As a part of the CILL linguistics course, students will be introduced to basic linguistic concepts and key terminologies.
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.
Files
Students will read episodes that depict how confusing loanwords are in Japan and will share their own experiences as well.
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.
Students can search similar sites and share their findings.
Use online site - Katakan Confusion
Files
Students will read and study suggestions for paraphrasing loanwords proposed by a group of researchers at the National Institute for Japanese Language and Linguistics.
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.
Use NIJLL website.
Files
Students will collect loanword samples to learn the current state of loanword use by themselves.
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
Students will pool samples in google spread sheets to share them.
Files
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.
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.
Files
Students will report the interview results to their peers using powerpoint.
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.
Files
Plan and practice interviews
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.
Files
Students will watch a sample video and discuss what makes presentations effective and interesting.
Students will watch a TedEx video and discuss what makes presentation effective and interesting. Then, they will create a rubric.
Youtube
Files
Students will lean the format of the debates, strategies and useful expressions.
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.
Youtube
Files
Students make comments and suggestions to their peers' powerpoint presentation.
Based on their rubric, students evaluate their presentation.
Files
Students will conduct a public debate: " Wether or not loanwords enrich Japanese culture and language"
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.
Video Camera to record the debate
Files
Students will self-assess their performance at the debate.
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.
Files