MLO 1: Language and Communication
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
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
1.1
Interpersonal:
The primary area in which I was able to development my conversational skills was living abroad in Japan. In my experience, it took a couple of months to first feel comfortable being able to start a conversation with a Japanese student living in my dorm. However, after the anxiety disappeared, I was able to sit down with other groups of Japanese people and start having a conversation for at least 30 minutes. Other than causal conversation, I developed and used my Japanese in everyday life. After my time abroad, I was able to come back to America and converse with new study abroad students from Japan and continue using and developing my conversation skills.
You can read more about this development in my "Study Abroad" section.
Interpretative
I've been developing interpretative Japanese skills since I began my studies in 2008. I was able to meet the MLO standard of reaching Intermediate-High level from going abroad and Taking Japn 301 and Japn 402. I was enrolled into class D-level Japanese at Chuo Daigaku, in which this class was focused on upper-intermediate Japanese material. The class was four times a week and three hours each class. After passing that class, I went onto studying in KO-A, which was an entry Advanced level Japanese course. Even after leaving Japan, I was able to continue my Advanced level studies by taking Japn 301 and Japn 402. You can see the culmination of all five years through my thesis paper. (Capstone Thesis: Jpn Version 卒業論文日本語)
Presentational:
While studying abroad, the language class I took had a research project that I had to present after completing the paper. The paper I wrote looked at the differences between study abroad students and Japanese students and foreign language acquisition. It's an interesting paper that looks at not only the differences in how long foreign language is studied, but also the difference in opinion on the usefulness of its study in schools. You can view the paper/presentation by clicking and downloading the sample below. (see 外国語教育 Foreign Language Education)
There have been additional presentations before and after my study abroad in Japan. After Japan, I took Japn 301 - Advanced Japanese Culture and Communication. In this class, the final was a mini research project followed by a presentation. My presentation was about one of Japan's most prominent historical figures, Toyotomi Hideyoshi. You can download the Powerpoint and Word Document by clicking the link. (See sample below: Toyotomi Hideyoshi PPT豊臣秀吉)
Finally, I gave a full 17-minute presentation on my Capstone project, "Cultural Projections of Career and Success: A Comparative Study Between the US and Japan." This was a required, year-long research and development project that was the culmination of my last 5 years at CSUMB. You can view the project in both Japanese and English on the link to Capstone Project.
1.2
My study of the Japanese Language has been going on for the last 5 years since 2008 and has been molded into a more sophisticated and applicable ability that's of upper-intermediate and advanced level. The class, Japn 304 - Technical Japanese, to provide me with learning abilities on how to further my abilities of reading abilities. The textbook we utilized was called "Speed Reading Japanese" (速読の日本語 / Soku doku Nihon Go) in which provided us with techniques and abilities on how to read advanced material when there is need to understand the material in a timely manor.
Further development of the phonetics, phonology, morphology, syntax, semantics and discourse took place when I studied abroad in Japan. Not only did I attend classes in Japan, but I was also studying for the JLPT 2: I took it upon myself to continue studying additional aspects of the language
I furthered by understanding and abilities by working on my Capstone project. The structure of how a formal Japanese paper is written and presented is quite different. It takes more time to not only translate the data, but there are words and phrases that aren't directly able to translate into Japanese or English without having to decide on a different word with the best relevance. You can read my formal report in Japanese by clicking on the link to my (Capstone Project) .
Interpersonal:
The primary area in which I was able to development my conversational skills was living abroad in Japan. In my experience, it took a couple of months to first feel comfortable being able to start a conversation with a Japanese student living in my dorm. However, after the anxiety disappeared, I was able to sit down with other groups of Japanese people and start having a conversation for at least 30 minutes. Other than causal conversation, I developed and used my Japanese in everyday life. After my time abroad, I was able to come back to America and converse with new study abroad students from Japan and continue using and developing my conversation skills.
You can read more about this development in my "Study Abroad" section.
Interpretative
I've been developing interpretative Japanese skills since I began my studies in 2008. I was able to meet the MLO standard of reaching Intermediate-High level from going abroad and Taking Japn 301 and Japn 402. I was enrolled into class D-level Japanese at Chuo Daigaku, in which this class was focused on upper-intermediate Japanese material. The class was four times a week and three hours each class. After passing that class, I went onto studying in KO-A, which was an entry Advanced level Japanese course. Even after leaving Japan, I was able to continue my Advanced level studies by taking Japn 301 and Japn 402. You can see the culmination of all five years through my thesis paper. (Capstone Thesis: Jpn Version 卒業論文日本語)
Presentational:
While studying abroad, the language class I took had a research project that I had to present after completing the paper. The paper I wrote looked at the differences between study abroad students and Japanese students and foreign language acquisition. It's an interesting paper that looks at not only the differences in how long foreign language is studied, but also the difference in opinion on the usefulness of its study in schools. You can view the paper/presentation by clicking and downloading the sample below. (see 外国語教育 Foreign Language Education)
There have been additional presentations before and after my study abroad in Japan. After Japan, I took Japn 301 - Advanced Japanese Culture and Communication. In this class, the final was a mini research project followed by a presentation. My presentation was about one of Japan's most prominent historical figures, Toyotomi Hideyoshi. You can download the Powerpoint and Word Document by clicking the link. (See sample below: Toyotomi Hideyoshi PPT豊臣秀吉)
Finally, I gave a full 17-minute presentation on my Capstone project, "Cultural Projections of Career and Success: A Comparative Study Between the US and Japan." This was a required, year-long research and development project that was the culmination of my last 5 years at CSUMB. You can view the project in both Japanese and English on the link to Capstone Project.
1.2
My study of the Japanese Language has been going on for the last 5 years since 2008 and has been molded into a more sophisticated and applicable ability that's of upper-intermediate and advanced level. The class, Japn 304 - Technical Japanese, to provide me with learning abilities on how to further my abilities of reading abilities. The textbook we utilized was called "Speed Reading Japanese" (速読の日本語 / Soku doku Nihon Go) in which provided us with techniques and abilities on how to read advanced material when there is need to understand the material in a timely manor.
Further development of the phonetics, phonology, morphology, syntax, semantics and discourse took place when I studied abroad in Japan. Not only did I attend classes in Japan, but I was also studying for the JLPT 2: I took it upon myself to continue studying additional aspects of the language
I furthered by understanding and abilities by working on my Capstone project. The structure of how a formal Japanese paper is written and presented is quite different. It takes more time to not only translate the data, but there are words and phrases that aren't directly able to translate into Japanese or English without having to decide on a different word with the best relevance. You can read my formal report in Japanese by clicking on the link to my (Capstone Project) .
Capstone Thesis: Jpn Version 卒業論文日本語 | |
File Size: | 2083 kb |
File Type: |
Toyotomi Hideyoshi PPT 豊臣秀吉 | |
File Size: | 1233 kb |
File Type: |
外国語教育 Foreign Language Education | |
File Size: | 470 kb |
File Type: |
Relevant Classes Taken:
JAPN 304 - Technical Japanese - Spring 2011
Study Abroad: Level D: Upper Intermediate Japanese - Fall 2012
Study Abroad: KO - A : Advanced Japanese - Spring 2013
JAPN 301 - Advanced Japanese Culture and Communication - Fall 2013
JAPN 402 - Japanese Literature - Spring 2014
JAPN 304 - Technical Japanese - Spring 2011
Study Abroad: Level D: Upper Intermediate Japanese - Fall 2012
Study Abroad: KO - A : Advanced Japanese - Spring 2013
JAPN 301 - Advanced Japanese Culture and Communication - Fall 2013
JAPN 402 - Japanese Literature - Spring 2014