Skype Tandem Practice JAPN 408

JAPN408_syllabusF14_JFL
Skype Tandem Practice
JAPN 408
Fall 2014
Coordinator: Yuka Akiyama
[email protected]
Office Hours: by appointment
Course Description:
This is a one-credit course offered as part of the ITEL (Initiative on TechnologyEnhanced Learning) project to foster reciprocal teaching and learning of languages and cultures
beyond classroom walls. Using Skype, this initiative allows students to practice Japanese with
native/near-native speakers of Japanese who are studying at Georgetown’s five exchange
schools: Sophia, ICU, Waseda, Keio, and Nanzan (mainly Waseda for Fall 2014). The
participants will also have the opportunity to assist their Japanese counterparts who are learning
English.
By participating in this project, students are expected to (1) develop working knowledge
and proficiency of the Japanese language, (2) promote intercultural awareness, and (3) reflect on
their own language(s) and culture(s). In addition, this course will (4) help students build social
networks in Japan for those who are planning to study abroad and (5) provide pre-service
language teachers the opportunity to teach a foreign language.
After students are assigned their language exchange partner, students will have a weekly
Skype session, spending half the time in Japanese and the other half in English. Students will talk
with their partner at a mutually convenient time outside the classroom and work on several
writing activities. In addition, students will participate in a few meetings on campus. The face-toface meetings serve to reflect on previous Skype sessions and to prepare students for online
interaction.
The topics that will be covered in this project include but not limited to:
•
University Life (e.g., education system, academic calendar, entrance exams, after
graduation)
•
Pop Culture (e.g., mass/social media, music/singers, TV shows, sports, celebrities)
•
Life Styles (e.g., food, homes, living arrangements, shopping, transportation)
•
Role model (e.g., favorite historical figure, your idol)
•
Diversity (e.g., religion, race, language, fashion)
•
Stereotypes
•
Proverbs & Superstitions
•
Work environments (e.g., gender roles in society, average income)
•
K-12 Education (e.g., school subjects, foreign language education)
•
Rules in society (e.g., taboos, weird rules)
•
Dating (e.g., pick-up lines, how to ask somebody out, order of courtship J)
•
Technology, Marketing, & Industry (e.g., cell phones, TV commercials, game
industry)
All of these topics aim to familiarize students with the Japanese language and culture and reflect
on their own.
1
JAPN408_syllabusF14_JFL
Meetings:
•
Skype meetings will take place online at a mutually convenient time for both a student and his/her partner. •
Face-to-face meetings will take place once in three weeks in Walsh 492.
Assignments and Assessment:
1. Skype Meeting Participation (5% x 9 = 45%): Students are expected to engage in nine Skype
sessions. After each Skype session, students are required to submit (1) the interaction data,
(2) corrective feedback sheet (CF), (3) reflection journal (RJ), and (4) reflection
questions (RQ). Failure to submit the data will result in the lower grade. Detailed instruction
on how to submit the data will be provided in the first meeting.
2. Writing Assignments (3% x 8 = 24%): Students are expected to work on five 30-minute
writing assignments and three peer feedback activities. For the writing assignments,
students will summarize a visual-based discussion and write a reaction (see Writing Sample).
For the peer feedback activities, students will make comments on the writing assignments of
two of their classmates. Detailed instruction on how to work on the writing assignments will
be provided in the third meeting.
3. Writing Test & Interview1 (5% x 2 = 10%): Students will take a writing test and an
interview at the beginning and the end of the project. Each test will take about an hour.
4. Group Meeting Participation (3% x 5 = 15%): Students are expected to attend five group
meetings and contribute to the class discussion.
5. Surveys (6%): Students are asked to take three surveys regarding their course experiences.
Note:
This course follows the Honor Code of Georgetown University. In cases of alleged violations in
graduate courses, the procedures adopted by the Graduate School will be followed.
Writing Test/Interview Schedule
Beginning of Fall 2014 @ICC233
09/03 (Wed): 10am-12pm & 4-9pm
09/04 (Thu): 10am-11am & 1-9pm
09/05 (Fri): 10am-8pm
09/09 (Tue): 10am-11am & 1-9pm
09/10 (Wed): 10am-12pm & 4-9pm
09/11 (Thu): 10am-11am & 1-9pm
09/12 (Fri): 10am-8pm
1
End of Fall 2014 @ICC233
12/08 (Mon): 10am-8pm
12/09 (Tue): 10am-8pm
12/10 (Wed): 10am-8pm
12/11 (Thu): 10am-8pm
12/12 (Fri): 10am-8pm
12/15 (Mon): 10am-8pm
12/16 (Tue): 10am-8pm
2
JAPN408_syllabusF14_JFL
Tandem Learning
1. What are the principles behind tandem learning?
• The principle of reciprocity: You need to contribute equally and benefit mutually from this
collaboration. “I help you learn, and you help me learn.”
• The principle of autonomy: Each partner is responsible for his/her own learning process. “I am
responsible for my own learning.”
2. What Internet tools do I need?
You need to have: (1) Skype (for interaction), (2) an email account (for setting up a time to talk),
(3) at least a couple audio recording devices such as Audacity, cell phones, etc., and (4) a screen
capturing device (more information will be provided in the first meeting).
3. Which language should I use?
You need to spend half the time in Japanese and the other half in English. It is important that you
keep the two languages separate. This is because a more proficient learner of a target language (e.g.,
a learner of English) often switches to his/her target language (e.g., English) to help a less proficient
learner (e.g., a learner of Japanese). Of course, it is important to help the less proficient learner, but
this project aims at providing learners with authentic language practice, namely virtual immersion
experience. It is better to stick to one language at a time.
4. How can I assist my partner’s target language use?
• Provide corrective feedback: Provide corrections on items that you think would hinder
communication/comprehension. Follow the guidelines provided in the training.
• Understand your partner’s target language level: Observe and analyze your partner’s competence.
“What can your partner do? What is difficult for him/her in terms of vocabulary, grammar, and
pronunciation?”
• Scaffold your partner’s target language use: Based on your partner’s proficiency, provide
appropriate assistance. For example, when he or she can only use simple phrases, provide more
vocabulary and simple sentence structures and encourage your partner to make similar sentences.
3
JAPN408_syllabusF14_JFL
SEMESTER SCHEDULE & SKYPE TOPICS
Week
Date
Activities
Things to Do
o … Before Skype
● … After Skype
o Take Teletandem Survey ①
1
09/02
(Tue)
Introduction to the Course,
Brainstorming, & New
Vocabulary
2
09/0809/15
Pre-test & Interview
*Sign-up required*
3
09/16
(Tue)
Aizuchi, ICT Training, & New
Vocabulary
4
09/23
(Tue)
Corrective Feedback Training
& Writing Training
5
09/2910/05
Skype ①: Self-introduction
6
10/0610/12
Skype ②
【Group A: University】
【Group B: Pop Culture】
【Group C: Life Styles】
7
10/1310/19
Skype ③*
8
10/2010/26
Skype ④*
o Prepare a visual(s) that represent(s) you
• Submit:
§ Corrective feedback sheet (CF)
§ Reflection journal (RJ)
§ Reflection questions (RQ)
§ Interaction data
o Prepare two visuals for the session
• Complete the writing task in 30 minutes
• Submit:
§ CF, RJ, RQ
§ Writing assignment
§ Interaction data
o Prepare two visuals for the session
• Peer feedback**
• Submit:
§ CF, RJ, RQ
§ Peer feedback on Google Docs
§ Interaction data
o Prepare two visuals for the session
• Complete the writing task in 30 minutes
• Submit:
§ CF, RJ, RQ
§ Writing assignment
§ Interaction data
4
JAPN408_syllabusF14_JFL
9
10/28
(Tue)
Mid-semester Reflection
10/2711/02
Skype ⑤
【Group A: Pop Culture】
【Group B: Life Styles】
【Group C: University】
10
11/0311/09
11
11/1011/16
12
11/1711/23
11/2411/30
13
14
15
o Prepare a 3-minute speech
• Take Taletandem Survey ②
o Prepare two visuals for the session
• Complete the writing task in 30 minutes
• Submit:
§ CF, RJ, RQ
§ Writing assignment
§ Interaction data
o Prepare two visuals for the session
Skype ⑥*
• Peer feedback**
• Submit:
§ CF, RJ, RQ
§ Peer feedback on Google Docs
§ Interaction data
o Prepare two visuals for the session
Skype ⑦*
• Complete the writing task in 30 minutes
• Submit:
§ CF, RJ, RQ
§ Writing assignment
§ Interaction data
Thanksgiving Break: Voluntary Skype Session
o Prepare two visuals for the session
• Complete the writing task in 30 minutes
• Submit:
§ CF, RJ, RQ
§ Writing assignment
§ Interaction data
o Prepare a 3-minute speech
• Take Teletandem Survey ③
Skype ⑧
【Group A: Life Styles】
【Group B: University】
【Group C: Pop Culture】
12/02
(Tue)
Final Reflection
12/0112/07
Skype ⑨*
12/0812/12
Post-test & Interview
*Sign-up required*
o Prepare two visuals for the session
• Peer feedback**
• Submit:
§ CF, RJ, RQ
§ Peer feedback on Google Docs
§ Interaction data
5
JAPN408_syllabusF14_JFL
Designated Topics for Skype ②⑤⑧:
1. University Life (e.g., education system, academic calendar, entrance exams, after
graduation)
2. Pop Culture (e.g., mass/social media, music/singers, TV shows, sports, celebrities)
3. Life Styles (e.g., food, homes, living arrangements, shopping, transportation)
*Skype ③④⑥⑦⑨ à Choose a topic from the following:
•
Diversity (e.g., religion, race, language, fashion)
•
Stereotypes
•
Proverbs & Superstitions
•
Work environments (e.g., gender roles in society, average income)
•
K-12 Education (e.g., school subjects, foreign language education)
•
Rules in society (e.g., taboos, weird rules)
•
Dating (e.g., pick-up lines, how to ask somebody out, order of courtship J)
•
Technology, Marketing, & Industry (e.g., cell phones, TV commercials, game
industry)
**In the weeks of Skype ③⑥⑨ à Peer feedback:
You will comment on the writing assignments of two of your classmates who are in the
same group as you and who worked on the writing assignments on the same topic.
Week of Skype ③
Week of Skype ⑥
Week of Skype ⑨
【Group A】
Feedback on two essays
on “University Life”
Feedback on two essays
on “Pop Culture”
Feedback on two essays
on “Life Styles”
【Group B】
Feedback on two essays
on “Pop Culture”
Feedback on two essays
on “Life Styles”
Feedback on two essays
on “University Life”
【Group C】
Feedback on two essays
on “Life Styles”
Feedback on two essays
on “University Life”
Feedback on two essays
on “Pop Culture”
TIPS ON HOW TO APPROACH A TOPIC FROM CRITICAL PERSPECTIVES
A designated topic can be examined from many perspectives. Let’s take an example of a “sport.”
It can be approached from such perspectives as:
•
Gender – Are there sports that are, in the familiar context or in the unfamiliar context,
predominantly played by men or by women? Are things changing?
•
Age – Are there sports for younger people and older people?
•
Region – Are there local sports? Do people, including the learners, identify with local
teams? Do some teams have a particular cultural tradition?
•
Religion – Are there religious objections to playing sport, or days when some people
choose not to do sport because of religious observance?
•
Racism – is this found in spectator sports? Are the players of foreign teams, or foreign
players in local teams always treated with respect? Are there incidents of racist chants
or insults?
In short, what we want is to provide you with the skills to argue... not learn by heart
(Chichirdan et al., 1998, p. 10)
6
JAPN408_syllabusF14_JFL
THEMES, TASKS, & LANGUAGE SHIFT
Skype
①
②
Themes & Language Shift
Tasks
Self-introduction
1. Self-introduction (20 minutes)
§ Name, major, school year, etc.
《You can mix English
§ The reason why you are learning English/Japanese
and Japanese》
§ What you want to achieve by learning the
language
2. Visual-based conversation (20 minutes)
§ Family, friends, pets
§ Places you currently live/place you lived as a child
3. Language Learning (20 minutes)
§ What are particular issues you are having/had
regarding studying Japanese/English both as a
first/second language?
§ What do you think is the key to successful
language learning?
§ Do you have any learning strategies?
Designated Topic
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
《English à Japanese》
③
YOUR CHOICE
《English à Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
④
YOUR CHOICE
《English à Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
⑤
Designated Topic
《English à Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
⑥
YOUR CHOICE
《English à Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
⑦
YOUR CHOICE
《English à Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
⑧
Designated Topic
《English à Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
⑨
YOUR CHOICE
《English à Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
Before you switch languages, take five minutes to complete CF and RJ.
7
JAPN408_syllabusF14_JFL
Skype Session Sequence
Free Conversation (5 minutes) & Visual-based Conversation (25
minutes)【Language A】
Complete EC or RJ (5 minutes)
Free Conversation (5 minutes) & Visual-based Conversation (25
minutes) 【Language B】 Complete EC or RJ (5 minutes) (1) Submit EC, RJ, and RQ
(2) Complete a writing assignment (in Skype 2, 4, 5, 7, 8)
(3) Submit the interaction recording Visual-based Conversation Sequence
Choose TWO visuals that represent:
(1) American culture & (2) Japanese Culture
Come up with two discussion questions for each
visual
Prepare for the Skype session until you feel
ready to talk about the two visuals in your
target language Skype session! 8
JAPN408_syllabusF14_JFL
VISUAL-BASED TELETANDEM
You are responsible for finding TWO visual aids (e.g., Google
images and maps, photos, YouTube clips, online news, graphs, charts,
and cartoons) that you think best represent the theme of the week. For
instance, if the theme of the week is “Pop Culture,” you will find two
visual aids that represent the theme in (1) Japan and (2) the U.S.
Use your imagination and creativity to find informative and interesting visual aids that
are (a) stimulating, (b) have some intercultural components, (c) have deeper meanings
behind the visual aids, and (d) at the level of your proficiency level.
Let’s imagine that you are an American student studying Japanese. What do you think
represents Japanese pop culture the best? What cultural implications can you draw from the
cultural phenomenon in Japan? What do you think represents American pop culture the best?
Can you find something different or similar between the two countries?
Let’s say you downloaded an image of “AKB48” because you wanted to talk about the
recent idol phenomenon in Japan. Here, you are expected not only to talk about the group but
also to introduce a couple interesting stories (e.g., AKB election, the shaving scandal) and
discuss the meanings behind them. If you chose an image of Japanese salary men reading comic
books in the train, you can compare “Who reads what at when and where and why” and find
similarities/differences between Japan and the U.S.
If you are unfamiliar with a designated topic, you need to do
some research and find a visual that you think represents the two
countries. For instance, you can choose a YouTube clip of “#SELFIE”
and discuss how social media has changed the way people live today.
Once you select two visual aids, your task is to prepare for the Skype session. You should
be able to (1) explain the two visual aids in your target language and (2) come up with two
questions for each visual that can facilitate a thought-provoking discussion. Your partner
will also share two visual aids in his/her target language. Thus, you will talk about FOUR visual
aids in one Skype session, two in English and two in Japanese. ***To avoid a situation where
you and your partner bring the exact same visual aids, it is advisable that you two
communicate your choice in advance via email.
After Skype 2, 4, 5, 7, and 8, spend no more than 30 minutes to write a summary and a
reaction about at least two of the visual aids in your target language. Try to synthesize what
you discussed as much as possible. The more visuals you incorporate for interpretation,
comparison, critical analysis, and evaluation, the better. Do NOT use other resources (e.g.,
Google translate, Wikipedia, online dictionary) during the writing activity.
9
JAPN408_syllabusF14_JFL
Visual-based Conversation: Sample
Theme: Pop Culture
 
 
 
 
1.
2.
3.
4.
STEP SUMMARY
Do some research about the assigned theme of the week.
Choose TWO visual aids (one for Japan and the other for the U.S.).
Prepare for the Skype session: (1) Make sure that you can talk about the two visual aids
in your target language and (2) come up with two questions for each visual.
After Skype, synthesize what you discussed and write (1) the summary of and (2)
reactions to at least two visuals (out of four) that you discussed. The more visuals you
incorporate for interpretation, comparison, critical analysis, and evaluation, the better.
***DO NOT REFER TO ANYTHING WHILE WRITING***
10
JAPN408_syllabusF14_JFL
SAMPLE WRITING
(30 MINUTES MAX)
SKYPE 3: POP CULTURE
きゃりーぱみゅぱみゅは日本文化を象徴する日本人の
歌手です。日本文化を世界にアピールしようという「クール
ジャパン」プロジェクトでも活躍する有名人です。私のパー
トナーによると、彼女のファンは世界中にいるそうです。彼
女の個性的なドレスや歌は「かわいい」日本に憧れを持つ外
国人に面白いと思われるのでしょう。
私は今回スカイプするまで彼女のことを知りませんでしたが、彼女のことがもっ
と知りたくなりました。こんなにインパクトのある人が世界で活躍すれば、日本の文化
を世界に発信するきっかけになると思うからです。今まで日本は車やゲーム機器のよう
に「ハード製品」で世界に進出してきましたが、日本の文化＝「ソフト製品」を世界に
広めることで日本のファンが増え、日本製品を好んで買ったり、日本に頻繁に遊びに来
たりしてくれる人が増えるでしょう。
これに似た現象が日本で数年前にあったそうです。それは「韓流」ブームです。
このブームに乗った人たちは、韓国のドラマや歌手にハマったので、わざわざ韓国まで
有名人に会いに行ったそうです。このブームで韓国が多大な利益を得たというのは言う
までもありません。きゃりーぱみゅぱみゅが日本の救世主として世界で活躍してくれる
ことを期待したいと思います。
下の写真は私のパートナーがアメリカのポップカルチャーを
表すものとして選んだ絵です。マクドナルドの食べ物を持った太り
気味の自由の女神の絵です。私のパートナーがこの絵を選んだこと
に正直びっくりしました。日本の人は本当にアメリカのポップカル
チャーがマクドナルドだと思っているのでしょうか。
もちろん、アメリカにはファストフードチェーンがたくさん
あります。ヘルシーじゃない食べ物を売っているお店も多いですが、最近では健康に気
を付けたメニューもあります。元々、アメリカでファストフードが発達した背景には
「手軽で時間がなくても食べられる」食べ物を「とにかく安く」買いたいというアメリ
カ人の希望があったと思います。つまり、ファストフードが発達した背景にはアメリカ
人の時間的概念や経済格差などの社会問題があるのです。海外の人に、マクドナルドが
アメリカを代表するポップカルチャーだとは思ってほしくないですが、マクドナルドが
発達した理由を考えるのは面白いかもしれません。
For glossed text: file:///Users/Yuka/Downloads/dokkai.html
11
JAPN408_syllabusF14_JFL
Corrective Feedback Sheet (CF)
Corrected
COMPLETE THIS SECTION AFTER ENGLISH INTERACTION (5 minutes)
(1) How often and what types of errors did you correct?
(2) If you remember some example errors, write them down as well.
TYPES
COUNT
TOTAL
EXAMPLES
Grammar
5
•
Past tense missing sometimes
•
He said, “It gets bored”. I rephrased
it by saying, “It gets boring.”
12
2
Corrected
Pronunciation
•
•
Corrected
Vocabulary
(Word choice)
12
•
◯ a tall building vs. x a high
building
◯ The city has a number of people.
x The city’s population is many.
Work vs. Walk
JAPN408_syllabusF14_JFL
Reflection Journal (RJ)
COMPLETE THIS SECTION AFTER JAPANESE INTERACTION (5 minutes)
What did you notice about…? Who said it? (Check as many Was this new to you?
as you want)
No, heard
Pronunciation
My
Me
In the
Yes,
No,
of
it
partner
visuals
new
knew it
(e.g.) I got corrected: アニミ à
アニメ
1.
2.
3.
4.
5.
Grammar
(e.g.) 行かなきゃ? 行かなけれ
✔
✔
My
partner
✔
Me
My
partner
✔
Me
My
partner
Me
In the
visuals
Yes,
new
No, heard
of it
No,
knew it
✔
ば? 行かなくては? Confusing…
1.
2.
3.
4.
5.
Vocabulary
(e.g.) When to use の vs. こと
1.
2.
3.
4.
5.
Content
In the
visuals
Yes,
new
No, heard
of it
No,
knew it
✔
In the
visuals
✔
Yes,
new
No, heard
of it
No,
knew it
✔
✔
(e.g.) What is “pop culture”?
1.
2.
3.
4.
5.
13
JAPN408_syllabusF14_JFL
Reflection Questions (RQ)
COMPLETE THIS SECTION AFTER INTERACTION:
Please rate the following statements on a scale of 1 (strongly disagree) to 5 (strongly agree).
1. I enjoyed today’s Skype session.
1
2
3
4
5
2. I am satisfied with my general performance today as a learner.
1
2
3
4
5
3. I am satisfied with my general performance today as a tutor.
1
2
3
4
5
4. I corrected my partner’s errors most of the time.
1
2
3
4
5
5. My partner corrected most of my errors.
1
2
3
4
5
6. I was familiar with today’s theme (Japanese culture).
1
2
3
4
5
7. I was familiar with today’s theme (American culture).
1
2
3
4
5
Other Comments: ______________________________________________________________
CONTACT HOURS:
1. Approximately how long did you study Japanese in class this week?
__________ hours
2.
Approximately how long did you study Japanese outside the class this week (e.g.,
homework)?
__________ hours
3.
Approximately how long did you use Japanese with non-native speakers of Japanese outside
the class?
__________ hours
4.
Approximately how long did you use Japanese with native speakers of Japanese outside the
class?
__________ hours
14