Module Catalogue 2025/26

Pre Requisite Comment

Students may take the module without having studied LPJ1003 provided that they have the required entry level (please consult with the teacher). This includes the abilities to read and write all hiragana and katakana characters.

Co Requisite Comment

N/A

Aims

Students should be familiar with the very basic structures of the language and survival vocabulary (numbers, days of the week, etc.). However, they may still feel insecure and will only be able to form very simple sentences. The aims of this course are to consolidate what students already know through systematic revision and provide them with the following:

i. Basic communication skills for coping with simple, though not completely stereotypical situations in everyday life in the foreign country;
ii. More confidence than would be expected from beginners;
iii. A basic awareness of their own language learning strategies;
iv. A personal interest in the countries where the foreign language is spoken and their people;

This is the first part of an Japanese Elementary course designed with the non language specialist in mind. It is intended for false beginners (i.e. students who may have studied the language before, but not to GCSE, or who may have a GCSE in the language but haven’t studied it in several years). The module covers the four skills: writing, reading, speaking and listening. At the end of the module, students will have gained a body of vocabulary and grammatical structures sufficient to allow them to communicate orally and in writing with reasonable confidence at a basic user level. They will have also gained some knowledge of the culture of Japan.

Outline Of Syllabus

・Self introduction/ talk about family/ language.
・Hobbies/ read and write simple comments on a website.
・Seasons/ climate.
・Talk about the weather/ phone conversation about the weather.
・A place/ area of recommendation/ interest.
・Directions to a place/ Describe the features of a building.
・Make appointments/ Apology for being late.
・Invitation/ Respond to an invitation.
・Studies of foreign languages/ ask for help/ respond to requests.

Intended Knowledge Outcomes

All areas of grammar, vocabulary and background knowledge related to the skills listed below.

Intended Skill Outcomes

Reading

* Can read approx. 140 kanji words.
* Can understand short, simple texts containing the highest frequency vocabulary.
* Can understand short, simple personal letters and emails.
* Can find specific, predictable information in simple everyday material such as advertisements, menus and timetables.
* Can understand everyday signs and notices in public places such as streets, restaurants, railway stations.
* Can understand instructions on equipment in everyday life, when expressed in simple language.

Writing

* Can write a series of simple phrases and sentences about their family, living conditions, educational background, present or past job, if any, using hiragana, Katakana and some Kanji
* Can link sentences with simple connectors like 'and', 'but' and 'because'.
* Can write short, simple personal letters or emails.

Speaking

* Can describe him/herself, living conditions, educational background, present or past job, if any.
* Can describe people, places and possessions in simple terms.
* Can give a short rehearsed, basic speech on a familiar subject.
* Can answer straightforward follow up questions if s/he can ask for repetition and if some help with the formulation of his/her reply is possible.
* Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with study and free time.
* Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next.
* Can handle short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord, though s/he can be made to understand if the speaker will take the trouble.
* Can use simple everyday polite forms of greeting and address.
* Can make and respond to invitations, suggestions and apologies.
* Can say what s/he likes and dislikes.
* Can answer simple questions and respond to simple statements in an interview.

Listening

* Can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters which are delivered slowly and clearly.
* Can understand phrases and expressions related to areas of most immediate priority (e.g. basic personal and family information, shopping, local geography, study) provided speech is clearly and slowly articulated.
* Can generally identify the topic of discussion around him/her, when it is conducted slowly and clearly.
* Can understand simple directions relating to how to get from X to Y, by foot or public transport.

Teaching Rationale And Relationship

1. Teaching in the language seminars will focus on communication skills. Grammar will be taught systematically to enable students to produce and manipulate the foreign language. Use of the target language will be made as much as possible to develop listening skills. All four skills: listening, reading, writing and speaking are fully integrated in the language seminars and associated work and preparation, and will be tested equally.

2. Independent learning and learner autonomy are further developed through online guided tasks, pair and group work, assessment preparation and completion, and self-study at home, via the University’s Virtual Learning Environment (VLE) and in the Language Resource Centre. Particular initiative is expected from students, e.g. course participants will be asked to contribute their own materials to the classes and activities.

Assessment Rationale And Relationship

The portfolio will help students assess their progress and identify their strengths and areas for improvement. It will test student’s ability to communicate effectively, identify relevant information and produce a structured text in the target language.

General Notes

N/A