Pages
The page numbers referenced in the table below are from the following textbooks:
[G] Banno, Eri. Genki: An Integrated Course in Elementary Japanese II. 2nd ed. Japan Times/Tsai Fong Books, 2011. ISBN: 9784789014434.
[GW] Banno, Eri, Yoko Ikeda, et al. Genki: An Integrated Course in Elementary Japanese, Workbook 2. 2nd ed. Japan Times, 2011. ISBN: 9784789014441.
Details of assignments and quizzes are also provided in the following table.
SES # | PreCLASS ASSIGNMENTS | TOPICS/CLASS ACTIVITIES |
---|---|---|
Week 1 | ||
1 |
No assignment |
コースの紹介、冬休みについて、Japan@MIT
|
2 |
|
Review, クイズ: Transitivity Pairs
(1) 何回うけてもいいです。(You can take the quiz as many times as you want.) (2) 一番高いスコアを記録(きろく )します。(The highest score will be recorded.) |
3 |
|
Lesson 19 文ぽう, たん語クイズ1
|
4 |
|
Lesson 19 ドリル (1), たん語クイズ2, 宿題1
|
Week 2 | ||
5 |
|
Lesson 19 ドリル (2), 宿題2
|
6 |
|
Lesson 19 ドリル (3), クイズ: Honorific verbs, 宿題3
|
7 |
|
Lesson 19 ドリル (4), 漢字クイズ1
|
8 |
|
Lesson 19 ドリル (5)
|
Week 3 | ||
9 |
|
L19 ドリル (6), レッスンクイズ
|
10 |
No assignment |
話す練習の日
|
11 |
|
Lesson 20 文ぽう, たん語クイズ1, Writing Assignment 1 due
|
Week 4 | ||
12 |
|
Lesson 20 ドリル (1), たん語クイズ2, 宿題4
|
13 |
|
Lesson 20 ドリル (2), 宿題5
|
14 |
|
Lesson 20 ドリル (3), クイズ: Humble Expressions, 宿題6
|
15 |
|
Lesson 20 ドリル (4), 漢字クイズ
|
Week 5 | ||
16 |
|
Lesson 20 ドリル (5), Writing Assignment 1 (2nd draft) due
|
17 |
|
Lesson 20 ドリル (6), レッスンクイズ
|
18 |
No assignment |
話す練習の日
(1) ハンドアウト |
19 |
|
Lesson 21 文ぽう, たん語クイズ 1
|
Week 6 | ||
20 |
|
Lesson 21 ドリル (1), たん語クイズ 2, 宿題7
|
21 |
|
Lesson 21 ドリル (2), 宿題8
|
22 |
|
Lesson 21 ドリル (3), 宿題9
|
Week 7 | ||
23 |
Please review lesson 21 grammar and vocabulary. |
Lesson 21 Review
|
24 |
|
Lesson 21ドリル (4), 漢字クイズ
|
25 |
|
Lesson 21 ドリル (5)
|
26 |
Prepare for lesson 21 lesson quiz:
|
Lesson 21 lesson quiz: grammar and vocabulary |
27 |
Prepare for the Lesson 21 lesson quiz:
|
Lesson 21 lesson quiz: Listening |
Week 8 | ||
28 |
|
Lesson 22 文ぽう, たん語クイズ 1
(1) Use new vocabulary introduced in this lesson. (2) Answer the questions using short forms. (3) Conjugate the word if necessary. |
29 |
|
Lesson 22 ドリル (1), たん語クイズ 2, 宿題10
(1) Use new vocabulary introduced in this lesson. (2) Answer the questions using short forms. (3) Conjugate the word if necessary.
|
30 |
|
Lesson 22 ドリル (2), 宿題11
|
31 |
|
Lesson 22 ドリル (3), 宿題12
|
Week 9 | ||
32 |
|
Lesson 22 ドリル (4), 漢字クイズ
|
33 |
|
Lesson 22 ドリル (5)
|
34 |
Prepare for the lesson quiz.
|
Lesson 22 レッスンクイズ
|
35 | No assignment |
Review for インタビューテスト 1
|
Week 10 | ||
37 |
No assignment |
インタビューテスト 1 |
38 |
|
Lesson 23 文ぽう, たん語クイズ1
(1) Use new vocabulary introduced in this lesson. (2) Answer using short forms. (3) Conjugate the word if necessary. |
39 |
|
Lesson 23 ドリル (1), たん語クイズ 2, 宿題13
(1) Use new vocabulary introduced in this lesson. (2) Answer using short forms. (3) Conjugate the word if necessary.
|
Week 11 | ||
40 |
|
Lesson 23 ドリル (2), 宿題14
|
41 |
|
Lesson 23 ドリル (3), 宿題15
|
42 |
|
Lesson 23 ドリル (4), 宿題16
|
43 |
|
Lesson 23 ドリル (5), 漢字クイズ
|
Week 12 | ||
44 | Read [G] pp. 344–346 and answer the questions (C and D) as a preparation. |
Lesson 23 ドリル (6)
|
45 | Review [G] lessons 19–23. |
Review for the one-hour final exam
|
46 |
Prepare for the one-hour final exam:
|
One-Hour Final Exam:
|
47 |
Work on 期末プロジェクト:ビデオ |
発表(ビデオ)の準備(じゅんび)
|
Week 13 | ||
48 |
Work on 期末プロジェクト:ビデオ |
期末プロジェクト:ビデオ
|
49 |
Work on 期末プロジェクト:ビデオ |
発表(ビデオ&コメント)
|
50 |
No assignment |
最後の授業 |
Instructor Insights
Below, Wakana Maekawa describes various aspects of how she teaches 21G.504 Japanese IV.
OCW: What are the biggest challenges students tend to face in this fourth course in the sequence of Japanese courses at MIT? How do you address these challenges? What tips do you have for other educators teaching this level of Japanese?
Wakana Maekawa: Japanese IV is a transition period from the beginning level to the intermediate level. At this level, it’s important for students to start thinking about the audience when they speak/write. They need to organize their ideas and messages and be able to choose the most suitable grammatical structures and vocabulary so that they can better present their ideas or convey their messages to the conversation partner or the audience in Japanese, rather than simply saying everything that comes up in their mind. I explain this to students at the beginning of the semester and encourage them to take risks, not to be afraid of making mistakes, and to expand their possibilities. In order for them to develop such skills, I try to incorporate as many opportunities as possible for them to speak/write a few paragraphs about their memorable experiences and things they are passionate about. Students prepare their short speech/post following a guideline, share it with the class, and then they give comments and feedback to each other.
OCW: The focus in 21G.504 is on using socially appropriate language in speaking and writing, with emphasis on the relationship between (and relative social status of) the people involved in a given interaction. Do students unaccustomed to using honorifics find it difficult to understand which forms to use in which circumstances? How do you teach this skill?
Wakana Maekawa: Since many students in Japanese IV are interested in doing an internship in Japan through the MISTI-Japan program after completing the course, it’s important for them to understand the socially appropriate language and be able to use it. For many students it seems difficult to understand which forms to use in which circumstances at first, but we teach one form at a time by explaining the concept with many example sentences and provide them with ample opportunities to deepen their understanding and fully acquire the skills through exercises and role plays.
OCW: You use a detailed rubric in calculating the grades for the two interview tests. What are the advantages and disadvantages of this approach? Do you share this rubric with your students? If so, how is it useful to them?
"Each student has strengths and weaknesses, but grading their performance using just a letter grade doesn’t inform them what their strengths and weaknesses are."
Wakana Maekawa: The rubric for interview tests consists of seven criteria: task completion; interactional skills; accuracy of grammar and vocabulary; variety of grammar and vocabulary; fluency; pronunciation and intonation; and listening comprehension. Each criterion has detailed descriptions for each score. I share all rubrics, including the one for the interview test, with my students beforehand so that they have a better understanding of the expectations and how they can better prepare for each test and assignment.
Each student has strengths and weaknesses, but grading their performance using just a letter grade doesn’t inform them what their strengths and weaknesses are. For example, an A- could mean that they’re fluent but the variety of grammar and vocabulary is limited. Or it could also mean that their accuracy is good but they need to work more on listening comprehension. A rubric can provide them with clearer and more detailed feedback on their performance and with an opportunity for them to reflect on their Japanese abilities. Understanding their own strengths and weaknesses will also enable them to take more initiative in their Japanese study.
Assessment
Grade Breakdown
The students’ grades were based on the following assessment elements:
- 20% Daily grade; three lowest scores dropped
- 30% Quizzes: lesson quizzes 20% (lowest score dropped); vocabulary, grammar, and kanji quizzes 10% (two lowest scores dropped)
- 25% Tests: two interview tests 15%; one-hour exam 10%
- 10% Homework
- 15% Presentation
Rubric
Instructor Insights on Assessment
Curriculum Information
Prerequisites
21G.501 Japanese I or equivalent
Requirements Satisfied
- GIR
- HASS
- HASS-H
- 21G.504 is required for a Bachelor’s Degree in Global Languages with a concentration in Japanese Studies.
- 21G.504 counts toward the two years of Japanese studies required for participation in the MISTI-Japan internship program.
Offered
Every spring semester
Student Information
Enrollment
52 students
Breakdown by Year
Mostly sophomores and juniors, with an increasing number of first-year students in recent years, as well as some graduate students.
Breakdown by Major
Mostly Computer Science majors; others were majoring in Mathematics, Mechanical Engineering, Material Science, Astronautics, or Nuclear Science
How Student Time Was Spent
During an average week, students were expected to spend 12 hours on the course, roughly divided as follows:
In Class
Met 4 times per week for 1 hour per session; 49 sessions total; mandatory attendance
Out of Class
Outside class time, students completed homework assignments and prepared for tests and quizzes.
Interview Test Grading Rubrics
Criteria | Ratings | Points |
---|---|---|
This criterion is linked to a learning outcome; task completion |
16.0 pts すばらしい Completed the tasks successfully by giving fully developed responses. Expanded the conversation whenever applicable. 15.0 pts よくできた Completed the tasks successfully. Responses were developed fully most of the time. Responded appropriately when asked questions. 14.0 pts できた Completed the tasks but with some difficulty. Responded appropriately when asked questions. 13.0 pts がんばろう Unable to complete some of the tasks because of limited responses. Responded with minimum speech to questions. 12.0 pts もっとがんばろう Did not complete the tasks. Responses were poorly developed. |
12.0–16.0 |
Interactional skills |
16.0 pts すばらしい Demonstrated excellent interactional skills as a conversation partner, such as taking turns to take initiative to speak and using back channeling (aizuchi) smoothly and effectively. 15.0 pts よくできた Demonstrated very good interactional skills, such as taking turns to take initiative to speak and using back channeling (aizuchi), but used them less effectively. 14.0 pts できた Demonstrated good interactional skills but sometimes a little more engagement in the conversation was needed. Task completed with the student’s initiative most of the time but sometimes with the partner’s cues. 13.0 pts がんばろう Often lacked eagerness and engagement in the conversation. Task completed with the partner’s initiative most of the time. 12.0 pts もっとがんばろう Inappropriate and ineffective attitude as a conversation partner. Unable to use conversational strategies. |
12.0–16.0 |
Accuracy of grammar and vocabulary |
16.0 pts すばらしい Easily understood, with almost no errors. Used けい語 accurately and appropriately. 15.0 pts よくできた Very good accuracy. Made a few minor mistakes that did not interfere with communication. Used けい語 appropriately and accurately most of the time. 14.0 pts できた Made several minor errors in grammar, vocabulary and けい語 but mostly understandable. 13.0 pts がんばろう Often hard to understand because of structural problems and inaccurate use of vocabulary and けい語. 12.0 pts もっとがんばろう Hard to understand because of many major problems. Communication is misleading. |
12.0–16.0 |
Variety of grammar and vocabulary |
16.0 pts すばらしい Used rich and extensive vocabulary and complex sentence structures. 15.0 pts よくできた Good use of vocabulary and sentence structure. 14.0 pts できた Some attempt to incorporate a variety of vocabulary words and sentence structures but lacked complexity. 13.0 pts がんばろう Often lacked needed words and complex sentence structures. 12.0 pts もっとがんばろう Used only limited vocabulary. Sentences were very short and repetitive. |
12.0–16.0 |
Fluency |
12.0 pts すばらしい Exhibited natural and continuous speech. 11.0 pts よくできた Natural and continuous speech with minor hesitations, repetitions and pauses. 10.0 pts できた Some stumbling, but managed to rephrase or continue. 9.0 pts がんばろう Speech was often interrupted with stumbling and pauses. 8.0 pts もっとがんばろう Excessive hesitations and pauses; sentences were sometimes left uncompleted. |
8.0–12.0 |
Pronunciation and intonation |
12.0 pts すばらしい Clear and accurate pronunciation. 11.0 pts よくできた A few errors but overall clear speech. 10.0 pts できた Understandable but with some errors. 9.0 pts がんばろう Unable to complete some of the tasks because of limited responses. Responded with minimum speech to questions. 8.0 pts もっとがんばろう Very hard to understand. |
8.0–12.0 |
Listening comprehension |
12.0 pts すばらしい Fully understood the questions asked and answered correctly and instantly. 11.0 pts よくできた Understood most of the questions correctly but sometimes got it wrong / questions had to be repeated sometimes. 10.0 pts できた Got the questions wrong several times / questions had to be repeated often. 9.0 pts がんばろう Got the questions wrong many times / most questions had to be repeated. 8.0 pts もっとがんばろう Needs to practice listening more. |
8.0–12.0 |
Total Points: 72.0–100.0
Supplemental Resources
- Online Exercises Drills
- Genki Self-Study Room
- Genki Video
- Japanese Language Proficiency Test
- Japan Foundation: Learning Materials
Typing in Japanese
Course Meeting Times
Lectures: 4 sessions / week, 1 hour / session
Prerequisites
コースの目標 (もくひょう) Course Objectives
The main objective of this course is to build up basic skills of communication in Japanese using appropriate speech levels in both writing and speaking for various social settings. This course covers lessons 19 through 23 in the textbook Genki: An Integrated Course in Elementary Japanese II (see textbook info below). At the completion of this course, you will be able to:
- demonstrate correct usage of intermediate grammar, including causative, passive, causative-passive forms of verbs, and some conditionals through various activities;
- talk to people who are socially superior to you;
- comprehend conversations on various topics spoken at near-natural speed as well as grasp the relationships among the people involved;
- read and write 98 new kanji;
- write in various forms; and
- give brief presentations with specific objectives.
There are two types of class: grammar session and drill session. Prior to the grammar introduction for each lesson, you should read the grammar explanation of the textbook and practice new vocabulary. Prior to drill sessions, it is particularly important to review the patterns being learned, practice new vocabulary orally and memorize them so that you can fully benefit from the oral practice conducted in class.
Throughout the course, we encourage you to do the following:
- Be an active learner!
- Be a good collaborator and help each other!
- Enjoy the class!
教科書 (きょうかしょ) Textbooks
- Banno, Eri. Genki: An Integrated Course in Elementary Japanese II. 2nd ed. Japan Times/Tsai Fong Books, 2011. ISBN: 9784789014434.
- Banno, Eri, Yoko Ikeda, et al. Genki: An Integrated Course in Elementary Japanese, Workbook 2. 2nd ed. Japan Times, 2011. ISBN: 9784789014441.
評価 (ひょうか) Evaluation
- Evaluation Criteria
ACTIVITIES | PERCENTAGES |
---|---|
Daily Grade (Three lowest daily scores will be dropped.) |
20% |
単 (たん) 語・漢 (かん) 字クイズ Vocabulary and Kanji Quizzes (Two lowest scores will be dropped.) |
10% |
試験 Four Lesson Quizzes (One lowest score will be dropped.) |
20% |
One-hour Exam | 10% |
Two Interview Tests | 15% |
宿題 Homework | 10% |
作文と発表 Two Essays and One Presentation | 15% |
- Daily Grade
Students will receive a daily grade based on the performance of the in-class activities. The grading criteria are provided in section C.
- 単 (たん) 語・漢 (かん) 字クイズ Vocabulary and Kanji Quizzes
A number of vocabulary quizzes and kanji quizzes will be given throughout the semester. No make-up quizzes or exams will be given in this course in principle.
- 試験 Lesson Quizzes, One-hour Exam, and Interview Tests
There are four lesson quizzes (25 minutes long), two interview tests, and a one-hour exam. No make-up quizzes or exams will be given in this course in principle.
- 宿題 Homework
(i) To receive full credit for the homework, each assignment must be submitted on time (at the beginning of a class). Late submission (more than 2 days) will automatically result in zero credit.
(ii) Any assignments you submit must be your own work. You are expected to complete all assignments independently, without using online translation applications such as Google Translate or receiving help from native speakers and/or friends. (Please visit the MIT Academic Integrity website and read through the information carefully to avoid unintentional plagiarism.)
- 作文と発表 Essays & Presentation
You will write two essays and conduct a 5-minute presentation based on the second essay. Details will be announced in class.
- Grading Scale
A = 94% and above A- = 93.99–90% B+ = 89.99–87% B = 86.99–84% B- = 83.99–80% C+ = 79.99–77% C = 76.99–74% C- = 73.99–70% D+ = 69.99–67% D = 66.99–64% D- = 63.99–60% F = 59.99% and below - Daily Grade
Students will receive a daily grade based on their performance evaluated with the following criteria:
Grade PERFORMANCE PREPARATION PARTICIPATION/CONTRIBUTION 10 Excellent/near perfect Excellent Very active/excellent 9 Strong/minor errors Good Consistent 8 Fair but needs improvement Adequate Adequate but needs improvement 7 Weak/with mistakes in major areas Some Sporadic 6 Unsatisfactory Inadequate Infrequent 5 Present but very poor None Seldom 0 Absent - Attendance Policy 1. Attend all sessions. Because of the cumulative nature of language learning, it is essential that you attend all sessions and keep up with the course work on a daily basis. Please follow the online daily schedule and come to class well-prepared. 2. Be punctual. Coming in late not only results in missed performances and quizzes that may not be made up for, but also distracts other students. Showing up late may affect your daily grade negatively.
Course Policy
- 教室に入ってから出るまで、できるだけ日本語だけで話しましょう。From entering the classroom until leaving, speak only Japanese, as much as possible.
- クラスメートの話をよく聞いて、おたがいを尊重(そんちょう)して(respect each other)、助(たす)け合(あ)って(help and support each other)、楽しくて勉強しやすいクラスを作りましょう。 All participants share a responsibility for creating an atmosphere that encourages learning by demonstrating mutual respect and consideration. Behavior that disrupts the learning environment will not be tolerated.
- 授業中テキストしないで下さい。携帯電話はオフにして、かばんに入れて下さい。Use of cell phones and smart phones is strictly prohibited during class. If you use a cell phone/smart phone/laptop/iPad/tablet etc. to text and/or check social media during class, you will receive 0 for the daily grade.
- マナーに気をつけて下さい。(授業中にご飯やお菓子を食べたりガムをかんだりしないでください / 授業中にぼうしをかぶらないでください / 先生と話す時は敬語を使ってください etc.)Please be careful about manners. (During the class, please do not eat food or snacks, or chew gum. / Please do not wear a hat during class. / Please use honorifics when talking to your teacher.)
- You should try your best never to fall behind. Any student who feels he/she is behind is encouraged to see an instructor and discuss the situation before it is too late.