Course Description

JAPN 2311 Intermediate Japanese I

In Japanese 2311, you are exposed more vocabulary, language patterns and grammar in informal and formal Japanese in order to facilitate you to speak and understand all forms of Japanese language in business and other social settings. This course transfers to a university as a language credit. Japanese 2311 is a core-curriculum course.

Prerequisites

Japanese 1412 or its equivalent.

Course Goals (includes core competencies, incorporation of SCANS, etc.)

You will be able to express topics about your personal life and to describe things around you in both informal (dictionary) and formal forms. You will understand differences in speech level reflecting different formalities (and/or a speaker's social status).  You will be able to identify a total of 247 Kanji characters, and read and understand Japanese sentences written in Hiragana and Katakana mixed with these 247 Kanji characters.

The following descriptions reflect what most students will be able to do by the end of the course. The terms given in parenthesis are descriptive terms of proficiency in foreign language, based on a classification developed by the American Council on the Teaching of Foreign Languages. (ACTFL Proficiency Guidelines)

Listening Comprehension (Novice High -> Intermediate Low -> Intermediate-Mid)
Able to understand sentence-length utterances which consist of recombination of learned utterances on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks, such as lodging, transportation, and shopping. Additional content areas include some personal interests and
activities and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous face-to-face conversations but also to short routine telephone conversations and some deliberate speech, such as simple announcements and reports over the media. Understanding continues to be uneven.

Speaking (Novice High -> Intermediate-Low -> Intermediate-Mid
Able to handle successfully a variety of uncomplicated, basic and communicative tasks and social situations. Can talk simply about self and family members. Can ask and answer questions and participate in simple conversations on topics beyond the most immediate needs; e.g. personal history and leisure time activities. Utterance length increases slightly, but speech may continue to be characterized by frequent long pauses, since the smooth incorporation of even basic conversational strategies is often hindered as the speaker struggles to create appropriate language forms. Pronunciation may continue to be strongly influenced by first language and fluency may still be strained. Although misunderstanding still arise, the Intermediate-Mid speaker can generally be understood by sympathetic interlocutors.

Reading (Novice High -> Intermediate Low -> Intermediate-Mid)
Able to read consistently with increased understanding simple connected texts dealing with a variety of basic and social needs. Such texts are still linguistically noncomplex and have a clear underlying internal structure. They impart basic information about which the reader has to make minimal suppositions and to which the reader brings personal interest and/or knowledge. Examples may include short, straightforward descriptions of persons, places, and things written for a wide audience.

Writing (Novice High -> Intermediate Low -> Intermediate-Mid)
Able to meet a number of practical writing needs. Can write short, simple letters. Content involves personal preferences, daily routine, everyday events, and other topics grounded in personal experience. Can express present time or at least one other time frame or aspect consistently, e.g. non-past, habitual, imperfect. Evidence of control of the syntax or noncomplex sentences and basic inflectional morphology, such as declensions and conjugation. Writing tends to be a loose collection of sentences or sentence fragments on a given topic and provides little evidence of conscious organization. Can be understood by natives used to the writing of non natives.

CULTURAL AWARENESS
Acquire general knowledge about the Japanese language and culture, to include knowledge about:
a. Japanese language structure and pronunciation.
b. Different levels of formalities
c. Unique customs, attitudes and assumptions of Japanese people detected in practical communication.

Japanese 2311  fulfills the six basic intellectual competencies of the Core Curriculum.

READING: Reading material at the college level means having the ability of analyze and interpret a variety of printed materials, books, articles, and documents.

WRITING: Writing at the college level means having the ability to produce clear correct, and coherent prose adapted to purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation, students should also become familiar with the writing process, including how to discover a topic, how to develop and organize it, and how to phrase it effectively for their audience. These abilities are acquired through practice and reflection.

SPEAKING: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience.

LISTENING: Listening at the college level means the ability to analyze and interpret various forms of spoken communication.

CRITICAL THINKING: Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternatives strategies. Problem solving is one of the applications of critical thinking used to address an identified task.

COMPUTER LITERACY: Computer literacy at the college level means having the ability to use computer based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of the technology and should have the tools necessary to evaluate and learn new technologies ad they become available. (Houston Community College System 2000-2001 Catalog, 35)

Instructor Information

Textbook Information

Textbook: ?Yookoso? Continuing with Contemporary Japanese, 2nd Edition McGraw-Hill (up to Chapt. 3)
Workbook: Workbook/Laboratory Manual to accompany ?Yookoso!? 

Lab Requirements (if any)

Bi-weekly Lab:

Students with Disabilities

Students who require reasonable accommodations for disabilities are encouraged to report to the disability counselor to make necessary arrangements. Faculty are only authorized to provide accommodations requested by the Disability Support Services Office.

Academic Honesty

Students are expected to do their own work, unless an assignment is made specifically as a group assignment. Plagiarism(handing in another person's work as your own), or cheating will result in a grade of F for the assignment, quiz, or test in question. For a second offense, the student may receive a grade of F for the course.

Attendance and Withdrawal Policies

Grading Policy

Course Requirements for example: Testing, Projects, Assignments, Portfolios, Service Learning, Internships, etc.

Final examination
3 major tests
Quizzes (oral & written)  
Homework

Make-up policy

1. Students are responsible for material covered during their absence. It is the responsibility of the student to consult with the instructor about work missed and make-up assignments.
   
2. Homework: Must be turned in by due date for credit. Consult instructor in case of illness.
   
3. Quizzes: No makeups unless you do so prior to the next class meeting following the quiz. Missing one quiz will not count against you. Missing several will count.
   
4. Major exams: If you are ill, it is your responsibility to notify the instructor in advance, if possible, and to ask about a make-up.

Course Content

174 Kanji characters from Level 1 and 73 new Kanji characters. Identification of Kanji characters used in the Japanese sentences. Written Japanese. Japanese customs and cultural differences and similarities as exhibited in practical communication.

Course Calendar with Due Dates for Assignments and Testing

Other Student Information (clubs, tutoring, web resources, student services, etc.)