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.
1.2 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.
Classes Taken:
Major Learning Outcome 1, or MLO 1 focuses heavily on the structure and function of the language itself. Within this MLO it has two major sections it focuses on: 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, and 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.
Over my time here at CSUMB I have taken a variety of classes that support this MLO, but JAPN 401 especially proved to be an extremely helpful class in terms of meeting Major Learning Objective 1, as it directly addresses the various components addressed in 1.2, as mentioned previously. The class addressed many aspects such as phonetics, teaching IPA (international phonetic alphabet) and its relation to Japanese pronunciation, as well as concepts such as pitch accent and phonology can change meaning in the words, giving me a better understanding when it comes to spoken communication. We also learned grammar and kanji in reference to this end, as can be seen in our midterm.
Within this MLO I have developed both my interpersonal and interpretive abilities in Japanese, having the confidence to read and hold conversations in Japanese. However, my confidence and skill in writing is something I wish to continue develop, and my presentational skills could continue to get some work. This does not mean, however, that I do not think I need to continue developing my conversational and reading skills. In fact I hope to continue to develop all of my skills and one day come close to fluent, if not native levels of competency.
As mentioned, something I struggled with in particular with this MLO was the presentational aspect. I have always had rather bad nerves when it comes to presenting, and trying to present in not my main language only multiplies the issue. However as I gain experience in Japanese and giving presentations in such, the debilitating effect presentations cause has drastically lowered. So while still not a thing I enjoy, it is something I have become able to do.
Overall, this MLO, learning another language competently, has done wonders to improve my global competency and helped me feel confidence in communicating, even when my skills might not be perfect. It has opened many doors and friendships that would have otherwise been closed to me, such as my experiences and friends in Japan. Out of all the MLOs, I feel this one has been the one to change me the most and provided the most opportunities.
Over my time here at CSUMB I have taken a variety of classes that support this MLO, but JAPN 401 especially proved to be an extremely helpful class in terms of meeting Major Learning Objective 1, as it directly addresses the various components addressed in 1.2, as mentioned previously. The class addressed many aspects such as phonetics, teaching IPA (international phonetic alphabet) and its relation to Japanese pronunciation, as well as concepts such as pitch accent and phonology can change meaning in the words, giving me a better understanding when it comes to spoken communication. We also learned grammar and kanji in reference to this end, as can be seen in our midterm.
Within this MLO I have developed both my interpersonal and interpretive abilities in Japanese, having the confidence to read and hold conversations in Japanese. However, my confidence and skill in writing is something I wish to continue develop, and my presentational skills could continue to get some work. This does not mean, however, that I do not think I need to continue developing my conversational and reading skills. In fact I hope to continue to develop all of my skills and one day come close to fluent, if not native levels of competency.
As mentioned, something I struggled with in particular with this MLO was the presentational aspect. I have always had rather bad nerves when it comes to presenting, and trying to present in not my main language only multiplies the issue. However as I gain experience in Japanese and giving presentations in such, the debilitating effect presentations cause has drastically lowered. So while still not a thing I enjoy, it is something I have become able to do.
Overall, this MLO, learning another language competently, has done wonders to improve my global competency and helped me feel confidence in communicating, even when my skills might not be perfect. It has opened many doors and friendships that would have otherwise been closed to me, such as my experiences and friends in Japan. Out of all the MLOs, I feel this one has been the one to change me the most and provided the most opportunities.