MLO 1: Language and Communication
Outcomes:
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.
Courses Taken:
JAPN 300: Introduction to Advanced Communication
JAPN 302: History of Japan
JAPN 312: Japanese for the Professions
JAPN 401: Structural Japanese
Reflective Narrative:
1.1. Through all of the classes I have taken throughout my college career in relation to MLO 1, I feel that my ability to communicate in the three modes has been enhanced to a level sufficient for a college graduate. In "History of Japan", for instance, I had to read and understand passages about various points in Japan's history (Interpersonal) to be able to discuss with my colleagues about those points (Interpretive) and then eventually present to the class in an academic setting (Presentational).
I feel confident that my Japanese ability has improved considerably underneath the guidance of the professors, but I also understand I need to continue to develop the tools I have been given in order to become more complete in the language. I can now interact with the Japanese in a variety of settings, whether it be at an Izakaya where I need to order more alcohol for my friends, or at a meeting where I need to use far more polite language with my bosses in order to not be disrespectful. Even pitch accent, which has a foreigner I thought was of little importance as long as I understood the words I was saying, has far more cultural and linguistic relevance than I had ever given it in the past.
Nothing in learning a new language comes easy, and every class I took while studying abroad and at CSUMB challenged me and my abilities, to push me to continue growing into a more complete Japanese speaker. Even in the most challenging of times, such as when I was studying 50-60 kanji a week for my Japanese 3A class at J.F. Oberlin University, I continued to push and eventually broke through.
1.2. "Structural Japanese" was by far the most comprehensive class in completing the MLO 1.2. The first part of this class began with an analysis of similar Japanese structures and how they differentiated in terms of meaning. The most influential part of the class, however, was the second half of the class which broke down Japanese sounds to the most basic units and then rebuilt them into patterns for dictating pronunciation. Japanese language is heavily dependent on pitch-accent, where even the slightest alteration can significantly change the meaning of a word.
All of the individual words listed under MLO 1.2 come together to form any living language. In order to study and use a language effectively we must consider all of the individual parts before we are able to become fluent in our overall production with the language.
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.
Courses Taken:
JAPN 300: Introduction to Advanced Communication
JAPN 302: History of Japan
JAPN 312: Japanese for the Professions
JAPN 401: Structural Japanese
Reflective Narrative:
1.1. Through all of the classes I have taken throughout my college career in relation to MLO 1, I feel that my ability to communicate in the three modes has been enhanced to a level sufficient for a college graduate. In "History of Japan", for instance, I had to read and understand passages about various points in Japan's history (Interpersonal) to be able to discuss with my colleagues about those points (Interpretive) and then eventually present to the class in an academic setting (Presentational).
I feel confident that my Japanese ability has improved considerably underneath the guidance of the professors, but I also understand I need to continue to develop the tools I have been given in order to become more complete in the language. I can now interact with the Japanese in a variety of settings, whether it be at an Izakaya where I need to order more alcohol for my friends, or at a meeting where I need to use far more polite language with my bosses in order to not be disrespectful. Even pitch accent, which has a foreigner I thought was of little importance as long as I understood the words I was saying, has far more cultural and linguistic relevance than I had ever given it in the past.
Nothing in learning a new language comes easy, and every class I took while studying abroad and at CSUMB challenged me and my abilities, to push me to continue growing into a more complete Japanese speaker. Even in the most challenging of times, such as when I was studying 50-60 kanji a week for my Japanese 3A class at J.F. Oberlin University, I continued to push and eventually broke through.
1.2. "Structural Japanese" was by far the most comprehensive class in completing the MLO 1.2. The first part of this class began with an analysis of similar Japanese structures and how they differentiated in terms of meaning. The most influential part of the class, however, was the second half of the class which broke down Japanese sounds to the most basic units and then rebuilt them into patterns for dictating pronunciation. Japanese language is heavily dependent on pitch-accent, where even the slightest alteration can significantly change the meaning of a word.
All of the individual words listed under MLO 1.2 come together to form any living language. In order to study and use a language effectively we must consider all of the individual parts before we are able to become fluent in our overall production with the language.