MLO 1: Japanese 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 and linguistics including phonetics, phonology, morphology, syntax, semantics, and discourse. Students compare, contrast, and analyze the structural differences between Japanese and English.
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 and linguistics including phonetics, phonology, morphology, syntax, semantics, and discourse. Students compare, contrast, and analyze the structural differences between Japanese and English.
In order to achieve this MLO I took the classes: JAPN 300, JAPN 320S, JAPN 380 and JAPN 404
Reflective Narrative
1.1: The way that these courses helped me to achieve this MLO is that every single one of them was not only taught in Japanese, but also did a lot of content based learning. The way that they helped me to be able to communicate effectively in Japanese on an interpersonal level would be that they were able to help me be able to learn how to communicate person to person in Japanese. I would say it was a combination of this with the classes and experience of studying abroad in Japan that helped me develop my interpersonal communication skills. These classes would have us commit to group discussions in the target language, which helped to not only foster knowledge of the content of the class but also the language used to communicate this knowledge. These classes also helped us to foster a strong presentational skill skill in Japanese (Reference Aging Society/ Japn380 PPT Below). These are good pieces of evidence because they show how I was able to create and express an idea or report in Japanese. The way we accomplished this was that we had to do a significant amount of presentations. These presentations helped to foster confidence in speaking Japanese in front of a group of people. 1.2: We also had many chances to compare and contrast the English and Japanese language through learning the various grammar and linguistic structures in both languages. We achieved this mainly through studying and taking tests on grammar and the important structure of the language. An example of this grammatical work can be seen in my service learning final essay (Reference Service Learning Final Essay Below). The reason this is a good example is it shows my grasp of the grammatical systems in Japanese as I have to explain my service learning experience in detail through Japanese. This is extremely important in not only the context of the situation, but the position and age of the speakers as well, as culturally situations of hierarchy are very strict in Japanese society.
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