Learning linguistics concepts and key terminologies

As a part of the CILL linguistics course, students will be introduced to basic linguistic concepts and key terminologies.

Task Description:

As a part of CILL linguistics course,  students will be introduced to basic concepts in Japanese phonology and morphology and practice how to analyze data.  They will also learn learn key terminologies and useful expressions to discuss data in Japanese.

Task Type:
scaffolding
Task Focus:
content
Task Time:
3 hours

Files

Katakana confusion

Students will read episodes that depict how confusing loanwords are in Japan and will share their own experiences as well.

Task Description:

1. Students will read episodes of confusing loanwords and discuss them.  They also will share their own experiences.  By the time this project takes place, most of the students will have already spent 6 months in Japan, they must have several interesting episodes or katakana examples that they can share in class.  

2. For each episode/example, we will discuss what makes it difficult or confusing for Japanese langauge learners. We will focus on linguistic and cultural differences.

 

Task Type:
need to know
Task Focus:
content
Task Time:
1 hour
Task Extension:

Students can search similar sites and share their findings.

Technology Tips:

Use online site - Katakan Confusion

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Suggestions for paraphrasing loanwords

Students will read and study suggestions for paraphrasing loanwords proposed by a group of researchers at the National Institute for Japanese Language and Linguistics.

Task Description:

The Committe of Loanwords at the National Institute for Japanese Language and Linguistics conducted a large-scale survey on the use of loanwords and published a series of reports.  Students will read excerpts of these reports and the current issues of loanword use in Japan.

Task Type:
need to know
Task Focus:
content
Task Time:
1 hours (in class), 1 hour (out of class)
Technology Tips:

Use NIJLL website.

Files

Collecting loanword samples

Students will collect loanword samples to learn the current state of loanword use by themselves.

Task Description:

1. Students form groups and decide what categories of loanwords they will collect samples for. Students will use authentic texts (newspapers, magazines, street signs, etc) as well as host-family's daily conversations. 

2. Organize and analyze the data to see how loanwords are used in daily life in Japan

 

Task Type:
need to know
Task Focus:
content
Task Time:
2 hours (in class) 2 hours (out of class)
Technology Tips:

Students will pool samples in google spread sheets to share them.

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Interview

Students will interview native speakers of Japanese, foreign residents in Japan and Japanese language learners to investigate how they perceive loanwords and their opinions about loanword use.

Task Description:

Students will first identify issues related to loanwords and list questions.  Based on this, they will compose a questionnaire and conduct interviews with native speakers of Japanese, foreign residents in Japan and Japanese language learners. 

The format of the questionaire and the interview procedures will be discussed and determined together with students.

Task Type:
driving question
Task Focus:
interaction
Task Time:
2 hours (in class) 2~4 hours (out of class)

Files

PowerPoint Presentation

Students will report the interview results to their peers using powerpoint.

Task Description:

Students in groups will summarize the interview results as well as the loanwords sample collections.  They present the results to their peers at the study abroad program.

Task Type:
driving question
Task Focus:
technology
Task Time:
1 hour (in class) 2 hours (out of class)

Files

How to conduct interviews

Plan and practice interviews

Task Description:

Using a interview sheet, student will organize questions.  Students will practice how to begin an interview, ask questions, ask for opinions/comments and conclude the interview.

Task Type:
scaffolding
Task Focus:
grammar
Task Time:
1.5 hours

Files

Effective powerpoint presentation

Students will watch a sample video and discuss what makes presentations effective and interesting.

Task Description:

Students will watch a TedEx video and discuss what makes presentation effective and interesting.  Then, they will create a rubric.

Task Type:
scaffolding
Task Focus:
technology
Task Time:
1 hour
Technology Tips:

Youtube

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How to conduct debates

Students will lean the format of the debates, strategies and useful expressions.

Task Description:

Students will lean the format and the goal of debates, and useful expressions.  They prepare and practice in groups.  Students can visit a debate club at a Japanese college to see how they practice and get advice from Japanese students.

Task Type:
scaffolding
Task Focus:
grammar
Task Time:
1 hour (in class) 2 hours (out of class)
Technology Tips:

Youtube

Files

Peer evaluation

Students make comments and suggestions to their peers' powerpoint presentation.

Task Description:

Based on their rubric, students evaluate their presentation.

 

Task Type:
driving question
Task Focus:
interaction
Task Time:
0.5 hour

Files

Public Debate

Students will conduct a public debate: " Wether or not loanwords enrich Japanese culture and language"

Task Description:

Students will prepare a public debate on loanword use in Japan.  They use the findings from their research to build up their arguments.  I plan to involve Japanese college students in this debate, either as a part of a debate team, judge or audience. Japanese linguists will be invited and one of them can be a judge. Also, their peers and host family will be invited to the event.

Task Type:
driving question
Task Focus:
content
Task Time:
1 hour
Technology Tips:

Video Camera to record the debate

Files

Reflection and self assessment

Students will self-assess their performance at the debate.

Task Description:

The debate will be video taped and the students will review and evaluate their own performance using a check sheet.  The content of the check sheet will be discussed with the students before the debate so they are aware of what is important when they prepare for and participate in the debate.

Task Type:
driving question
Task Time:
0.5 hour

Files