Teaching Japanese 100Level
You must refer to the compulsory reading for your chosen topic (see below)
Structure of the research assignment
Your research assignment should be structured in essay format with an introduction, a body and a
conclusion.
In your introduction you should provide a context for your discussion. The context is background
information that helps the reader to understand:
What your discipline area is and what your microteaching topic is.
Why the assignment topic is relevant to learning and teaching in your discipline area in general and to
your microteaching topic in particular.
My topic is teaching japanese100level.
Write in paragraph form. Dot points or numbered points are not acceptable. Subheadings are not
required.
For this assignment it is acceptable to use first person (e.g. ‘I’, ‘my’)
TEACHING JAPANESE 100LEVEL 2
Teaching Japanese 100 Level
Micro-teaching as a technique can be employed in teaching several languages and issues.
One of the teaching areas that can be enhanced using microteaching is the teaching of Japanese
100level. Micro-teaching and the teaching of Japanese 100 Level have a robust relationship,
which is based on the relevance of the teaching Japanese 100 Level to microteaching. Besides,
my microteaching topic, which is teaching Japanese100 Level, is relevant to the learning and
teaching in several ways. Taking these aspects into consideration, there is a need to comprehend
what microteaching and teaching Japanese100 Level involves alongside the relevance of
teaching Japanese100 Level to microteaching.
Microteaching refers to a technique that is aimed at practicing and improving teaching
skills. This technique often takes into consideration a lesson that is based on one/single teaching
skill/expertise that is observed during a limited period, such a single class session. A video is
often employed in recording the teaching session after which it is evaluated and the teaching skill
analyzed. In the teaching of Japanese 100 Level, educators should avoid being extremely open
about their affective goals/objectives despite being worried about the charges of brainwashing or
indoctrination (Magdalena, Francisco & Garcia, 2008). Microteaching takes into consideration
six steps that include planning the topic of the lesson, employing a targeted skill in teaching the
TEACHING JAPANESE 100LEVEL 3
lesson, collecting feedback’s from the performances of trainees, re-planning with the aim of
modifying the plan in relation to the feedback, re-teaching the lesson and integrating changes,
and completing the re-feedback in relation to the modified behavior of the trainees.
Microteaching acts as an efficient tool for improving/advancing and mastering
specific/particular teaching expertise by modifying the behavior of teaching and employing real
situations of teaching (Magdalena, Francisco & Garcia, 2008). In relation to this, the complexity
associated with the process of teaching is reduced to controllable and observable teaching
contexts, which enable trainees to enhance techniques in a basic sequence of steps. Considering
this aspect, it can be argued that microteaching is skill-oriented.
Japanese 100 Level takes into consideration the teaching of the Japanese language. Some
of the materials that can be employed in teaching Japanese 100 Level are the Genki I work book
and textbook. In relation to this, learners can be made to learn Japanese starting from the basic
components/constituents of this language to its complex components (Magdalena, Francisco &
Garcia, 2008). This topic focuses on teaching learners how to read and write in Katakana and
Hiragana. In addition, this topic also focuses on ensuring that learners are acquainted with at
least 145 Kanji. Some of the methods that can be employed in equipping learners with
knowledge in Japanese are homework, speaking assignments, wring assignments and tests.
The teaching of this topic can also be enhanced by using skills such as teaching learners
at the pace that deserves them. Moreover, techniques such as discussions, peer involvement,
problem-based learning, simulations, engaging with role models, group analysis and
perspective/opinion sharing via reflection can also be employed in enhancing the teaching of this
topic (Magdalena, Francisco & Garcia, 2008). Appropriate employment of multimedia can also
help in triggering responses from learners in relation to the learning of Japanese 100 Level. The
TEACHING JAPANESE 100LEVEL 4
completion of the 12 chapters, which are associated with Genki amounts to the completion of the
Japanese 100 Level course.
Educators should also take into consideration the affective domain when teaching
Japanese 100 Level. Affect domain takes into consideration individual’s values, behaviors, and
attitudes. It also includes the ability/potential to listen, respond/reaction interactions with others,
demonstrate values or attitudes’ appropriateness to certain circumstances, demonstrate
consideration and balance, and ability to display dedication to principles practice on a routine
basis (Magdalena, Francisco & Garcia, 2008). Furthermore, educators should also manage to
revise their judgment or decisions and change/alter behavior in relation to new evidences
encountered in the teaching process.
The assignment topic, which involves the extension of my microteaching activity into 1
hour lecture on my microteaching topic, is relevant to learning and teaching within my discipline
area. Taking into consideration the fact that learners often benefit more from face-to-face
teaching session, this assignment topic helps in equipping individuals with skills on face-to-face
teaching. In relation to this, the assignment topic is relevant to the discipline of micro-teaching,
which requires face-to-face confrontation of learners. Being that teaching of languages such as
Japanese 100 Level requires face-to-face encounter with learners, this assignment topic is
relevant to my microteaching topic, which is teaching Japanese 100 Level. Learners’
understanding of languages can is often enhanced when they can observe the educator.
Pronouncing of certain words require that the leaner observe the educator’s gestures. Besides,
words that express emotions can be comprehended in an effective manner when learners can
observe the gestures of educators (Magdalena, Francisco & Garcia, 2008). Being that this
TEACHING JAPANESE 100LEVEL 5
assignment topic allows for face-to-face encounter with learners it facilitates the understanding
of my chosen topic.
In conclusion, microteaching is a technique, which focused on aimed at practicing and
advancing teaching skills. One the topics involved in this discipline is teaching Japanese 100
Level. The assignment activity issued in the course allows for the face-to-face encounter with
learners, which makes it relevant to microteaching discipline and my microteaching topic.
References
Magdalena, S; Francisco, L; García, R, (2008). Learning outcomes for
sustainable development in higher education. International Journal of Sustainability in Higher
Education, 9(3). 339-351
