialect. By writing this paper I was able to look critically at the Japanese language and learn about the different styles of speech that make up two of the most well known dialects in Japan. Furthermore, In Okayama where I studied abroad, there were three main Japanese dialects coming together; these three dialects are now joining and creating a new specific dialect now. Students coming from Kansai, Hiroshima are moving to Okayama to go to Okayama University. This is inflicting major changes on Okayama dialect, in which some times it's possible to see a student talking in all three different dialects. I saw studying language like this very interesting, which is part of the reason I became interested in language acquisition at a cultural level. Speech Patterns and how they're formed are completely different in America and Japan. Considering that while Japan is about the size of California the mountainous geography produced such seclusion even within the nation that these dialects where able to establish. In America, there are different speech patterns, but entirely different dialects aren't really seen very often, or att all. This was the biggest thing I learned while studying in Japan!
Sample 1_onomatopiea.pptx | |
File Size: | 287 kb |
File Type: | pptx |
Sample2_Socioliguistics.docx | |
File Size: | 20 kb |
File Type: | docx |
More more evidence please visit JAPN 301, and 402 course pages.
Also, for study abroad coursese used for this requirement, please read the descriptions in Intro to intermediate Japanese and Japanese 4 course pages
Also, for study abroad coursese used for this requirement, please read the descriptions in Intro to intermediate Japanese and Japanese 4 course pages