MLO 1: Language Proficiency
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 and linguistics including phonetics, phonology, morphology, syntax, semantics, and discourse. Students compare, contrast, and analyze the structural differences between Japanese and English.
In order to achieve this MLO I took the classes: JAPN 300, JAPN 320S, JAPN 404
1.2 Students gain competency in the Japanese language and linguistics including phonetics, phonology, morphology, syntax, semantics, and discourse. Students compare, contrast, and analyze the structural differences between Japanese and English.
In order to achieve this MLO I took the classes: JAPN 300, JAPN 320S, JAPN 404
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 320S course that tested our interpersonal skills through in-class Japanese discussions on topics such as multiculturalism and what it means to provide service to a community. This led to our final semester project that summarized the community service we provided at the elementary school we tutored at. In JAPN 402: Japanese Literature, we read famous Japanese haiku, poems, short stories, and novel excerpts. Each student was assigned an author to do a presentation on. We also had to read a story from the assigned author and share an excerpt with the class and explain its meaning.
1.2 JAPN 401: Structure of Japanese Language mainly focused on pitch and pronunciation. We used a phonenic worksheet (here) and had quizzes related to it. 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). 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 learned to listen to audio recordings of readings and shadow (repeat after... kind of) the person talking. In JAPN 300: Introduction to Advanced Communication, we were taught the different forms of respectful speech in Japanese language. Japanese consists of sonkeigo (used when speaking to a superior regarding them or their actions), kenjogo (used when speaking to a superior regarding us or our own actions) and teineigo (used simply when being polite).
1.2 JAPN 401: Structure of Japanese Language mainly focused on pitch and pronunciation. We used a phonenic worksheet (here) and had quizzes related to it. 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). 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 learned to listen to audio recordings of readings and shadow (repeat after... kind of) the person talking. In JAPN 300: Introduction to Advanced Communication, we were taught the different forms of respectful speech in Japanese language. Japanese consists of sonkeigo (used when speaking to a superior regarding them or their actions), kenjogo (used when speaking to a superior regarding us or our own actions) and teineigo (used simply when being polite).