Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Demonstrate knowledge of the grammar, lexicon and socio-cultural issues needed to teach Japanese as a second language.
2. Create a variety of materials and aids for teaching Japanese as a second language.
3. Present views individually and in groups in clear and precise terms in both spoken and written Japanese.
4. Analyse and respond to arguments drawn from academic publications written in Japanese to demonstrate an understanding of up-to-date issues in Japanese education.

Other Information

Proficiency level

Students who successfully complete this course will typically achieve a level of proficiency roughly equivalent to JLPT N2 to N3, depending on their performance and degree of engagement.

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On successful completion of this course, students will have the knowledge and skills to engage at an Independent level of Japanese.

Students with native speaker proficiency (may include cognate languages and dialects) must review the language proficiency assessment site and contact the CAP Student Centre for appropriate enrolment advice. Students with previous “language experience or exposure” are required to undertake a language proficiency assessment to ensure enrolment at the most appropriate level.

 Relevant past experience includes:

-       Previous study of the language (both formal and informal, for example but not limited to, at school, or, home, or through online activities, etc.)

-       Being exposed to the language in childhood via a family member or friend

-       Travel or living in a country where the language is spoken

-       The language being spoken in your home (even if you do not speak it yourself)

 Students who are not sure if they need to undertake a language proficiency assessment should seek advice from the course or language convenor. Students who intentionally misrepresent their language proficiency level may be investigated under the Academic Misconduct Rule 2015 as having failed to comply with assessment directions and having sought unfair advantage. This may results in a penalty such as reduced grades or failure of the course.  Students are not permitted to enrol in a language course below one that they have already successfully completed, except with permission of the language and/or course convenor.

Indicative Assessment

1. Essay (30) [LO 1,4]
2. Presentation (20) [LO 2]
3. Teaching Practice (50) [LO 1,2,3]

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Workload

In class time of four hours per week (for 6 weeks) and teaching practice (12 hours). The total workload is 130 hours including in class time and independent study. 

Inherent Requirements

Not applicable

Requisite and Incompatibility

Prescribed Texts

e-Brick: "Teaching Japanese: Method" (available on Wattle)

Preliminary Reading

• Derewianka, B. and Jones, P. (2016). Teaching Language in Context. Second Edition. Oxford University Press
• Imai, S. (2019). Ichiban Yasashii Nihongo Kyouiku Nyuumon (‘The Easiest Introduction to Japanese Language Teaching’). Asuku Shuppan.
• Kadota, O. et al (1996). Nihongo Kyoujuhoo (Japanese teaching methodology). Bonjinsha.
• Lee, D-Y, M. Yoshikawa & S. Yoshida (1996). ‘Curriculum development for introductory course in spoken Japanese’. Sekai no Nihongo (Journal of the Language Institute of the Japan Foundation) 4: 189-203.
• Lee, D. and Ogi, N. (2014). 'Development of Japanese elementary curriculum that emphasises spoken-ness', The 18th of Biennial Conference of the JSAA, (ed.) Lee, D., Japanese Studies Association of Australia, Canberra, pp. 1-10.
• Lee, D. (2004). ‘Japanese education in the Australian context’. In Robert Cribb (ed.) Asia Examined: Proceedings of the 15th Biennial Conference of the ASAA. Online journal: http://coombs.anu.edu.au/ASAA/conference/proceedings/asaa-2004-proceedings.html
• Oxford, R. L. (1990). Language learning strategies. Heinle & Heinle Publishers.
• Richards, J. C. and Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
• Saville-Troike, M. (2012). Introducing Second Language Acquisition. Second Edition. Cambridge University Press.
• Wenden, A. and J. Rubin (1987). Learning strategies in Language learning. Prentice Hall International.

Majors

Minors

Offerings, Dates and Class Summary Links