JAPN 1002 - Japanese IB
North Terrace Campus - Semester 2 - 2016
The course information on this page is being finalised for 2016. Please check again before classes commence.
General Course Information
Course Code JAPN 1002 Course Japanese IB Coordinating Unit Centre for Asian Studies Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Prerequisites JAPN 1001 or equivalent Course Description Japanese IB course continues instruction and practice in the four skills of reading, writing, listening and speaking, whilst enabling students to broaden and consolidate their basic knowledge of the Japanese language acquired in Japanese IA. In order to provide a solid foundation at the beginner level in both written and spoken Japanese, literacy skills will be emphasised to further develop towards the elementary level, and communication skills will be reinforced through aural-oral practice in classes.
The basic aims of Japanese IB 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 new kanji; v) to become efficient and independent language learners.
If you have completed Year 12 SACE Continuers Japanese at high school or any equivalent study overseas, you are not eligible to enrol in this course.
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 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 useof vocabulary in both conversational and written context 2 Become more 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 languagestudies 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
No information currently available.
1. Minna no Nihongo I (Tokyo: 3A Corporation, 1998)
2. Minna no Nihongo I: Translation & Grammatical Notes (Tokyo: 3ACorporation, 1998)
3.Minna no Nihongo I: Kanji (Tokyo: 3A Corporation, 2000)
4. Minna no Nihongo I:Hyoojun-mondai-shuu (Exercises) (Tokyo: 3A Corporation, 1999)
The above books are sold as “Minna no Nihongo Pack 1” at UniBooks of the North Terrace campus. Minna no NihongoI accompanying CDs are available in the Reserve section of Barr Smith Library.
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 York: Weatherhill.
A Dictionary of Elementary Japanese Grammar, 1995, Makino, S. & Tsutsumi, 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 course 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 IB.
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 lecture per week 24 hours per semester 1 x 2-hour tutorial per week 24 hours per semester 4 hours - learning new Kanji and vocabulary per week 48 hours per semester 3 hours - language practice using audio materials and
online learning resources per week
36 hours per semester 2 hours - review, preview and test/assignment preparation per week 24 hours per semester Total workload 156 hours per semester
Learning Activities Summary
Schedule Week 1 Chapter 6 Week 2 Chapter 7 Week 3 Review Test 1 Week 4 Chapter 8 Week 5 Chapter 9 Week 6 Chapter 10 & Otal Test 1 Week 7 Chapter 11 Week 8 Review Test 2 Week 9 Intercultural Group discussion & Reflection Paper Submission Week 10 Chapter 12 Week 11 Chapter 13 Week 12 Listening Test & Oral Test 2
Specific Course RequirementsSelf-study
Students are expected to study at least one hour in the Computer Language Laboratory (LL) in Napier Building 107 per week.
The Minna no Nihongo 1 audio material has been digitized onto all computers in the LL for students' use.
Alternatively, students may wish to do the oral/aural practice by borrowing a tape/CD from the University Library.
Please see the LL notice for the times available for students to study in the LL.
In the LL, students are responsible for bringing along their own headsets for their use.
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 8 online quizzes Formative and summative 8% 1,2,3,5,6,7 Review Test 1 Formative and Summative 5% 1,2,3,5,6,7 Oral Test Formative and Summative 7% 1,2,3,4,5,6,7 Review Test 2 Formative and Summative 15% 1,2,3,5,6,7 Intercultural reading quiz & reflection paper Formative and Summative 10% 1,2,3,4,5,6,7 Listening Comprehension & Dictation Examination Summative 10% 1,2,3,5,6,7 Oral Examination Summative 10% 1,2,3,4,5,6,7 Written Examination Summative 35% 1,2,3,5,6,7
8 online quizzes (1% x 8) - 8% weighting
Review Test (Vocab up to L, Kanji up to Unit 5 & 9 and Dictation) - 5% weighting
Oral Test 1 (Pair work) - 7% weighting
Mid–Semester Review Test (Vocab/Grammar L6—L10, Kanji Unit9,10,6 & 7) - 15% weighting
Assignment: Intercultural Project - 10% weighting
Final Listening Comprehension & Dictation Test 10% weighting
Final Oral Test (Drama presentation – Oral Test 2) 10% weighting
Final Written Examination 35% 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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