JAPN 1001 - Japanese IA
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code JAPN 1001 Course Japanese IA Coordinating Unit Centre for Asian Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Prerequisites No assumed knowledge of Japanese is required. This course is for (total) beginners with little or no previous knowledge of Japanese. Course Description Japanese IA is designed for beginners with little or no previous knowledge of Japanese. This course is also ideal for those who wish to consolidate their basic knowledge of Kanji, vocabulary and grammar. The course offers instruction and practice in the four skills of reading, writing, listening and speaking, while introducing the basic grammar and vocabulary of modern Japanese as well as the basic writing system, hiragana, katakana and beginners kanji. In classes, emphasis will be placed on developing students' basic communication skills in both spoken and written Japanese to build a solid foundation at the beginner level. The aims of the course are: i) to enhance and consolidate the introductory grammar; ii) to expand knowledge and use of vocabulary in both conversational and written contexts; iii) to develop communication skills/strategies; iv) to become familiar with hiragana, katakana and basic kanji; v) to become efficient and independent language learners. Entry criteria for students with Year 12 SACE grades can be found at: https://arts.adelaide.edu.au/asian/study/language/
Course Coordinator: Ms Akiko TomitaMs Akiko Tomita
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Enhance and consolidate the introductory grammar and expand knowledge
and use of vocabulary in both conversational and written context
2 Become familiar with hiragana, katakana and basic kanji 3 Develop communication skill/strategies 4 Develop the skills required for collaborative work with peers 5 Become efficient and independent language learners 6 Equip students with skills to use online sources for Japanese language studies 7 Develop an understanding of and respect for cultural difference and diversity combined
with a knowledge and understanding of the issues involved in intercultural
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,2,3,6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3,4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4,5,6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
7 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1. Sugu kakeru! Kirei ni kakeru! Hiragana Katakana Renshuu nooto(Tokyo: Aruku, 2014)
2. Minna no Nihongo Shokyū I:Honsatsu (Tokyo: 3A Corporation, 2nd edition)
3. Minna no Nihongo Shokyū I:Translation & Grammatical Notes (Tokyo: 3A Corporation, 2nd edition)
4.Minna no Nihongo Shokyū I:Kanji (Tokyo: 3A Corporation, 2nd edition)
5. Minna no Nihongo Shokyū I:Hyoojun-mondai-shuu (Exercises) (Tokyo: 3A Corporation, 2nd edition)
6. Minna no Nihongo Shokyū I:Kaite Oboeru Bunkei Renshucho(Sentence Pattern Workbook I) (Tokyo: 3A Corporation, 2nd edition)
7. Minna no Nihongo Shokyū I:Shokyu de Yomeru Topikku 25 (Reading Comprehension) (Tokyo: 3A Corporation, 2nd edition)
The above books are sold at Books Kinokuniya WebStore https://australia.kinokuniya.com/.
Recommended ResourcesAt this beginner level, a dictionary is not an essential item since the vocabulary and kanji that students need to learn are listed in Translation & Grammatical Notes and the Kanji book. There may be cases, however, when students feel the need to look elsewhere for other words and grammatical points for the assignments and their independent study. The following reference books are useful for study outside classroom at this course level.
Essential Kanji – 2,000 basic Japanese characters, 1987, O’Neill, P.G., New
A Dictionary of Basic Japanese Grammar, 1989, Makino, S. & Tsutsui,
M., Tokyo: Japan Times.
In addition, many useful online Japanese-learning sites, including online dictionary/translation sites are also available on the Internet – a list of useful Japanese learning web-links can be found under the ‘e-learning links’ tab on MyUni.
Online LearningThe couse will utilise several e-learning learning resources via the MyUni platform and students will be given a practical session using such resources.
Learning & Teaching Activities
Learning & Teaching ModesTo create language compatible learning environments where students feel free to interact and contribute to the class we endeavour to use relevant situational material to construct ‘real’ example sentences in a variety of pair or group activities in Japanese 1A.
This approach allows us to provide real world communication situations while emphasising the relevance and the importance of learning new grammar and vocabulary in Japanese.
Teaching props, guest visitors and audio visual teaching aids may be used to teach vocabulary and grammar. Focus is given to understandings of Japanese language, culture and intercultural relationships throughout the course.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 2-hour seminar (or equivalent) per week 24 hours per semester 1 x 2-hour tutorial (or equivalent) per week 24 hours per semester 4 hours vocabulary study per week 48 hours per semester 3 hours language practice per week 36 hours per semester 2 hours assignment preparation per week 24 hours per semester TOTAL WORKLOAD 156 hours per semester
Learning Activities Summary
Schedule Week 1 Greetings, Introduction, and Japanese Script Week 2 Greetings, Introduction, and Japanese Script Week 3 Greetings, Introduction, and Japanese Script Week 4 Chapter 1 Week 5 Chapter 2 and Script & Dictation Test Week 6 Kanji 1&2 Week 7 Chapter 3 Week 8 Chapter 4, Kanji 3 and Review Test Week 9 Chapter 5 Week 10 Kanji 4 & 5 and Intercultural Group discussion Week 11 Pronunciation clinic and Review Week 12 Oral Test and Listening Comprehension & Dictation Test
Specific Course RequirementsSuccess in foreign language learning is a cumulative process and does require regular practice to consolidate your knowledge and to develop
your language skills via face-to-face interactions. Therefore, it is naturally expected that you attend all classes (4 hours/week) and participate in a variety of language learning activities in class.
Students are also strongly encouraged to use online learning tools and resources available on MyUni.
Small Group Discovery ExperienceThrough the in-class activities and assignments, students will work in small groups in a virtual learning space using the MyUni platform.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome 7 Online quizes Formative
14% 1,2,3,5,6,7 Script & Dictation Test Formative
11% 1,2,3,5,6,7 Review Test Formative
15% 1,2,3,5,6,7 Project Formative
10% 1,2,3,4,5,6,7 Listening & Dictation Examination summative 10% 1,2,3,5,6,7 Oral Examination summative 10% 1,2,3,4,5,6,7 Written Examination summative 30% 1,2,3,5,6,7
Online quizes (2x7=14) 14% weighting
Script & Dictation Test (Hiragana, Katakana & L1 Vocab) 11% weighting
Mid–Semester Review Test (Vocab/Grammar L1—L3, Kanji Unit 1-2) 15% weighting
Assignment:Intercultural Project 10% weighting
(1) Discussion board (3%)
(2) Intercultural Reflection Paper (7%)
Final Listening Comprehension & Dictation Examination 10% weighting
Written Examination (Vocab/Grammar L1-L5, Kanji Units 1-5) 30% weighting
Oral Test (pair presentation) 10% weighting
SubmissionStudents must submit their assignments online via Turnitin.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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