The communicative approach is used.
Classroom activities may include:
- presentation of material by the instructor, in person or online synchronously or asynchronously;
- practice in pairs and small groups;
- listening comprehension;
- audio-visual activities;
- task-based conversation practice;
- student presentations;
- conversation labs in small groups.
Systematic, in-depth study of:
- Syntactic structures
- Lexicon
- Stylistic nuances
- Aspects of Japanese culture
Upon successful completion of the course, students will be able to:
- Demonstrate understanding of spoken discourse at the lower-intermediate level;
- Demonstrate understanding of written texts at the lower-intermediate level (hiragana, katakana, and a minimum of 240 kanji);
- Conduct communicative tasks and conversations (using formal and informal styles of speech), such as describing abilities, reporting hearsay, asking for favors, and discussing hypothetical situations;
- Construct written expressions, such as guided compositions, using hiragana, katakana and kanji;
- Articulate understanding of target cultures.
Assessment will be based on course objectives and will be carried out in accordance with the Douglas College Evaluation Policy. Instructors may use a student's record of attendance and/or level of active participation in a course as a part of the student's graded performance. Where this occurs, expectations and grade calculations regarding class attendance and participation must be clearly defined in the Instructor Course Outline.
Example of Evaluation Scheme:
| Written Evaluations (May include but not limited to writing and reading exercises, lesson quizzes, paragraph writing, written homework, preparation, final written exam) |
60% |
| Oral Evaluations (May include but not limited to oral tests, oral presentations, listening comprehension, conversation lab, attendance, preparation, class participation, final oral exam) |
40% |
No single evaluation will be worth more than 20%.
Textbooks and materials are to be purchased by students. A list of required textbooks and materials is provided for students at the beginning of the semester.
Example texts may include a lower intermediate textbook such as:
- Banno et al. GENKI: An Integrated Course in Elementary Japanese II. The Japan Times. (current edition)
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