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はじめまして。ジョージ です。わたしは あめりか ししゃの えんじにあ です。 わたしの しゃちょうは さとう さん です。 わたしは たいわんじん です。 きのう ひとり で にほんに きました。あさって あめりかに かえります。わたしの けいたいの でんわばんごうは きゅしちさんの きゅはちいちの はちはちごきゅう（973-981-8859） です。よろしく おねがいします。
- George Liao
Monday, February 26, 2007
Composition Final
My composition is finally done! It was a little tricky getting all the long vowels to come out correctly (and also, typed hiragana is a little different from written hiragana, so that was a little tricky too) but I think it is completely correct. Hope it's good.
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- George Liao
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- George Liao
Sunday, February 18, 2007
Midterm Exam!
It's kind of crazy to think that it's almost time to think about the midterm exam. I feel like I haven't been studying Japanese that long at all (I haven't, it's only been about a month!). I am rather impressed with the fact that I can already read and write in hiragana (well, hopefully, I'll be much better at it after I study tonight).
As for the midterm though, I think the best way to review the material that we have already learned would be direct translations from English to Japanese. Of course, a quick vocab section in the front would not be a bad way to make sure we're keeping up with our vocabulary requirements.
I think the regular homework that we are assigned is the best form for the midterm to be in (but not having the same sentence construction constantly being reused). The Quiz 1 that we did once for homework didn't seem like a very good quiz to me -- it wasn't very intuitive and I don't feel it tested my mastery of the information very much.
わたしはきのううちにかえりました。
I am going to start practicing writing in Japanese. It'll be good practice for the midterm and final.
Yes, I did go home yesterday. It was Chinese New Year's, went home for dinner with family.
As for the midterm though, I think the best way to review the material that we have already learned would be direct translations from English to Japanese. Of course, a quick vocab section in the front would not be a bad way to make sure we're keeping up with our vocabulary requirements.
I think the regular homework that we are assigned is the best form for the midterm to be in (but not having the same sentence construction constantly being reused). The Quiz 1 that we did once for homework didn't seem like a very good quiz to me -- it wasn't very intuitive and I don't feel it tested my mastery of the information very much.
わたしはきのううちにかえりました。
I am going to start practicing writing in Japanese. It'll be good practice for the midterm and final.
Yes, I did go home yesterday. It was Chinese New Year's, went home for dinner with family.
Monday, February 12, 2007
Falling Behind
I feel like this past week has been a rather busy week for me. I've been pretty swamped with work from my other classes, and even worse it seems like Japanese class has picked up a lot more rapidly in terms of workload.
Learning how to conjugate verbs was very exciting and interesting but at the same time rather difficult. It was good because now we can make some more complicated sentences, but bad also because I need to study more (I guess that's not so much of a bad thing!). My only concern is that I will fall farther behind -- so I guess I should wrap up this blog so I can do some review!
Learning how to conjugate verbs was very exciting and interesting but at the same time rather difficult. It was good because now we can make some more complicated sentences, but bad also because I need to study more (I guess that's not so much of a bad thing!). My only concern is that I will fall farther behind -- so I guess I should wrap up this blog so I can do some review!
Sunday, February 4, 2007
Examinations and Short Presentations
A) しけん (Examinations)
1. What is your definition of “examination”? What is “examination” for you? What is “examination” supposed to be? Why does “examination” exist? What is "examination" for?
My definition of an examination is a procedure used to determine how well a person is mastering the material that he or she is supposed to be learning. For me, an examination has always been the kinds that are administered in the schools here in the United States. That is, for the most part, you walk in, having studied the night before (hopefully), and given a set of questions you need to answer them to the best of your abilities without help from other people or things. Of course, examinations don't always have to be like this. Anything that can provide a reasonable measure of your abilities counts as a valid examination (many of these can be less painful, such as an oral examination).
2. What are the positives and the negatives to have more examinations in our Japanese class? State both and write your opinion.
The positives of more examinations in our Japanese class are simple -- it would force the students to stay on top of the material more so that they are learning consistently instead of cramming the night before an exam. Of course, the negatives are that it takes up valuable class time that could otherwise be used for learning, and also forces students into a more rigid and less enjoyable schedule. Personally, I am against more examinations. As a rather busy student, I like having more freedom in my schedule. Most importantly, however, Japanese is a class that most of its students take because they want to learn -- not because they have to. Thus, the benefit of forcing students to stay on top of their material more is negated since students that want to learn tend to be on top of their material regardless.
B) プレゼンテーション (Short-Presentation)
Do you think it is a good idea to have a short presentation on something Japanese in class (either in Japanese or English)? Why?
I think it would be a good idea to have a short presentation on something Japanese in class only if it helps us with our language development. It should be short and not take up much time -- maybe devote half of one class time to it. But it should definitely be completely in Japanese, although not very harshly graded since public speaking is difficult for most.
1. What is your definition of “examination”? What is “examination” for you? What is “examination” supposed to be? Why does “examination” exist? What is "examination" for?
My definition of an examination is a procedure used to determine how well a person is mastering the material that he or she is supposed to be learning. For me, an examination has always been the kinds that are administered in the schools here in the United States. That is, for the most part, you walk in, having studied the night before (hopefully), and given a set of questions you need to answer them to the best of your abilities without help from other people or things. Of course, examinations don't always have to be like this. Anything that can provide a reasonable measure of your abilities counts as a valid examination (many of these can be less painful, such as an oral examination).
2. What are the positives and the negatives to have more examinations in our Japanese class? State both and write your opinion.
The positives of more examinations in our Japanese class are simple -- it would force the students to stay on top of the material more so that they are learning consistently instead of cramming the night before an exam. Of course, the negatives are that it takes up valuable class time that could otherwise be used for learning, and also forces students into a more rigid and less enjoyable schedule. Personally, I am against more examinations. As a rather busy student, I like having more freedom in my schedule. Most importantly, however, Japanese is a class that most of its students take because they want to learn -- not because they have to. Thus, the benefit of forcing students to stay on top of their material more is negated since students that want to learn tend to be on top of their material regardless.
B) プレゼンテーション (Short-Presentation)
Do you think it is a good idea to have a short presentation on something Japanese in class (either in Japanese or English)? Why?
I think it would be a good idea to have a short presentation on something Japanese in class only if it helps us with our language development. It should be short and not take up much time -- maybe devote half of one class time to it. But it should definitely be completely in Japanese, although not very harshly graded since public speaking is difficult for most.
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