JSL Level 2 Elementary Japanese (1002)
Course Description (link to syllabus)
Students are required to have complete the first half of elementary grammar. This course begins with a quick review of the first half of elementary level grammar and then continues to focus more in-depth on the second half of elementary grammar (present-polite form, continuative form, negative form, dictionary form, past form, normal form). We aim to acquire balance between the four skills of speaking, listening, reading, and writing in order to be able to communicate in correct Japanese in daily life. Taught in Japanese. Fulfills MLO 1 and 5.
Students are required to have complete the first half of elementary grammar. This course begins with a quick review of the first half of elementary level grammar and then continues to focus more in-depth on the second half of elementary grammar (present-polite form, continuative form, negative form, dictionary form, past form, normal form). We aim to acquire balance between the four skills of speaking, listening, reading, and writing in order to be able to communicate in correct Japanese in daily life. Taught in Japanese. Fulfills MLO 1 and 5.
Reflective Narrative
Once I arrived at Osaka Gakuin, my fellow students and I were tested and interviewed to determine which Japanese level class we would be placed into. Along with my capstone project partner, Marquie, I was placed into JSL level 2 Elementary Japanese, a low-intermediate level language class. To me this placement was appropriate as I had only just transferred to CSUMB and my speaking abilities were very limited. Due to the language class being a Japanese only environment, I had to force myself to not speak in English. Since my communication skills were still low at the time, mustering up the confidence to speak in only Japanese took a while. The textbook used in this class was Minna no Nihongo, which included a separate grammatical and translation notes textbook that featured explanations of the main textbook's structure in English. Daily reading and conjugating exercises, example below, were the primary focus of the class as it emphasized grammatical structures above all else. Short five minute presentations were frequently required of the students as well. These presentations reflected our understanding of each chapter's contents including our ability to conjugate and express certain grammatical concepts, as listed in the course description, in response to random prompts from our teacher. In the event of a field trip, each student was expected to give a mini presentation during the next class of what they learned and experienced. My overall comprehension of Japanese grammar and ability to conjugate would be nothing without this class and I owe my success in my later Japanese language classes to what I learned while taking this one.