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| January,
1999 |
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| Most language
teachers agree that it is important to use the target language in
class, but for various reasons they do not consistently do so. This
handbook is designed for teachers who do not feel confident enough
to use Japanese as the main language of communication with their classes,
and for teachers who do use Japanese in the classroom but want to
improve their technique or proficiency. To raise awareness in students
of Japanese as a natural communication tool and hence maximise the
benefit of using the target language in class, it is important to
start using it from the very beginning, so we are focusing on primary
and junior secondary level Japanese classes where Japanese is usually
introduced. |
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| WHY USE THE
TARGET LANGUAGE? |
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| Communicative
Japanese learning environment |
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If the teacher
creates a Japanese learning environment through classroom use of
the target language supported by stimulating visual materials, this
encourages learners to use the language themselves, and promotes
interaction in the target language
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| Language in
context |
| The classroom
setting provides an opportunity for learners to relate the language
they are learning to a real life situation. |
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| Teacher as
role model |
| If the teacher
conducts the lesson in the target language, it gives learners a strong
message that their language study is valid. If not, learners may get
a mixed message about the value of their study. |
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| Comprehensible
input |
| To learn a language,
learners need language input, so teacher talk in the target language
plays a valuable role. However, what is said must be comprehensible,
otherwise learners may lose interest or feel threatened. |
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| Maximising
learning time |
| Particularly
in primary or junior secondary school, language lesson time is limited,
so it is important to use the time effectively and expose learners
to as much language as possible to promote learning. |
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| The classroom
setting is one where teachers and learners are involved in tasks.
In order to carry out these tasks they use various functions such
as making requests, giving instructions, asking questions, responding,
explaining, asking for confirmation, asking for clarification, giving
encouragement etc. |
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| How many of the
following do you do in the target language? |
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1.
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greeting |
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2.
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taking roll call |
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3.
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giving basic instructions |
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4.
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praising/giving feedback |
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5.
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scolding/disciplining |
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6.
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explaining how to do games, activities |
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7.
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presenting new language 8. chatting/asking questions |
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| When teachers
were asked, many said they used Japanese for certain basic functions
(1-5), but they tended not to use it for the others (6-8) because
they felt it was too difficult for them to say in Japanese, or for
the students to understand. However in order to create a communicative
environment in the classroom it is important to use the target language
as often as possible, and to use a variety of functions, not just
basic instructions. Using this resource you can work through a number
of activities for using basic classroom functions, and build up your
classroom Japanese for explanations and spontaneous talk. There are
three units: |
| Unit
1 |
Simple classroom language - This unit covers basic classroom
instructions |
| Unit
2 |
Explaining games and activities This unit covers the technique
of giving explanations and the language needed |
| Unit
3 |
Language of social interaction This unit covers questioning
techniques and spontaneous classroom talk |
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| Each unit consists
of five sections: |
| (1) |
Starting point checklist |
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The
starting point checklist provides the opportunity for you to
reflect on and analyses your current approaches and strategies
in the use of teacher talk in Japanese. It enables you to consider
any possible changes or improvements you could make, and to
evaluate your use of Japanese and your performance in class.
By using this checklist as a starting point, you can set clear
personal goals. |
| (2) |
Suggested procedure and key language of teacher talk |
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This
section provides a procedure for applying specific teacher talk
to the classroom situation, and includes methodology and example
expressions. |
| (3) |
Student
talk |
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This
section covers the student talk related to the above teacher
talk. In the communicative classroom, the ideal situation is
for communication to occur both ways. It lists example expressions
and gives guidelines for introducing and reinforcing these through
activities and songs. |
| (4) |
Suggested
activities |
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This
section provides a number of activities for introducing and
reinforcing the language presented. |
| (5) |
Progress
checklist |
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This checklist provides an opportunity for you to reflect on
your classroom practice after a period of time, and to become
aware of change or improvement in your use of teacher talk and
student response. It can help you analyse any problems and set
further goals. |
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In this
resource we have attached romaji letters above the Japanese
to help in reading. We have used spelling related to the kana
syllabary, but in some cases we have followed pronunciation,
eg. the particles 'wa' and 'o' etc.
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| PERMISSION
TO COPY |
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The Activity
Resources are copyright. However, the Japan Foundation Sydney Language
Centre gives permission to teachers to copy without commercial gain
in quantities sufficient for use by students.
This edition
was produced by the advisory lecturers; Yoshiko Furukawa, Cathy
Jonak and Himiko Negishi. The lecturers would appreciate teachers'
comments and feedback on this resource, and welcome any enquiries.
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©The Japan
Foundation Sydney Language Centre
Level 12, 201 Miller Street, North Sydney, NSW 2060 AUSTRALIA
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