Kiyo Roddis
Cardiff University, UK
This paper presents a teaching practice on UWLP (University Wide Language Programme) Japanese beginners' courses that benefits learners' autonomic and comprehensive learning by the introduction of regular self-expressive writing activities from the ab initio stage. The format of the practice is based on a methodological approach devised by Kawaguchi (2016).
The approach encourages active participation from the learners, using specifically designed Kana (Japanese phonetic character) charts. In each class, 'contextualisation' and 'personalisation' of the target contents are ensured by flexibly extracting and using the vocabulary and phrases that are relevant to learners, thereby connecting individual interests with learning of the target language (TL). Conversations are prompted through these 'personalised' vocabulary and phrases, which is followed by a writing activity to consolidate the learners' understanding and expand their self-expression skills in the TL. The written work is then shared in class, and used for other exercises such as reading/ listening comprehension and prosody-oriented training, through which peer-learning is facilitated.
Whilst it can be a challenge to incorporate regular writing activities within the limited lesson time, various benefits of this approach have been observed. This paper will explore the ways in which connecting oral and written activities benefit and enhance learning. Such benefits include stimulating learners' motivation to learn and maintaining their concentration whilst maximising each learner's potential. Furthermore, it increases opportunities for the teacher to assess each learner's competence and offer more individualised support in a classroom environment.
Writing activity in this approach help accommodate learners' desire to express themselves and what matters to them in the TL, it also generates a sense of fulfilment on completion of written text in the TL. It also offers learners opportunities to self-evaluate their skills and knowledge as they learn, resulting in a more conscious engagement and learning. In the context of learning Japanese as a foreign language, the approach also had a marked benefit in helping learners' acquisition of Kana skills. The majority of learner feedback concerning the writing activities is positive, showing that they also value its benefits.
The practice has provided an opportunity to reflect on what is effective and meaningful 'communication practice' in the context of language learning outside the TL country.
本発表は、高等教育機関での課外外国語クラスにおけるゼロ初級からの「書く」活動実践例について述べる。実践は、川口(2016)が提唱する教育理念と初級指導法を基盤とした。課外外国語コースでは、限られた授業時間内に4技能をバランスよくかつ効率的に指導するのが課題のひとつであり、また、目標言語で表現したいという欲求に応え、それができるという達成感を与えることは学習意欲を持続するための鍵だと言える。本発表では、授業内での定期的な自己表現作文活動から得られたこれらの課題に対する成果や、観察されたメリット、ならびに学習者からの反応などについて報告する。
References:
- Kawaguchi, Y. (2016) No More Textbook Worries! A Complete Ideabook to the Contextualisation and Individualisation of Elementary Grammar for Japanese Teachers. Tokyo: Coco Publishing Co., Ltd. *Published in Japanese language
- Williams, M. & Burden, R.L. (1997) Psychology for Language Teachers: A social constructivist approach. Cambridge: Cambridge University Press.
- White, R. & Arndt, V. (1991) Process Writing. Harlow: Longman
Kiyo Roddis is a Tutor in Japanese at Cardiff University, currently teaching as part of the UWLP (Languages for All). She holds an MSc in Education (Cardiff University) and a PG Diploma in Teaching Japanese as a Foreign Language (IIEL). Kiyo has over 10 years of experience in teaching Japanese at various levels and contexts, as a specialist and non-specialist subject. Her particular interests are innovative and learner-oriented/ constructivist approaches to classroom teaching that enhance the learning experience, and motivation. Kiyo has published two short papers and presented her practice on a number of occasions.