Online Teaching for Class 1837 (Composition) on May 8, 2020

Date: May 8th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 79 slides

Numbers of Students: 24 out of 28

90 minutes attendance: 14 students

Shorter attendances: 87, 86, 84, 69, 58, 51, 14, 5, 4, and 3 minutes.

completely absent: 4 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 24. But, of these, one student was recorded as “Completely Absent” on the system. One student came late.

Quiz 1 : 23 students responded. The question was to find an error on use of particle. Not “-ga” but “-o” must be used for the object of an intransitive verb.

Only the quiz No.1 was done using BBS during the class. Instead, five questions were given to the students. And they were asked to send five answers immediately after the class.

Teaching:

– Feedback about the homework assignment which was to write an essay about an episode of a health care worker from abroad.

– Review of the first half of this semester. Five questions were given to the students in order to check their understanding for the issues that were already explained in the classes so far.

Homework:

– HW is suspended until I evaluate and send back the first drafts that were expressions about reading health care workers from abroad.

Issues and Problems:

<No time to write them right now>

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:

<No time to write them right now>

 

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Figure 1. How far an Explanation must be Done for Readers’ Understanding

 

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Figure 2. Use of Particle “-ga” in Two-Segment Sentences

Online Teaching for Class 1837 (Composition) on Apr.24, 2020

Date: April 24th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 68 slides

Numbers of Students: 26 out of 28

90 minutes attendance: 18 students

Shorter participation: 74, 66, 52, 51, 49, 36, and 2 minutes, and the shortest was 8 seconds.

completely absent: 2 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 26. But, of these, two students were recorded as “Completely Absent” on the system. Two students indicated coming late.

Quiz 1 : 21 students responded. The question was to ask correct stroke order of hiragana “NA”. 19 were right and 2 were wrong.

Quiz 2: 22 responses. The same question was given as class 1836 on April 21st.

Quiz3: 21 students responded. The same question was given as class 1836 on April 21st.

Attendance check at the end of class: the students were asked to submit 5 answers for the questions during the class.

 

Teaching:

The same as composition class for 1836 on Tuesday. However, the quiz of 5 questions resulted in differently. The four questions were to measure how the students understood the poem “Yuugata-no Sanjippun” well. As opposed to my expectation, many errors happened to class 1837 students more than 1836. So far I don’t know the reason.

 

Homework:

It was planned to make the student write the second draft of memorandum about how to use particles “-ga” and “-o”. However, I was too busy to give them instructions for the second drafting, assigning the homework was suspended.

Issues and Problems:

<No time to write them>

Online Teaching for Class 1836 (Composition) on Apr.21, 2020

Date: April 21st 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 67 slides

Numbers of Students: 28

23 students participated for whole 90 minutes.

5 students were recorded for their short attendances: 86, 85*2, 84, 53 minutes

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27. One student came late recorded 84 minutes participation.

– 1st Quiz: 20 students responded. This was to ask the stroke order of Hiragana “NA”. 19 students answered that they were using the right stroke order (I am suspicious), only one student reported using wrong one honestly.

– 2nd Quiz: 24 students responded immediately. One student posted his answer 7 minutes late, which indicated that he was not with the class at time of quiz No.2. This was to ask the right conjugations of eight verbs that were the form preceding another conjugate words.

– 3rd Quiz; 20 students responded. The question was to check students’ understanding for exceptional use and meaning of I-adjectives “near (chikai)” and “far (to’oi)”.

– Attendance check at the end : 20 students responded. During class another series of quiz was done with 5 questions. Submitting five answers right after the class was asked to the students as an attendance check at the end of the class.

 

Teaching:

1st half:

– The students were warned about plagiarizing from others’ writing to their composition.

– Reading and comprehension of a famous poem “30 minutes in the early evening (Yuugata-no Sanjippun)”. Four questions were asked to the students in order to measure their understanding the poem.

2nd half

– From the textbook; connecting two clauses in order to write a longer sentence by the conjugation form when the word was preceding another conjugation words.

Homework:

1: Rewriting their memo about the uses of particles “-ga” and “-o”.

Issues and Problems:

It is necessary to teach the importance of copyright and proper ways of citation and reproduction. The students are still unaware that it is unacceptable for them to steel someone’s writing and to use it for their compositions.

Online Teaching for Class 1837 (Composition) on April.17, 2020

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

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 82 slides

Numbers of Students: 27 out of 28

90 minutes attendance: 18 students

Shorter participation: 68, 41, 31, 29, 5, 5, 3, and 3 minutes, and the shortest was 3 seconds.

completely absence: 1 student

Responses to my requests like Quiz answers onto BBS:

Attendance check: 28. But one student were recorded as “Completely Absent” on the system.

Quiz 1 : 17 students responded. The question was to find an incorrect sentence from six sentences that had different words order. Actually there was no incorrect sentences, all the six sentences were correct. This question aimed at showing that there is a flexibility in words order in Japanese thanks to particles that indicate the function of a word.

Quiz 2: No student could make his/her response. Probably it was too difficult. I did not ask this question to class 1836 for the same reason. Everything was in Japanese, but let me write in English:

Question: which of A or B is described in the the following statement?

It is not clear if Ms.Hasegawa and Ms.Saito were confused each other, or these two were confused with other people.

A: I mistakenly thought Ms. Saito as Ms.Hasegawa.

B: I confused Ms.Hasegawa and Ms Saito.

This question was to show the verb “Machigaeru” needs not only a word with “-o” but also a word with “-to” to make a sentence have sufficient information.

Quiz3: 20 students responded. The question was to choose sentences that were more suitable to writing.

Teaching:

The same as composition class for 1836 on Tuesday. The first half was to give the students a feedback about the results of the last week’s homework assignment. It was a kind of test about particles. As I predicted, there were so many error caused by the influence of ‘”Wa-ga construction”.

The Second half was teaching using the textbook. It consisted review of last week and this week’s topic. The former was connecting two phrases to make a longer sentence, the latter was expressions that were more suitable for writing.

Homework:

1: Writing a composition about how to use the particle “-ga” and “-o”.

2: Writing sentences that a student made errors with for the last week’s homework.

Issues and Problems:

A huge problem with over generalization of Wa-ga Construction.

Online Teaching for Class 1836 (Composition) on Apr.14, 2020

Date: April 14th 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 82 slides

Numbers of Students: 28

22 students participated for whole 90 minutes.

5 students were recorded for their short attendances: 86, 81, 75, 36, 18minutes

1 students was completely absent.

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27.

– 1st Quiz: 18 students responded.

– 2nd Quiz: I decided not to do this because time was limited and it is a too difficult question.

– 3rd Quiz; 20 students responded. The question was to choose three sentences that are more suitable to writing style out of six.

– Attendance check at the end : 23 students responded. The question was to ask the functions of each particles; -wa, -ga, -o, -ni

Teaching:

1st half:

– Answers and review for quiz with 5 questions in the last class

– Importance of particles in Japanese

2nd half

– Review for the last class about connecting short sentences to make longer sentences.

– Connecting two clauses in order to write a longer sentence.

Homework:

1: Writing about usages of particles “-ga” and “-o”.

2: Rewriting sentences that had errors in last week’s homework.

Issues and Problems:

They will never learn hoe to use the particle “-o”. I realized that it is useless to teach them the importance of the particle “-o” which is a marker of an object that receives action of transitive verb. So I decided to make the students write their explanations about “-o”. For the sake of comparison, I thought it would be better to make them write about also the particle “-ga”.

Online Teaching for Class 1837 (Composition) on April.10, 2020

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

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 57 slides

Numbers of Students: 26 out of 28

90 minutes attendance: 19 students

Shorter participation: 71, 48, 35, 35, 33, 4minutes, and the shortest was 52 seconds.

completely absence: 2 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 28. But two students were recorded as “Completely Absent” on the system.

Quiz 1 through 5: Students were asked to submit 5 answers in the form of text right after the class. Only 18 students sent me the answers. 9 students got 5 points and 9students got 4 points.

Teaching:

The same as composition class for 1836 on Tuesday. I wanted to change PPT slides for  part of the feedback because it used class 1836 students’ compositions. For this 1837 class, I might have changed that part from 1836’s  to 1837’s. However, I knew that I could not spend much minutes for the feedback, I just left that part. As I predicted, I couldn’t spend much time for that part in the class.

Homework:

The same as composition class for 1836 on Tuesday. That was to write the second draft of advertisement of home electric appliance and to fill the quiz sheet with appropriate particles. I gave 1837 students a feedback a little for the quiz sheet. Even though I warned about use of Wa-ga in the class, still many of 1836 students filled the blanks with wa and ga in this order.

Issues and Problems:

The issue is how to check students’ participation during the class.

In other classes for listening and conversation, I ask students to write an answer on BBS for quiz during the class. This is to check their participation on the way of class because some students just leave a comment of “attendance” at the beginning and then leave the online class. This way of quiz and answering gives responses from the students to me instantly. However, there is a problem that most of students just type the same answer as first and second answers that are answered by the top level students. So, this can be a check for participation, but doesn’t work for quiz that should make students think of the right answer by themselves.

Last week and this week I took another method for checking in composition class. I asked student to have a sheet of paper with numbering 1 through 5. I gave them five questions during the class. And at the end of the class, I asked them not to write the answers on BBS but to send them to me as an individual message. In this way, students would not refer to other students answers unless they contact each other. But this way also has a defect that I cannot get an immediate responses from students.

Maybe it would be better to combine two methods, but I am afraid that that would be confusing for students which to write an answer on BBS or a sheet of paper. I am just trying to figure out the best way. Perhaps it would be case by case basis.

Online Teaching for Class 1836 (Composition) on Apr.7, 2020

Date: April 7th 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 84 slides

Numbers of Students: 28

25 students participated for whole 90 minutes.

2 students were recorded for their short attendances: 75, 22 minutes

1 students was completely absent.

Responses to my requests like Quiz answers onto BBS:

Attendance check by reporting his/her-selves: 27.

Five quiz were assigned during class. Students sent the answers to me right after the class. Only 21 of 27 students did so. 5pt by 13 St, 4pt by 5, 3pt by 2, 2pt by 1 student.

Teaching:

1st half:

– Caution about over-generalization of “Wa-ga construction”

– Feedback of proofreading and corrections on the first draft of “Ad for a home electric appliance”

2nd half:

– Review for the last class about inconsistencies between beginning and ending of a sentence.

– Connecting two clauses in order to write a longer sentence.

Homework:

1:Writing the second draft of a new product of electric appliance for family use.

2: Filling the blanks with particles in conjunction with a verb.

Issues and Problems:

The number of PPT slides were too many. It means my wasting time for preparation. I know that I could save my time if I measure the minutes and second for each slide and sum up those times with number of slides. This means that a rehearsal is needed. Even if a rehearsal takes time, it could be shorten total hours for preparation time. I know this, but I feel it difficult to do rehearsal when time is ticking before the class.

Since I give students a homework assignment of second drafting, I have to send the first draft back to students. But I haven’t finished proofreading yet. I apologized for the delay on BBS.

Online Teaching for Class 1837 (Composition) on April.3, 2020

Date: April 3rd on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 57 slides

Numbers of Students: 24 out of 28

90 minutes attendance: 17 students

Shorter participation: 85, 80, 72, 72, 70, 58, 10 minutes

completely absence: 4 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 26. But of the 26, two students were recorded as “Completely Absent” on the system.

Quiz 1 through 5: Students were asked to submit 5 answers in the form of text right after the class. Only 18 students sent me the answers.

5 point ; 2 students, 4 point; 15 students, and 3 points by one student. Many students made an error by over-generalizing of “Wa-ga construction”. That’s why I wrote the issue of “Wa-ga construction” on post on Tuesday for class 1836.

Teaching:

The same as composition class for 1836 on Tuesday. However, I changed some slides.  I replaced 1836 students composition to 1837’s in the feedback session.

Homework:

The same as composition class for 1836 on Tuesday.

Issues and Problems:

The same problem of over generalizing of “Wa-ga construction” was even worse in this class 1837.

When I prepared for a question for this composition class, I found that auxiliary verb “-souda” could be used in the past tense sentence. Last week I told 1837 students in conversation class, that guessing “-souda” was used for present and future. To be exact, I should have told that guessing “-souda” was for future side from talking point on the time sequence. And talking point could be in past.  This matter necessitated some additional slides for conversation class in the afternoon.

Online Teaching for Class 1836 (Composition) on Mar.31, 2020

Date: March 31th 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 55 slides

Numbers of Students: 28

24 students participated for whole 90 minutes.

3 students exhibited short attendances: 81, 52, 25 minutes

1 students was totally absent.

Responses to my requests like Quiz answers onto BBS:

Attendance check by reporting his/her-selves: 27.

Five quiz were assigned during class. Students sent the answers to me right after the class. Only 18 of 27 students did so.

Teaching:

1st half: Feedback of proofreading and corrections of the second draft of “My Winter Break”

2nd half: Feedback of quiz that was done in the last class. The quiz was mainly focused on Tense/Aspect issue of Japanese sentences. One of ways for draft correction was also taught in the class. That focused on inconsistency between start and ending of a sentence.

Homework:

300 letters advertisement for a new product of electric appliance for family use. A sample as below was shown to the students.

Issues and Problems:

I found a huge issue about “Wa-ga construction”. Students always over-generalize “Wa-ga construction” for the sentences which are actually not suitable for using this particular construction. This is because Japanese textbooks in this country always impress learners as if “Wa-ga construction” were an important basic of Japanese.

There is a simple reason why “Wa-ga construction” is thought to be important. “Wa-ga construction” is, as indicated by the name, structural. It has the structure of word order with the theme, a subject, and predicate. It is simple and easy to understand because there is no need to analyze words functions that are specified by several kinds of particles. There are only two particles in “Wa-ga construction”; “-wa” and “-ga”. Since these two are used for theme and subject, it is not necessary for a learner to think about what function each word has in a sentence. For other sentences that are not “Wa-ga construction”, students need to analyze words’ functions through several particles in conjunction with verb.

It is easy to understand, so students stick to “Wa-ga construction” and then come to think it is important. But I think it is more important for Japanese learner to learn particles and their functions. I think I need to stop students’ over-generalization of “Wa-ga construction” and to teach use of other particles and their functions.

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