Online Teaching for Class 1939 (Listening) on Mar.16, 2020

Date: March 16th on Monday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint (72 slides)

Numbers of Students: 27

All the 27 students stayed with me on the online class until the end. They are the first grade student. It is different from the behavior of the second grade students.

Responses to the “During-the-Class_Quiz”:

Their responses are quite good. I also tried solo-questioning by calling name of a student. This worked well although it took minutes.


1: Use of nouns that mean position/location

To tell an existence of human/animal or things, some abstract nouns for position/location are used. I taught students how to make those abstract nouns concrete in the form of N1 no N2 which is a modification for noun2 by noun1. I have already taught in the last semester, about difference between the intransitive verbs “iru” for human/animal and “aru” for things without life. This time I put an emphasis on use of somewhat abstract nouns for position/location.

2: Particle “-ga”.

Issues and Problems:

Too much use of English. Controlling time.


Online Teaching for Class 1837(Conversation) on Mar.16, 2020

Date: March 16th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint

Numbers of Students: 28

Of the 28, 21 students connected to the streaming, but 7 had left before the ending. The shortest participation was only just 2 minutes. The student typed his attendance on BBS when the class began, but left from the class quite immediately.

Responses to the “During-the-Class_Quiz”:

1st Q=18, 2nd Q=19, 3rd Q=17, 4th Q=19

Six students did not answer all four questions even though they were in status of participation.

Teaching:  V-te morau, V-te itadakemasenka. Abstract of Japanese honorific system

Issues and Problems:

In this online streaming teaching, I couldn’t pay attention to each student’s nature or tendency. It is like I am teaching toward one monolithic mass of students. But each individual student is different from others. I could know some small nuance by a particular student in particular moment in the real class room. And I could talk to one by one. I think the online teaching has a huge disadvantage in this regard.