JAPN 2201 - Japanese IIA
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code JAPN 2201 Course Japanese IIA 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 N Prerequisites JAPN 1002 or equivalent Incompatible JAPN 2001 Course Description Japanese IIA is designed to develop knowledge of the grammar, vocabulary and kanji introduced at the lower elementary level, whilst offering instruction and practice in the four skills of reading, writing, listening and speaking. Throughout the course, emphasis is placed on developing students' communication skills in both spoken and written Japanese to consolidate a solid foundation at the lower elementary level. The aims of the course are: i) to develop and consolidate the lower elementary 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 characters and their combinations; 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 Kayoko Enomoto
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesAt the successful completion of this course, students will be able to:
1 Acquire knowledge and use of Japanese grammar, vocabulary and kanji characters developed at a lower elementary level. 2 Improve Japanese communication skills and strategies developed at a lower elementary level in both written and conversational contexts. 3 Develop basic skills to locate, evaluate and use online resources for studying Japanese language independently 4 Practise time management skills following strict timelines for regular practice and continuous assessments 5 Develop interpersonal skills to work collaboratively with peers through communication in both Japanese and English 6 Be more aware of different ways of seeing the world through Japanese language learning 7 Be more aware of cultural respect, differences and diversity and will have more knowledge and understanding of the issues involving intercultural communication
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 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 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
2,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3,4,5,6 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
6,7 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 Shokyu I:Honsatsu (Tokyo: 3A Corporation, 2nd edition)
2. Minna no Nihongo Shokyu I:Translation & Grammatical Notes (Tokyo: 3A Corporation, 2nd edition)
3. Minna no Nihongo ShokyuÂ I:Kanji (Tokyo: 3A Corporation, 2nd edition)
4. Minna no Nihongo ShokyuÂ I:Hyoojun-mondai-shuu (Exercises) (Tokyo: 3A Corporation, 2nd edition)
5. Minna no Nihongo Shokyu I:Kaite Oboeru Bunkei Renshucho(Sentence Pattern Workbook I) (Tokyo: 3A Corporation, 2nd edition)
6. Minna no Nihongo ShokyuÂ I:Shokyu de Yomeru Topikku 25 (Reading Comprehension) (Tokyo: 3A Corporation, 2nd edition)
Recommended ResourcesAt this lower elementary 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 ‘external web links’ tab on MyUni.
Online LearningThe couse will utilise several online learning resources via the MyUni platform and students will be given a practical session using such resources.
Learning & Teaching Activities
Learning & Teaching ModesStudents have 4 contact hours per week in this course: 2 hour lecture and 2 hour tutorial.
In the lecture, we will introduce new grammar points whilst enabling students to practise such grammar points in pairs and/or in small groups. This is followed by conversation video viewing, dictation skills and listening comprehension practice. In the tutorial, students wil consolidate the knowledge and skills introduced in the lecture through oral/aural practice. The tutorial class will also introduce new kanji characters for each chapter through reading and writing materials.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workload Total Hours 1 x 2-hour lecture per week 24 hours per week 1 x 2-hour tutorial per week 24 hours per week 3 hours - learning new Kanji and vocabulary per week 36 hours per week 3 hours - completing grammar exercises in the textbooks per week 36 hours per week 1 hour - language practice using audio materials and online learning resources per week 12 hours per week 2 hours - review, preview and test/assignment preparation per week 24 hours per week Total 156 hours per semester
Learning Activities Summary
Schedule Week 1 Chapter 14 Week 2 Chapter 15 Week 3 Chapter 16 Week 4 Chapter 17 Week 5 Review & Test 1 Week 6 Chapter 18 Week 7 Chapter 19 Week 8 Chapter 20 Week 9 Review & Test 2 Week 10 Chapter 21 Week 11 Review & Listening Test Week 12 Review & Oral Examination
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 audio-visual materials available in the computer rooms (Napier 106 & 107) and online learning tools and resources available on MyUni.
Small Group Discovery ExperienceThrough the reading & writing assignment, students will work in small groups both in a computer room and 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 Test 1 (including 5% Listening Section) Formative and summative 25% 1-7 Test 2 (including 5% Listening Section) Formative and summative 25% 1-7 Oral Examination Summative 10% 1-7 Written Examination Summative 40% 1-7
Test 1: Test 1 assesses students' knowledge and use of kanji characters, vocabulary and grammar covered up to Week 4 - 25% weighting, including 5% listening comprehension component.
Test 2: Test 2 assesses students' knowledge and use of kanji characters, vocabulary and grammar covered up to Week 9- 25% weighting, including 5% listening comprehension component.
Oral Examination: Students are required to speak about a given topic/s in Japanese - 10% weighting.
Written Examination: Final written examination assesses students' knowledge and use of kanji characters, vocabulary and grammar covered up to Week 12 - 40% weighting.
SubmissionStudents must submit their assignments electronically through Turnitin, which will be explained in one of the computer room sessions.
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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