5月 3, 2020 – Agony or Fun?! Second Language Learning

Online Teaching for Class 1939 (Listening) on Apr.29, 2020

Date: April 29th on Wednesday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 69 slides

Numbers of Students: 27

26 students stayed with me from the start to the end. One student was recorded shorter participation of 71 minutes.

Students’ Responses:

– Attendance Check : All the 27 students typed his/her attendance by themselves on BBS

– Quiz 1 : 25 students answered. This question was to choose the correct usages of two particles; “-ni” for status/position after the change, and “-o” for a location you are departing from.

– Quiz 2: 24 students answered. Question was to choose the right combination about sentence endings for Noun-, Na-adjective, and I-adjective predicated sentences in past tense.

– Quiz 3: 24 students answered. The question was to distinguish an intransitive verb sentence and a transitive verb sentence.

– Quiz at the End: 25 students typed their own sentences in which an adjective conjugated to modify a verb as an adverbial. The verb must be an intransitive verb, not a transitive verb.

Teaching:

1: Review of a short test about particles

– many students have not got used to how to use “-ni”.

– There seemed to be a severe misunderstandings about “Wa-ga construction”. “Wa-ga construction” must be in the form of [The whole]wa [a part]ga [exists]. It never be [a part]wa [the whole]ga [exists].

2: Review on the last lesson

– How to make I- and Na- adjectives adverbials to modifies a verb.

– Difference between the intransitive verb for change “-naru” and the transitive verb “-suru”.

3: Listening activities using the textbook

Homework Assignment:

– On the following day on April 30, two homeworks were assigned to the students through the BBS on Dingtalk. (1) Test with 100 questions and (2) Listening and dictation.

Issues and Problems:

Some students showed that their understandings were still not good in the following points:

– couldn’t tell the difference between intransitive verbs and transitive verbs

– didn’t know that particle “-o” is usually used for transitive verb sentence

– didn’t know that an adjective must conjugate to be an adverbial

– couldn’t tell the difference between I-adjectives and Na-adjectives

– didn’t operate different conjugations for I-adjective and Na-adjective

These were exhibited when they made their own sentences at the end of the class.

Online Teaching for Class 1836 (Composition) on Apr.28, 2020

Date: April 28th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 65 slides

Numbers of Students: 28

24 students participated for whole 90 minutes.

4 students were recorded for their short attendances: 84, 83, 82, 74 minutes

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 28.

– 1st Quiz: 24 students responded. This was to ask whether or not the students know the old story about how the word for proofreading and revising a document “Suikou came from. Actually the question was asked not that if he/she knows it but that if a student have been taught this story in the school. All of them answered they learned the story in school.

– 2nd Quiz: 24 students responded. This question was the same as asked in the class 1939 just two days before. The question was about “Wa-ga conflict”. 24 students of 1st grade answered 18 wrong and 6 right answers. In this class, all of second grade students answered right one although it was likely some of them were just referring to answers already written on the BBS.

– 3rd Quiz; 24 students responded. This was a quiz but its purpose is to make the students understand the importance of detailed and concrete explanation. The question asked how much detailed explanation was needed until a student got the concept of “Sasa-dango” which is Niigata’s specialty. All the students answered that they figured out what it was like by the D that is shown in Figure 1 below.

– Attendance check at the end : 26 students responded.The students were asked to submit 5 answers that were asked during the class. The five quiz were given separately from three “Are-You-with-Me Quiz” above. Although I asked to sent it immediately after the class, 2 students sent to me 1 day or 2 days late. For those student, the half of the score was added to their gradings.

Teaching:

1st half:

– Review of the short test about particles.

– Feedback about the second drafts of compositions “How to Use ‘-ga’ and ‘-o'”. I corrected students’ misunderstanding that ‘-ga’ is to be used in an intransitive verb predicate sentences. It is likely that ‘-ga’ is used in sentences of intransitive verb, but it is not always as shown in Figure2.

2nd half

– From the textbook; it was a little detailed word to word cautions.

– Explanations for the homework assignment.

Homework:

1: Write a short essay for student’s expression about an article.

2: Read part of a book about job seeking.

Issues and Problems:

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