MLO 1: Language and Communication
Outcomes:
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.
Courses Taken:
JAPN 301 Advanced Japanese Language, Culture & Communication
JAPN 401 Structure of Japanese Language
Japanese IV- 21
Reflective Narrative:
1.1. My study abroad experience was a big factor in my completion of this MLO. I participated in the Reconnaissance Japan Program at J.F. Oberlin University, where I tested into level 4A (Intermediate) for core class during my first semester. Though I had been taking advanced level classes at CSUMB before arriving at Oberlin, I noticed that the pace of class was a lot faster in an actual Japanese university. My interpretive skills were challenged greatly, as I struggled for the first few classes to keep up with the readings and what the instructor was saying. As a result, I learned to prepare for each lesson beforehand by going over the assigned readings and translating unfamiliar words. After the first chapter I gradually became adjusted to the class, and comprehending the lectures and readings was no longer an issue. It was a bit overwhelming at first, but I strongly believe the challenge helped me to improve my language ability overall. We also did an array of activities that enhanced my interpersonal and presentational skills. For example, we made presentations about “My Advocacy”, in which we chose a social issue, explained the negative effects of it, and proposed our solutions. My topic was the negative effects of smartphones/internet on children's mental, physical, and social being, and I advocated that parents allow less time for internet use, in order to assure their children don't develop "internet dependency". Furthermore, we had many in-class discussions where we would compare aspects of Japanese culture to our own. Since there were students from other countries, I was able to learn about other cultures such as Chinese and Mongolian as we all communicated through our common language, Japanese. This course contributed to the progression of my language skills, and I was able to advance into the next level, 4B (Intermediate-Advanced) during my second semester. Also, the skills I acquired during my time abroad helped me through JAPN 301, which I took during Fall 2013 upon returning home. This class also focused greatly on presentational and communication skills, which the courses at Oberlin greatly prepared me for. For more details, please visit my JAPN 301 page.
1.2. JAPN 401 was one of the courses that mainly helped me to fulfill the second part of this MLO. I took this course during my second semester at CSUMB, and it focused greatly on the structure of the language. We started by learning the phonetic alphabet for both Japanese and English, and comparing the differences in sounds of the vowels and consonants. We later progressed into pronunciation and intonation practice, where we would aim to mimic native sounds. The most useful tool we acquired in this course was the “shadowing” method, in which we listened to a recording and repeated immediately what was heard, thus improving our pronunciation through quick production of sounds. We were tested to see how much our pronunciation improved by giving a short self-introduction (see Sample 1). I believe these aspects of the course helped me greatly to gain competency of Japanese from a linguistic point of view. As I enjoy learning the structure of a language, this class was very interesting to me, and also very beneficial.
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.
Courses Taken:
JAPN 301 Advanced Japanese Language, Culture & Communication
JAPN 401 Structure of Japanese Language
Japanese IV- 21
Reflective Narrative:
1.1. My study abroad experience was a big factor in my completion of this MLO. I participated in the Reconnaissance Japan Program at J.F. Oberlin University, where I tested into level 4A (Intermediate) for core class during my first semester. Though I had been taking advanced level classes at CSUMB before arriving at Oberlin, I noticed that the pace of class was a lot faster in an actual Japanese university. My interpretive skills were challenged greatly, as I struggled for the first few classes to keep up with the readings and what the instructor was saying. As a result, I learned to prepare for each lesson beforehand by going over the assigned readings and translating unfamiliar words. After the first chapter I gradually became adjusted to the class, and comprehending the lectures and readings was no longer an issue. It was a bit overwhelming at first, but I strongly believe the challenge helped me to improve my language ability overall. We also did an array of activities that enhanced my interpersonal and presentational skills. For example, we made presentations about “My Advocacy”, in which we chose a social issue, explained the negative effects of it, and proposed our solutions. My topic was the negative effects of smartphones/internet on children's mental, physical, and social being, and I advocated that parents allow less time for internet use, in order to assure their children don't develop "internet dependency". Furthermore, we had many in-class discussions where we would compare aspects of Japanese culture to our own. Since there were students from other countries, I was able to learn about other cultures such as Chinese and Mongolian as we all communicated through our common language, Japanese. This course contributed to the progression of my language skills, and I was able to advance into the next level, 4B (Intermediate-Advanced) during my second semester. Also, the skills I acquired during my time abroad helped me through JAPN 301, which I took during Fall 2013 upon returning home. This class also focused greatly on presentational and communication skills, which the courses at Oberlin greatly prepared me for. For more details, please visit my JAPN 301 page.
1.2. JAPN 401 was one of the courses that mainly helped me to fulfill the second part of this MLO. I took this course during my second semester at CSUMB, and it focused greatly on the structure of the language. We started by learning the phonetic alphabet for both Japanese and English, and comparing the differences in sounds of the vowels and consonants. We later progressed into pronunciation and intonation practice, where we would aim to mimic native sounds. The most useful tool we acquired in this course was the “shadowing” method, in which we listened to a recording and repeated immediately what was heard, thus improving our pronunciation through quick production of sounds. We were tested to see how much our pronunciation improved by giving a short self-introduction (see Sample 1). I believe these aspects of the course helped me greatly to gain competency of Japanese from a linguistic point of view. As I enjoy learning the structure of a language, this class was very interesting to me, and also very beneficial.
Sample 1: Self-Introduction (JAPN 401) | |
File Size: | 651 kb |
File Type: | mp3 |