Teaching Japanese to Foreign Students: Course Design

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Teaching Japanese to Foreign StudentsCourse
Design

• Presenters
• Kota Tanaka 20250095
• Momoyo Otsuka 20250133

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0bjective

• To design a Japanese language course for foreign
  students at NUCB.

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Outline

• 1 The stages of course design
• 2 Five kinds of syllabus
• 3 The example of business person A-san
• 4 Our seminars course design projectTeaching
  Japanese to foreign students at NUCB

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The stages of course design

• a) Needs and readiness analysis
• b) Setting goal
• c) Syllabus and curriculum design
• d) Classroom activities
• e) Evaluation and consulting
• f) Revision and modification

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a) Needs and Readiness Analysis

• Searching for learners background.
• Discovering learners background
• by questionnaire or interview.

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• Why do you study?
• For example, to enter Japanese university or
  job..
• 2) Which do you want to learn most, such as,
  listening, speaking, reading or writing?
• 3) How did you study?
• 4) About learning schedule, history and learning
  condition.
• For example, time, period, mother tongue,
  nationality

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c) Syllabus and Curriculum Design

• What does teacher teach?
• Making syllabus according to needs analysis.
• How does teacher teach?
• ? Learning aim in whole course.
• ? Aim for each step of learning.
• Learning content
• Class time.
• Class organization.
• Class schedule per a class.
• Teacher who takes charge of class.
• ? Teaching method. Class activity.
• ? Teaching materials.

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d) Classroom activities

• Teachers and learners do classroom activity to
  attain their goal.
• Not only in the class, but also out of the class.

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e) Evaluation and Consulting

• Exams Evaluation of learners
• Problem from their grades.
• Problem? --gt modify the course design
• Speak to each of learners about their course and
  content of learning.

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f) Revision and Modification

• Review the course design again and again.
• Modify the course design
• Reflect and improve next course.

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Five Kinds of Syllabus

• Structure
• Function
• Place
• Topic
• Skill

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Structure

• First easy grammar
• Then adjective, verb and question
• Finally the passive voice and polite language

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Function
Request/ ??

• Takes notice of function of language in
  conversation

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Place

• The expressions that are needed in a situation

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Topic Syllabus

• Collecting topics to match students interests
• Good for discussion

Hobby Family Social Culture
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Skill

• Decide which skills are most important

Listening Speaking Reading Writing
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The example of businessperson A-san

• A-san needs
• Kanji
• Technical vocabulary

• Syllabus
• Skills Reading
• Topical Interests

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The example of businessperson A-sanPreparation
and how to teach

• Preparation
• Chooses some article, and writes kana on kanji
• Explains expression of main words and records a
  tape.
• Check the words and expressions

• How to teach
• Use the headline of article, and guess
  information
• Find pattern of informal talk in the reading and
  think about the subject

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Teaching Japanese to foreign students at
NUCBNeeds readiness analysis

• Why are they studying Japanese?
• Like Japan and Japanese
• Economic and translation
• What skills do they need?
• Mainly speaking and listening
• Few students reading and writing
• What topics are they interested in?
• Economics, culture, sports and society

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Needs readiness analysis (Continued)

• Do you want to work in Japan?
• Translator, Accountant and International trading
  company
• Have they ever studied Japanese?
• All of them studied Japanese.
• How long have they studied Japanese?
• Average 3month

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Conclusion

• These learners needs
• Situation syllabus
• Topical syllabus
• Skill syllabus

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Situation syllabus

• Necessary
• At the hospital
• How to ride on a subway
• At the shopping

• Not necessary
• At the hotel
• At the travel agent

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Topical syllabus

• Mainly Economics
• Also sports, culture, society

Skills syllabus

• Mainly speaking and listening

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Our seminars course design project current
status

• Started teaching early November
• Classes are once a week
• Two teachers with two learners
• Seminar students reflect on teaching, and improve
  course design

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Thank you for listening