MLO 1: Language and Communication
1.1. Students are able to communicate effectively in Japanese in three modes: interpersonal, interpretive, and presentational; and in a culturally appropriate manner in a variety of social and professional settings and circumstances at the Intermediate High level of language proficiency, according to the ACTFL Guidelines.
1.2. Students gain competency in the Japanese language including phonetics, phonology, morphology, syntax, semantics and discourse and compare and analyze the structural differences between Japanese and English.
1.2. Students gain competency in the Japanese language including phonetics, phonology, morphology, syntax, semantics and discourse and compare and analyze the structural differences between Japanese and English.
Courses Taken
JAPN 300 - Introduction to Advanced Communication
JAPN 303 - Business Japanese
JAPN 304 - Introduction to Translation and Interpretation
JAPN 395 - Special Topics: Japan Land and People
JAPN 303 - Business Japanese
JAPN 304 - Introduction to Translation and Interpretation
JAPN 395 - Special Topics: Japan Land and People
Reflective Narrative
Though having studied Japanese language in high school, my communication skills were nothing compared to how developed my they have become through the classes required for this MLO. My ability to communicate effectively in Japanese was also furthered by the various interviews, presentations, and film projects associated with each of these classes. Midterms and finals consisted of in-depth, time restricted projects that helped me to become more efficient with both my research collection and organization. For each presentation, a script was often required from each student allowing us practice with writing comprehensively as well as speaking in complete and coherent sentences.
(1.2) Interpersonal and Interpretive situations abounded during my time studying abroad at Osaka Gakuin University. Having only just begun my time at CSUMB the semester before, my overall comprehension and ability to communicate was still low, so I was placed in Elementary Japanese (Low-Intermediate). I, however, had many opportunities to develop my vocabulary, grammar, and communication skills through frequent presentations in this class. These frequent five minute presentations revolved around specific prompts or activities and were required to reflect the grammatical structures that were being focused on at the time. For example, our teacher gave us the prompt of explaining a famous proverb from our home countries in Japanese, with which we had to use a mixture of present-polite and continuative grammatical forms in our explanation.
(1.1) Upon returning to CSUMB with my new found knowledge, I enrolled in JAPN 300, 303, and 395, ready to take on the challenges that lied ahead. Introduction to Advanced Communication, JAPN 300, started off with a review of what I had learned from my Level 2 Elementary class that I had taken in Osaka and progressively advanced from there. Business Japanese, JAPN 303, helped me to "become a better businessman", by which I mean, helped me to learn how to survive in the Japanese business setting, a world very different from how American companies function. The business class' final consisted of a video, featuring more advanced communicational phrases and skills, sample 1. The Japan, Land and People class, JAPN 395, taught me how to elaborate on Japan's geography, population, and other such topics specific to the country. This class features daily reading and writing prompts regarding the topic that was focused on at the time, such as describing the weather patterns in Eastern and Western Japan or population density based on the geographic location, sample 2.
Through writing, reading, and presentational prompts I was able to go from low-intermediate to advanced communicational skills all while further learning about Japanese culture and customs from business etiquette to seasonal weather patterns. Please be sure to click on each class listed above, which can also be accessed through the "terms" tab, to see examples of projects and prompts specific to each class. Linked below are examples of presentations from my Japanese 300 and 395 classes.
(1.2) Interpersonal and Interpretive situations abounded during my time studying abroad at Osaka Gakuin University. Having only just begun my time at CSUMB the semester before, my overall comprehension and ability to communicate was still low, so I was placed in Elementary Japanese (Low-Intermediate). I, however, had many opportunities to develop my vocabulary, grammar, and communication skills through frequent presentations in this class. These frequent five minute presentations revolved around specific prompts or activities and were required to reflect the grammatical structures that were being focused on at the time. For example, our teacher gave us the prompt of explaining a famous proverb from our home countries in Japanese, with which we had to use a mixture of present-polite and continuative grammatical forms in our explanation.
(1.1) Upon returning to CSUMB with my new found knowledge, I enrolled in JAPN 300, 303, and 395, ready to take on the challenges that lied ahead. Introduction to Advanced Communication, JAPN 300, started off with a review of what I had learned from my Level 2 Elementary class that I had taken in Osaka and progressively advanced from there. Business Japanese, JAPN 303, helped me to "become a better businessman", by which I mean, helped me to learn how to survive in the Japanese business setting, a world very different from how American companies function. The business class' final consisted of a video, featuring more advanced communicational phrases and skills, sample 1. The Japan, Land and People class, JAPN 395, taught me how to elaborate on Japan's geography, population, and other such topics specific to the country. This class features daily reading and writing prompts regarding the topic that was focused on at the time, such as describing the weather patterns in Eastern and Western Japan or population density based on the geographic location, sample 2.
Through writing, reading, and presentational prompts I was able to go from low-intermediate to advanced communicational skills all while further learning about Japanese culture and customs from business etiquette to seasonal weather patterns. Please be sure to click on each class listed above, which can also be accessed through the "terms" tab, to see examples of projects and prompts specific to each class. Linked below are examples of presentations from my Japanese 300 and 395 classes.
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