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Japanese Language Course Curriculum of International Co-op Program University of Cincinnati

Japanese Language Course Curriculum of International Co-op Program University of Cincinnati. Noriko Fujioka-Ito Noriko.Fujioka@uc.edu. Characteristics of engineering Students (1). Learning Styles of Individual learners The Myers- Briggs Type Indicator (MBTI) (1962)

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Japanese Language Course Curriculum of International Co-op Program University of Cincinnati

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  1. Japanese Language Course Curriculum of International Co-op Program University of Cincinnati Noriko Fujioka-Ito Noriko.Fujioka@uc.edu

  2. Characteristics of engineering Students (1) Learning Styles of Individual learners • The Myers- Briggs Type Indicator (MBTI) (1962) • Learning Style Survey: Assessing Your Learning Styles (2006) adapted from Oxford (1995), Ehrman & Leaver (1997, 2003) • Grasha-Riechmann Student Learning Style Scales (1996)

  3. Grasha-riechmann Student Learning Styles Scales (a) Independent Learning Style (b) Avoidant Learning Style (c) Collaborative Learning Style (d) Dependent Learning Style (e) Competitive Learning Style (f) Participant Learning Style

  4. Characteristics of Engineering Students (1) Competitive learning style - Humanities Collaborative learning style - Humanities Avoidant learning style - Humanities + Engineering, Science Dependent learning style + Engineering, Science (Fujioka, 2000)

  5. Characteristics of Engineering Students (2) Certain Knowledge Belief - Social science, Humanities + Engineering, Business (Jehng, Johnson, & Anderson, 1993) + Engineering, Science (Fujioka, 2000)

  6. Characteristics of Engineering Students (3) Expert teaching style + Mathematics/Computer science + Arts/Music/Theater - Humanities - Education Facilitator and Delegator teaching style - Mathematics/Computer sciences + Education + Arts/Music/Theater No significant differences in the profiles of students majoring in a variety of academic disciplines (Grasha, 1996)

  7. International Co-op Program Japanese (ICP) Japanese Program Proportional Syllabus Intermediate Level Advanced Level Elementary Level Linguistic form Communicative function Three Levels in a Balanced System (Yalden, 1980)

  8. Quarter Course Curriculum

  9. Quarter Course Curriculum

  10. Quarter Course Curriculum

  11. Quarter Course Curriculum

  12. Self-Learning Resources • English-Japanese Quick Reference Dictionary http://www.uc.edu/propractice/icp/resources/E-J%20Engineering%20Dictionary%20 v3.4%20-%20Apr%202008.pdf • Engineering Dictionary Vocabulary Building Exercises http://homepages.uc.edu/~markovjo/ICP/vocabulary.html

  13. Materials on Understanding Japanese Industries Material AReading Material (Excerpt) 1. GEアドバンス・マテリアルズ事業 日本GEプラスチックス 革新的な高機能エンジニアリングプラスチックを開発製造・販売しています。製品ラインナップは、耐熱性、耐候性、耐衝撃性、耐薬品性、高強度、難燃性といった特質を備えて多岐にわたり、お客様にとっての最適な材料を常に提案し続けてきています。

  14. Materials on Understanding Japanese Industries Part A: Listening ・Writing Exercises (Example) Part 3:「GEエネジー事業」のセクションを読んで答えてください。 i) 　ガスエンジンで有名なのは、どの事業部　　 　　　　　　ですか。 事業部 Part 4:「GEコンシューマー＆インダストリアル事業」「GEトランスポーテーション事業」「GEヘルスケア事業」のセクションを読んで、あなたがどのセクションで仕事がしたいか、その理由を書いてください。

  15. Materials on Understanding Japanese Industries Material BListening Material（Excerpt） GE コンシューマー・ファイナンスコレクション（管理企画）アシスタントマネージャー　黒澤直美 Interviewer (R): 黒澤さんは、今までどのようなお仕事をされてきましたか。 Interviewee (E): 1992年にミネベア信販に契約社員で入り、千葉にある回収センターでオペレーター業務をしました。その後、ミネベア信販が信販・カード事業をGEの営業に移し、1994年12月にGEグループ企業になりました。1996年に信販会社で初めての集中オペレーション・センターが府中にでき、その時に正社員になりました。

  16. Materials on Understanding Japanese Industries Part B: Listening Exercise・Interview Project（Example） Part 1: GEで仕事をしている三人の女の人のインタビューを聞いて、ブランクに書いてください。 Part 2 :日本で仕事をしている三人の女の人にインタビューをして、次のことを調べてください。 a) 仕事で問題があったとき、どうしたか。 b) 仕事をしていてよかったことは、何か。 c) これからどのようなことをがんばってしたいか。

  17. Background of teaching Japanese language for specific purposes (1) Material Materials to teach Japanese based on students’ specialties have been published increasingly and designed mostly for advanced-level students. Reports on curriculum development of beginning-level Japanese classes that integrate students’ major subjects have been published.

  18. Background of teaching Japanese language for specific purposes (2) Curriculum • Vocabulary learning in content-based instruction • Project-based learning involving interaction with native speakers of Japanese • Oral presentation skills

  19. Background of teaching Japanese language for specific purposes (3) Problems • Lack of coordination between student’ major subject courses and the Japanese language courses • Students’ insufficient time spent on learning Japanese due to time constraints resulting from jobs and the burden of course work related to their major subjects

  20. Strengthening vocabulary in students’ specialties (1) • Vocabulary knowledge is highly correlated with reading comprehension (Mori, 2003). • Insufficient vocabulary knowledge interferes with comprehension and consequently impedes the learning of new words from context (Haynes, 1993; Haynes & Bloch, 1993). • The vocabulary that university students learn in beginning-level Japanese courses cannot satisfy their needs in terms of their interests and specialties (Tomita, 2005).

  21. Strengthening vocabulary in students’ specialties (2) Example of Kanazawa Institute of Technology (KIT) • It is necessary to learn high-level terminology in the science and engineering fields to be able to read research papers; however, expressions in oral communication are more frequently used in a laboratory (Fukazawa & Fudano, 1995). • In academic bridging between language education and professional education, meaningful communication indicates being able to receive information that meets the demands at the students’ cognitive level by learning how terminology and expressions are actually used in sentences and passages in their disciplines. In addition, in order to send meaningful information, the intention to convey, firm logical structure, and unique and concise expressions (not just translating technical terms in English into the target language) are required.

  22. Dictionary use by beginning-level learners of Japanese for composition tasks in the international co-op program at Uc (1) Previous Research • The dictionary is a valuable instructional resource that assists learners in studying vocabulary that matches their needs. It is also an efficient tool to foster autonomous learning abilities and to support learning as “second-language users” (Cook, 2002). • It is necessary for instructors to foster learners’ autonomous abilities and that it is important for students to achieve good grades from the beginning of their language learning; otherwise, it is difficult for them to develop Japanese-language abilities autonomously during internships in Japan (Fujioka-Ito & Nakakubo, 2011).

  23. Dictionary use by beginning-level learners of Japanese for composition tasks in the international co-op program at Uc (2) Intensive Summer Beginning Course

  24. Dictionary use by beginning-level learners of Japanese for composition tasks in the international co-op program at Uc (3) Beginning-Level Students’ Attitudes toward Composition Tasks • It was useful to write compositions using terminology in my field and grammatical items learned in the Japanese-language class. • It was a good opportunity to learn about the good and bad aspects of paper, electronic, and online dictionaries. • The process of writing compositions helped me more profoundly understand already learned grammar and expanded my vocabulary.

  25. Semester Course Curriculum

  26. Semester Course Curriculum Fall Semester Textbook: Tobira Gateway to Advanced Japanese: Learning Through Content and Multimedia Chapter 1: Japanese Geography Chapter 2: Japanese Speech Styles Chapter 3: Japanese Technology Chapter 5: Japanese Food

  27. Textbook: Tobira Gateway to Advanced Japanese: Learning Through Content and Multimedia Chapter 3 Baby Seal Robot-PARO TheraputicRobot http://www.youtube.com/watch?v=oJq5PQZHU-I

  28. Textbook: Tobira Gateway to Advanced Japanese: Learning Through Content and Multimedia Chapter 3 Sony AIBO http://www.youtube.com/watch?v=f2xgg7cuTeg

  29. Katakana Words (1)Textbook: Tobira Gateway to Advanced Japanese: Learning Through Content and Multimedia Chapter 3 バック　ミラー back mirror rearview mirror

  30. Katakana Words (2)Textbook: Tobira Gateway to Advanced Japanese: Learning Through Content and Multimedia Chapter 3 カー　ナビ car navi car navigation system

  31. Katakana Words (3)Textbook: Tobira Gateway to Advanced Japanese: Learning Through Content and Multimedia Chapter 3 エコ　カー eco car ecologically-friendly car

  32. Katakana Words (4)Textbook: Tobira Gateway to Advanced Japanese: Learning Through Content and Multimedia Chapter 3 アメリカン　コーヒー American coffee weak coffee

  33. Katakana Words (5)Textbook: Tobira Gateway to Advanced Japanese: Learning Through Content and Multimedia Chapter 3 ペーパー　ドライバー paper driver driver in name only; driver on paper only

  34. Textbook: Tobira Gateway to Advanced Japanese: Learning Through Content and Multimedia Chapter 3 Project Activity 1: To search for video clips or websites about the technology used for developing robots in Japan Activity 2: To post students’ opinions regarding the use of robots in place of human nurses in nursing care facilities on the Blackboard Discussion Board Activity 3: To post or edit at Blackboard Wikis in order to contribute to the construction of collective knowledge about the use of robots in human life

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