JAPN 1002 - Japanese IB
North Terrace Campus - Semester 2 - 2020
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.
Entry criteria for students with Year 12 SACE grades can be found at: https://arts.adelaide.edu.au/asian/study/language/
Course Coordinator: Dr Masaki ShibataMs 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
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. Minna no Nihongo ShokyuÌ I:Honsatsu (Tokyo: 3A Corporation, 2nd edition)
2. Minna no Nihongo ShokyuÌ I:Translation & Grammatical Notes (Tokyo: 3A Corporation, 2nd edition)
3.Minna no Nihongo ShokyuÌ I:Kanji (Tokyo: 3A Corporation, 2nd edition)
4. Minna no Nihongo ShokyuÌ I:Hyoojun-mondai-shuu (Exercises) (Tokyo: 3A Corporation, 2nd edition)
5. Minna no Nihongo ShokyuÌ I:Kaite Oboeru Bunkei Renshucho(Sentence Pattern Workbook I) (Tokyo: 3A Corporation, 2nd edition)
6. Minna no Nihongo ShokyuÌ 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 York: Weatherhill.
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 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 seminar 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 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
Specific Course Requirements
Success 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 Kanji & vocabulary Test 1 Formative and summative 5% 1,2,3,5,6,7 Test 1 (15% kanji, vocabulary, grammr + 5% dictation & listening comprehension) Formative and Summative 20% 1,2,3,5,6,7 Kanji & vocabulary Test 2 Formative and Summative 5% 1,2,3,5,6,7 Test 2 (15% kanji, vocabulary, grammr + 5% dictation & listening comprehension) Formative and Summative 20% 1,2,3,5,6,7 Final Oral Examination Summative 10% 1,2,3,4,5,6,7 Final Written Examination Summative 40% 1,2,3,5,6,7
Modified arrangements have been made to assessments and the details provided here reflect recent updates.
Assessment Task Weighting Weekly online quiz/assignment 10% Test 1 (Kanji, Vocabulary, Grammar, and Listening) 25% Test 2 (Kanji, Vocabulary, Grammar, and Listening) 25% Final Oral Examination 10% Final Examination 30%
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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