MLO 1: Language and Communication
MLO Facets:
1.1 Students are able to communicate effectively in Japanese in three modes: interpersonal, interpretive, and presentational; and in a culturally appropriate manner in a variety of social and professional settings and circumstances at the Intermediate-High level of language proficiency, according to the ACTFL Guidelines.
1.2 Students gain competency in the Japanese language and linguistics including phonetics, phonology, morphology, syntax, semantics, and discourse. Students compare, contrast, and analyze the structural differences between Japanese and English.
1.2 Students gain competency in the Japanese language and linguistics including phonetics, phonology, morphology, syntax, semantics, and discourse. Students compare, contrast, and analyze the structural differences between Japanese and English.
MLO Narrative:
MLO 1 is often considered to be the main focus of the Japanese major, and I believe it to be the MLO that requires the largest time investment. My progress in this MLO could not begin without first completing 3 semesters of prerequisite courses, and I had at least one class dedicated to this MLO in each subsequent semester.
My achievement of MLO 1.1 was culminated through my classwork in JAPN 301, in which I began applying the basic language knowledge I learned in previous semesters and began to apply them to several different scenarios. The most common form of testing language proficiency was a series of comprehension tests, as well as oral presentations and interviews. However, my biggest strides in MLO 1.1 came about in Japan during my study abroad. Rather than taking one general language course, I took several hour-long specialized courses throughout the day. Some courses focused on reading while others focused on conversation or writing. This structure allowed me to see all facets of Japanese as separate but related pieces that must be combined in order to achieve higher levels of progress.
I completed most of my MLO 1.2 requirements one I returned from Japan and began to direct my Japanese knowledge towards international scenarios and language comparison. The best example of this would be my work in JAPN 304, which often involved dissecting different areas of Japanese and finding equivalent forms of expression in English. 304 also focused on linguistics more than my other classes and we also looked at the origins of some phrases, words and kanji in Japanese.
I also gained some informal education towards Japanese syntax during my time abroad by helping English Language Learners with various homework assignments and papers. By observing the English teaching methods of Japan and the common mistakes/methods of translation that the students used, I was able to identify key areas of difference between English and Japanese.
My achievement of MLO 1.1 was culminated through my classwork in JAPN 301, in which I began applying the basic language knowledge I learned in previous semesters and began to apply them to several different scenarios. The most common form of testing language proficiency was a series of comprehension tests, as well as oral presentations and interviews. However, my biggest strides in MLO 1.1 came about in Japan during my study abroad. Rather than taking one general language course, I took several hour-long specialized courses throughout the day. Some courses focused on reading while others focused on conversation or writing. This structure allowed me to see all facets of Japanese as separate but related pieces that must be combined in order to achieve higher levels of progress.
I completed most of my MLO 1.2 requirements one I returned from Japan and began to direct my Japanese knowledge towards international scenarios and language comparison. The best example of this would be my work in JAPN 304, which often involved dissecting different areas of Japanese and finding equivalent forms of expression in English. 304 also focused on linguistics more than my other classes and we also looked at the origins of some phrases, words and kanji in Japanese.
I also gained some informal education towards Japanese syntax during my time abroad by helping English Language Learners with various homework assignments and papers. By observing the English teaching methods of Japan and the common mistakes/methods of translation that the students used, I was able to identify key areas of difference between English and Japanese.