Date: July 3rd on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)
Course: Japanese Basic Composition 2
Used app: Streaming of Dingtalk to show PPT presentation.
Numbers of Students:
– Self-claming attendance on BBS by inputting “Shusseki”: 25
– Attendance check by the submission of 60-question quiz at the end of the class: 23
– Almost identical to the composition class on Tuesday for the class 1836. What was learned during the first and the second semesters were reviewed in the form of quiz with each having four selections.
(1) Speech/writing style of Japanese
Japanese speech/writing style varies from situation to situation. You use honorifics to elderlies and teachers, polite expressions in public, and casual expressions to your friends. Foreign Japanese learners often speak and write Japanese with mixing those different speech style. Further more, writing Japanese has clear distinction between “desu-masu” style and “Da-dearu” style. “Desu-masu” is also used in spoken Japanese but “Da-dearu” is usually only for writing.
(2) “Da-Dearu” writing style for composition.
So the important thing for the students to learn is that they learn to use another type of Japanese language style that is different from what they usually learn in their textbook. This has been continuing to be a quite big issue in the composition classes. Many students were sticking to “Desu-masu” even if I told them to write in “Da-dearu”. It seems that changes in language style to adapt the situation are beyonf imagination to the students. In order to measure how well or bad he/she operates “Da-dearu” style writing, all the parameters were taken into the quiz;
Past/non-past for tense, Positive/negative, and four predicates: Noun, Na-adjective, I-adjective, and Verb predicate sentences.
And several sentences ending with auxiliary verbs were added. Those were of conjugation type of I-adjectives (ex. -tai) or Na-adjective (ex. -youda)
(3) Proper uses of conjunctive particles
It is so important to learn many conjunctive particles in order to write a complex sentences. But most students can use only “-kara” and “-te/de”. Several other conjunctive particles were examined if the students could choose them.
(4) Sentence ending to describe changes in time sequence
Expressions “te-iru”, “te-kita”, and “te-iku+guess” were reviewed.
– No HWA.
Issues and Problems:
The first class that I had as a Japanese teacher in university was the one for this composition class for 1837 class. Through the first and second semeters, I have learned a lot of things. I know that I haven’t had enough experience to teach Japanese language yet.