Learning Through Content and Multimedia Chapter 3

JAPANESE LANGUAGE COURSE
CURRICULUM OF
INTERNATIONAL CO-OP PROGRAM
UNIVERSITY OF CINCINNATI
Noriko Fujioka-Ito
[email protected]
CHARACTERISTICS OF ENGINEERING
STUDENTS (1)
Learning Styles of Individual learners
•
The Myers- Briggs Type Indicator (MBTI) (1962)
•
Learning Style Survey: Assessing Your Learning Styles (2006)
adapted from Oxford (1995), Ehrman & Leaver (1997,
2003)
•
Grasha-Riechmann Student Learning Style Scales (1996)
2
GRASHA-RIECHMANN STUDENT
LEARNING STYLES SCALES
(a) Independent Learning Style
(b) Avoidant Learning Style
(c) Collaborative Learning Style
(d) Dependent Learning Style
(e) Competitive Learning Style
(f) Participant Learning Style
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CHARACTERISTICS OF
ENGINEERING STUDENTS (1)
Competitive learning style
- Humanities
Collaborative learning style
- Humanities
Avoidant learning style
- Humanities
+ Engineering, Science
Dependent learning style
+ Engineering, Science
(Fujioka, 2000)
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CHARACTERISTICS OF
ENGINEERING STUDENTS (2)
Certain Knowledge Belief
- Social science, Humanities
+ Engineering, Business
(Jehng, Johnson, & Anderson, 1993)
+ Engineering, Science
(Fujioka, 2000)
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CHARACTERISTICS OF
ENGINEERING STUDENTS (3)
Expert teaching style
+ Mathematics/Computer science
+ Arts/Music/Theater
- Humanities
- Education
Facilitator and Delegator teaching style
- Mathematics/Computer sciences
+ Education
+ Arts/Music/Theater
No significant differences in the profiles of students majoring in
a variety of academic disciplines
(Grasha, 1996)
6
INTERNATIONAL CO-OP PROGRAM JAPANESE
(ICP) JAPANESE PROGRAM
PROPORTIONAL SYLLABUS
Elementary
Level
Intermediate
Level
Advanced
Level
Linguistic form
Communicative function
Three Levels in a Balanced System (Yalden, 1980)
7
QUARTER COURSE CURRICULUM
Course
Duration
Materials
Summer
Intensive
６ weeks
３０hrs/ week
Total: １８０hrs
-Genki 1: Integrated Course in
Elementary Japanese
-The Japanese Today
8
QUARTER COURSE CURRICULUM
Course
Duration
Materials
Summer
Intensive
６ weeks
３０hrs/ week
Total: １８０hrs
-Genki 1: Integrated Course in
Elementary Japanese
-The Japanese Today
Fall Quarter
１０ weeks
３hrs/ week
Total: ３０hrs
-Genki 1
-Getting Down to business:
Japanese for Business People
-Video etc.
9
QUARTER COURSE CURRICULUM
Course
Duration
Materials
Summer
Intensive
６ weeks
３０hrs/ week
Total: １８０hrs
-Genki 1: Integrated Course in
Elementary Japanese
-The Japanese Today
Fall Quarter
１０ weeks
３hrs/ week
Total: ３０hrs
-Genki 1
-Getting Down to business:
Japanese for Business People
-Video etc.
Winter Quarter
１０ weeks
３hrs/ week
Total: ３０hrs
-Getting Down to business:
Japanese for Business People
-Video, websites, etc.
10
QUARTER COURSE CURRICULUM
Course
Duration
Materials
Summer
Intensive
６ weeks
３０hrs/ week
Total: １８０hrs
-Genki 1: Integrated Course in
Elementary Japanese
-The Japanese Today
Fall Quarter
１０ weeks
３hrs/ week
Total: ３０hrs
-Genki 1
-Getting Down to business:
Japanese for Business People
-Video etc.
Winter Quarter
１０ weeks
３hrs/ week
Total: ３０hrs
-Getting Down to business:
Japanese for Business People
-Video, websites, etc.
Spring
Intensive
２ weeks
３０hrs/ week
Total: ６０hrs
-Getting Down to business:
Japanese for Business People
-Video etc.
11
SELF-LEARNING RESOURCES
•
English-Japanese Quick Reference Dictionary
http://www.uc.edu/propractice/icp/resources/EJ%20Engineering%20Dictionary%20
v3.4%20-%20Apr%202008.pdf
•
Engineering Dictionary Vocabulary Building Exercises
http://homepages.uc.edu/~markovjo/ICP/vocabulary.html
12
MATERIALS
ON UNDERSTANDING JAPANESE INDUSTRIES
Material A Reading Material (Excerpt)
1. GEアドバンス・マテリアルズ事業
日本GEプラスチックス革新的な高機能エンジニアリングプラスチックを
開発製造・販売しています。製品ラインナップは、耐熱性、耐候性、耐衝
撃性、耐薬品性、高強度、難燃性といった特質を備えて多岐にわたり、お
客様にとっての最適な材料を常に提案し続けてきています。
13
MATERIALS
ON UNDERSTANDING JAPANESE INDUSTRIES
Part A: Listening ・Writing Exercises
(Example)
Part 3:「GEエネジー事業」のセクションを読んで答えてください。
i) ガスエンジンで有名なのは、どの事業部
ですか。
事業部
Part 4:「GEコンシューマー＆インダストリアル事業」「GEトランスポーテーション事
業」「GEヘルスケア事業」のセクションを読んで、あなたがどのセクションで
仕事がしたいか、その理由を書いてください。
14
MATERIALS
ON UNDERSTANDING JAPANESE INDUSTRIES
Material B Listening Material（Excerpt）
GE コンシューマー・ファイナンスコレクション（管理企画）アシスタントマネー
ジャー黒澤直美
Interviewer (R): 黒澤さんは、今までどのようなお仕事をされてきましたか。
Interviewee (E): 1992年にミネベア信販に契約社員で入り、千葉にある回収
センターでオペレーター業務をしました。その後、ミネベア信販が信販・カード事
業をGEの営業に移し、1994年12月にGEグループ企業になりました。1996年に
信販会社で初めての集中オペレーション・センターが府中にでき、その時に正社
員になりました。
15
MATERIALS
ON UNDERSTANDING JAPANESE INDUSTRIES
Part B: Listening Exercise・Interview Project
（Example）
Part 1: GEで仕事をしている三人の女の人のインタビューを聞いて、
ブランクに書いてください。
Part 2 :日本で仕事をしている三人の女の人にインタビューをして、次
のことを調べてください。
a) 仕事で問題があったとき、どうしたか。
b) 仕事をしていてよかったことは、何か。
c) これからどのようなことをがんばってしたいか。
16
BACKGROUND OF TEACHING JAPANESE
LANGUAGE FOR SPECIFIC PURPOSES (1)
Material
Materials to teach Japanese based on students’ specialties
have been published increasingly and designed mostly for
advanced-level students.
Reports on curriculum development of beginning-level
Japanese classes that integrate students’ major subjects have
been published.
17
BACKGROUND OF TEACHING JAPANESE
LANGUAGE FOR SPECIFIC PURPOSES (2)
Curriculum
(a) Vocabulary
learning in content-based instruction
(b) Project-based
learning involving interaction with
native speakers of Japanese
(c) Oral
presentation skills
18
BACKGROUND OF TEACHING JAPANESE
LANGUAGE FOR SPECIFIC PURPOSES (3)
Problems
(a)
Lack of coordination between student’ major
subject courses and the Japanese language
courses
(b) Students’
insufficient time spent on learning
Japanese due to time constraints resulting from jobs
and the burden of course work related to their
major subjects
19
STRENGTHENING VOCABULARY IN
STUDENTS’ SPECIALTIES (1)
•
Vocabulary knowledge is highly correlated with reading
comprehension (Mori, 2003).
•
Insufficient vocabulary knowledge interferes with
comprehension and consequently impedes the learning of
new words from context (Haynes, 1993; Haynes & Bloch, 1993).
•
The vocabulary that university students learn in beginning-level
Japanese courses cannot satisfy their needs in terms of their
interests and specialties (Tomita, 2005).
20
STRENGTHENING VOCABULARY IN
STUDENTS’ SPECIALTIES (2)
Example of Kanazawa Institute of Technology (KIT)
•
It is necessary to learn high-level terminology in the science and
engineering fields to be able to read research papers; however,
expressions in oral communication are more frequently used in a
laboratory (Fukazawa & Fudano, 1995).
•
In academic bridging between language education and
professional education, meaningful communication indicates being
able to receive information that meets the demands at the
students’ cognitive level by learning how terminology and
expressions are actually used in sentences and passages in their
disciplines. In addition, in order to send meaningful information, the
intention to convey, firm logical structure, and unique and concise
expressions (not just translating technical terms in English into the
target language) are required.
21
DICTIONARY USE BY BEGINNING-LEVEL LEARNERS
OF JAPANESE FOR COMPOSITION TASKS IN THE
INTERNATIONAL CO-OP PROGRAM AT UC (1)
Previous Research
•
The dictionary is a valuable instructional resource that assists
learners in studying vocabulary that matches their needs. It is
also an efficient tool to foster autonomous learning abilities
and to support learning as “second-language users” (Cook,
2002).
•
It is necessary for instructors to foster learners’ autonomous
abilities and that it is important for students to achieve good
grades from the beginning of their language learning;
otherwise, it is difficult for them to develop Japaneselanguage abilities autonomously during internships in Japan
(Fujioka-Ito & Nakakubo, 2011).
22
DICTIONARY USE BY BEGINNING-LEVEL LEARNERS
OF JAPANESE FOR COMPOSITION TASKS IN THE
INTERNATIONAL CO-OP PROGRAM AT UC (2)
Intensive Summer Beginning Course
Week
Composition
1
(1) My Major
2
(2) Daily Schedules for Domestic Co-op Jobs
3
(3)Offices at Co-op Sites
(4) Weekly Schedules for Domestic Co-op Jobs
4
(5) Co-op Jobs
5
(6) Synthesis of Composition One to Five
6
Oral Presentation about their Domestic Co-op Jobs
23
DICTIONARY USE BY BEGINNING-LEVEL LEARNERS
OF JAPANESE FOR COMPOSITION TASKS IN THE
INTERNATIONAL CO-OP PROGRAM AT UC (3)
Beginning-Level Students’ Attitudes toward Composition Tasks
(a)
It was useful to write compositions using terminology in my
field and grammatical items learned in the Japaneselanguage class.
(b)
It was a good opportunity to learn about the good and bad
aspects of paper, electronic, and online dictionaries.
(c)
The process of writing compositions helped me more
profoundly understand already learned grammar and
expanded my vocabulary.
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SEMESTER COURSE CURRICULUM
Course
Duration
Materials
Spring
Semester
-Genki 1: Integrated Course in
１4 weeks
160mins/ week Elementary Japanese
Total: 45hrs
Summer
Intensive
６ weeks
３０hrs/ week
Total: １８０hrs
-Curriculum developed based on
CEFR (Common European
Framework of Reference for
Languages) by the Japanese
language school in Tokyo
Fall Semester
１4 weeks
160minus/
week
Total: 45hrs
-Tobira Gateway to Advanced
Japanese: Learning Through
Content and Multimedia
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SEMESTER COURSE CURRICULUM
FALL SEMESTER
Textbook: Tobira Gateway to Advanced Japanese: Learning
Through Content and Multimedia
Chapter 1: Japanese Geography
Chapter 2: Japanese Speech Styles
Chapter 3: Japanese Technology
Chapter 5: Japanese Food
26
TEXTBOOK: TOBIRA GATEWAY TO ADVANCED
JAPANESE: LEARNING THROUGH CONTENT AND
MULTIMEDIA CHAPTER 3
Baby Seal Robot-PARO Theraputic Robot http://www.youtube.com/watch?v=oJq5PQZHU-I
27
TEXTBOOK: TOBIRA GATEWAY TO ADVANCED
JAPANESE: LEARNING THROUGH CONTENT AND
MULTIMEDIA CHAPTER 3
Sony AIBO http://www.youtube.com/watch?v=f2xgg7cuTeg
28
KATAKANA WORDS (1)
TEXTBOOK: TOBIRA GATEWAY TO ADVANCED JAPANESE:
LEARNING THROUGH CONTENT AND MULTIMEDIA CHAPTER 3
バック
ミラー
back
mirror
rearview mirror
29
KATAKANA WORDS (2)
TEXTBOOK: TOBIRA GATEWAY TO ADVANCED JAPANESE:
LEARNING THROUGH CONTENT AND MULTIMEDIA CHAPTER 3
カー
ナビ
car
navi
car navigation system
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KATAKANA WORDS (3)
TEXTBOOK: TOBIRA GATEWAY TO ADVANCED JAPANESE:
LEARNING THROUGH CONTENT AND MULTIMEDIA CHAPTER 3
エコ
カー
eco
car
ecologically-friendly car
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KATAKANA WORDS (4)
TEXTBOOK: TOBIRA GATEWAY TO ADVANCED JAPANESE:
LEARNING THROUGH CONTENT AND MULTIMEDIA CHAPTER 3
アメリカン
American
コーヒー
coffee
weak coffee
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KATAKANA WORDS (5)
TEXTBOOK: TOBIRA GATEWAY TO ADVANCED JAPANESE:
LEARNING THROUGH CONTENT AND MULTIMEDIA CHAPTER 3
ペーパー
paper
ドライバー
driver
driver in name only; driver on paper only
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TEXTBOOK: TOBIRA GATEWAY TO ADVANCED
JAPANESE: LEARNING THROUGH CONTENT AND
MULTIMEDIA CHAPTER 3 PROJECT
Activity 1: To search for video clips or websites about the
technology used for developing robots in Japan
Activity 2: To post students’ opinions regarding the use of robots
in place of human nurses in nursing care facilities on the
Blackboard Discussion Board
Activity 3: To post or edit at Blackboard Wikis in order to
contribute to the construction of collective knowledge about
the use of robots in human life
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