JAPN 404 - Advanced Japanese for Presentational Communication
Course Description:
This course aims to develop an advanced level of academic communication to finalize research projects using appropriate research methods. Students analyze and synthesize their research findings to orally present and to write academic papers using APA style. This course is a companion course for WLC 400 (Major Capstone). Taught in Japanese.
This course aims to develop an advanced level of academic communication to finalize research projects using appropriate research methods. Students analyze and synthesize their research findings to orally present and to write academic papers using APA style. This course is a companion course for WLC 400 (Major Capstone). Taught in Japanese.
MLOs and Evidence:
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.
- We fulfilled this MLO by learning how to use and present in academic Japanese. Our coursework was largely working on our actual capstone, while also doing class activities through our textbook and taking quizzes on the topics covered.
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.
- We fulfilled this MLO by learning academic Japanese and applying it to our capstone projects. We were also able to compare academic Japanese to conversational Japanese by learning about substitutions to make in our papers and presentations.
4.1 Students gain knowledge of appropriate research methodologies and are able to apply them in their studies.
4.2 Students use appropriate technologies in research and studies relative to Japanese language and culture.
4.3 Students collect, manage, and analyze current and emerging technology-based resources to develop and produce their scholarly work.
- As a class, we fulfilled these MLOs by using technology to complete our capstone projects. We were also guided through the process of researching a topic and applying our research to both American and Japanese culture to create a comparative study. This included reading research written in Japanese, as well as writing our result sin Japanese.
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.
- We fulfilled this MLO by learning how to use and present in academic Japanese. Our coursework was largely working on our actual capstone, while also doing class activities through our textbook and taking quizzes on the topics covered.
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.
- We fulfilled this MLO by learning academic Japanese and applying it to our capstone projects. We were also able to compare academic Japanese to conversational Japanese by learning about substitutions to make in our papers and presentations.
4.1 Students gain knowledge of appropriate research methodologies and are able to apply them in their studies.
4.2 Students use appropriate technologies in research and studies relative to Japanese language and culture.
4.3 Students collect, manage, and analyze current and emerging technology-based resources to develop and produce their scholarly work.
- As a class, we fulfilled these MLOs by using technology to complete our capstone projects. We were also guided through the process of researching a topic and applying our research to both American and Japanese culture to create a comparative study. This included reading research written in Japanese, as well as writing our result sin Japanese.
In this course, I was able to learn how to write, speak, and present in academic Japanese. We started learning this by going through our textbook and doing in class activities. We also had quizzes to assess our knowledge of academic Japanese. Next, we applied this language to our capstone projects. This allowed us to further our understanding by actually putting the things we'd learned in practice. We did presentations on our capstone projects in Japanese, and responded to questions from our peers and professor. This included the use of various forms of technology. Google Slides, in particular, was used for our actual presentations, and we used Google Docs with our teachers to allow them to help us easily with editing our projects.
The main demonstration of all of the MLOs involved is in my capstone project, which was a collaborative effort between me, my partner, and our professors.
I learned a lot about the difference between academic Japanese and conversational Japanese in this course. I also came to understand that, unlike my expectations, academic Japanese is very different from business Japanese. I found it strange and interesting that dictionary form is often used in these kinds of research papers and presentations.
In the future, if I ever involve myself in the study or application of Japanese again, I hope to use what I learned in this course to read Japanese research more effectively. I can also apply the technological prowess gained in this course to my future employment, no matter what that may be. It will certainly help in my goal to become Google certified.
The main demonstration of all of the MLOs involved is in my capstone project, which was a collaborative effort between me, my partner, and our professors.
I learned a lot about the difference between academic Japanese and conversational Japanese in this course. I also came to understand that, unlike my expectations, academic Japanese is very different from business Japanese. I found it strange and interesting that dictionary form is often used in these kinds of research papers and presentations.
In the future, if I ever involve myself in the study or application of Japanese again, I hope to use what I learned in this course to read Japanese research more effectively. I can also apply the technological prowess gained in this course to my future employment, no matter what that may be. It will certainly help in my goal to become Google certified.