Course Description

Japanese 2312 Intermediate Japanese II

In Japanese 2312, Intermediate Japanese II,  you are exposed to more vocabulary, language patterns and grammar in informal, semi-formal and formal Japanese in order to facilitate you to speak and understand all forms of Japanese language in business and other social settings. This is a core curriculum course. It transfers to a university as a language course.

Prerequisites

Japanese 2311 or its equivalent

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

END-OF-SEMESTER PERFORMANCE LEVEL DESCRIPTIONS
You will be able to express topics about your personal life and to describe things around you in informal (dictionary), semi-formal 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 363 Kanji characters, and read and understand Japanese sentences written in Hiragana and Katakana mixed with these 363 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)
Can understand sentence-length utterances which consist of recombination of learned elements in a limited number of content areas in the spontaneous face-to-face conversations. Content refer to basic personal background and needs, social conventions and routine tasks, such as getting items and receiving simple instructions and directions.
Listening Comprehension (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: Intermediate-low
Can handle successfully a limited number of interactive, task-oriented and social situations. Can ask and answer questions, initiate and respond to simple statement and maintain face to face conversation within a highly restricted manner and with much linguistic inaccuracy.
Cf: (Japanese Intermediate-low) 
Can ask and answer questions. Can engage in a simple, reactive conversation using formal non-past/past, affirmative/negative forms, demonstrative forms and classifiers.
Speaking (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 (Intermediate-Low)
Can understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically non-complex and have a clear underlying internal structure, for example chronological sequencing. They impart basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge.
Reading (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)
Able to meet limited practical writing needs. Can write short messages, postcards, and take down simple notes, such as telephone messages. Can create statements or questions within the scope of limited language experience. Material produced consists of recombination of learned vocabulary and structures into simple sentences on very familiar topics.
Writing (Intermediate-Low)
Can meet limited practical writing needs. Can write short messages, postcards, and take down simple notes, such as telephone messages. Can create statements or questions within the scope of limited language experience. Material produced consists of recombination of learned vocabulary and structures into simple sentences on very familiar topics.
Writing (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 nonnatives.

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.

CORE CURRICULUM
Japanese 2312  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
Workbook: Workbook/Laboratory Manual to accompany ?Yookoso!? 

Lab Requirements (if any)

Unlike the first year course, Spanish 2312 does not include a laboratory period. However, tapes are available for student use outside of class. Ask for suggestion for practice exercises on the language.

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

Attendance is essential and daily records will be kept. In accordance with HCCS official policy, a student may be dropped for excessive absences after missing more than two weeks of class (6 hours).  Consult with the instructor in case of serious illness or business reasons for absence. Students will lose points on participation grade for every class missed over two weeks. Absences will be counted from the first class day of the semester, no matter when the student registers or first attends.

Grading Policy

It is necessary to pass the final exam to pass the course.

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

In addition to 174 Kanji characters in Japanese 1411 and 1412 and 59 Kanji characters in Japanese 2311, you are exposed to 140 Kanji characters. This will facilitate you to read Kanji characters used in the Japanese sentences and lead you to further understanding of the written Japanese. More 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.)