Date: April 26th on Sunday, 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 with 54 slides
Numbers of Students: 27
26 students stayed with me from the start to the end. One student is recorded his?her shorter attendance of 79 minutes.
– Attendance Check : All the 27 students typed his/her attendance by themselves on BBS
– Quiz 1 : 23 students answered. This question was to ask if “Adj1 to Adj2” is right or not. This is not right. Two nouns can be stated in the form of ‘N1 to N2’, but two adjectives cannot be stated as ‘Adj1 to Adj2’.
– Quiz 2: 24 answered. Question was about “Wa-ga conflict”. Japanese learner is always confused by selection of particles, “-wa” or “-ga”. In this question, the sentence (1) uses “-ga” and the sentence (2) uses “-wa” as shown in Figure 1 below. 6 students got the right answer A, 18 got the wrong answer B. It seems still difficult to learn that “-ga” is exclusively picking up a word, while “-wa” is for stating a nature of the word that had already been recognized by both speaker and listener.
– Quiz at the End: 23 students typed a sentence that meant “[Noun1] is more [Adjective] than [Noun2]” (of course in Japanese).
1: Review of Grammatical Topics of the first half of Section 16 of the Textbook
– “-no” that makes an adjective a kind of noun
– Conjunctive particle “-kara” for stating a reason.
– Introduction of sentences to say capability
– “-noda/nda” for explaining and/or revealing
– Auxiliary verb “-tai” to express one’s wish
– “-to” that is putting between the thoughts and a verb for thinking
2: Sentences for comparison
3: Redo of listening activities of the last class and Today’s new ones.
– Homework was not assigned during the class because I didn’t have time before the coming holidays. It was noticed to the students that I would give them homework in the following day, 27th (But I couldn’t).
Issues and Problems:
This is a listening course. I play the listening materials of the textbook, make the students think of answers, and then show them the answers. However, I am suspicious about the effectiveness of this teaching style for learning Japanese. It seems like the students’ understanding is not good as I expected. One way to improve the effectiveness would be to make the students make their own Japanese sentences as utterance. I am looking for a better way to do this. As part of this, I ask the students to make his/her own sentence at the end of the class. It seems like to help me find a misunderstanding of a particular student.
Figure.1 The Reasons for Use of “-ga” and “-wa” (Particularly for this Case)