Japanese (EALJ)

This course is designed for students who have not studied Japanese language before. The goal of this class is to gain an acquisition of the four basic language skills in Japanese-reading, writing, speaking and listening. Students will learn to read and write Hiragana, Katakana and 15 Kanji. This course covers Lessons 0-3 in TOBIRA I : Beginning Japanese .

This course is a continuation of Elementary Japanese I. It is the second half of the two 3-credit course sequence (Elementary Japanese I and II) that covers the same materials as the 5-credit First Year Japanese I. Upon completion of this course, students will be ready to enroll in First Year Japanese II (5 credits) in the following spring semester. Students will continue their acquisition of the four basic language skills in Japanese: reading, writing, speaking, and listening. The emphasis of the course will be on mastery of the fundamental grammatical structure of Japanese through aural-oral exercises and practice. The course covers Chapters 4-6 of Tobira 1. Mastery of hiragana, katakana and kanji, taught in EALJ 10001, is assumed. Additional 53 kanji will be introduced.

This course is designed for students who have not studied Japanese language before. The goal of this class is to gain an acquisition of the four basic language skills in Japanese-reading, writing, speaking and listening. Students will learn to read and write Hiragana, Katakana and Kanji. This course covers Chapter 1-5 in Tobira l: Beginning Japanese. First year Japanese I is a 5 credit course; students should enroll in one MWF (EALJ 10111) section and one TR (EALJ 11111) drill.

This course is designed for students who have completed the equivalent of First-Year Japanese I. The goal of the course is to further develop proficiency in the four basic language skills--reading, writing, speaking, and listening. The course covers Lessons 6-10 of TOBIRA I: Beginning Japanese. Mastery of hiragana, katakana, and the 49 kanji introduced in First-Year Japanese I is assumed; an additional 90 kanji will be introduced. First-Year Japanese II is a 5-credit course. Students should enroll in one MWF (EALJ 10112) section and one TR (EALJ 11112) drill section.

In this course, students choose their own Japanese reading materials from the Hesburgh Library Collection and read them independently at their own pace using the Extensive Reading method. Tadoku (Extensive Reading) means to read books for students' own pleasure, at a difficulty level at which they can read smoothly and quickly without looking up words or translating. Students will read many books that are at or slightly below the level at which they read fluently, while the instructor carefully monitors their reading behavior and gives advice and suggestions. Students will gradually develop vocabulary and kanji knowledge, prediction skills, and skills to read more complex sentences with ease. The focus of the class will be individual reading activity and consultations with the instructor. Additional activities, such as group discussions, journal writing, presentations, and shadowing may be incorporated into the class.

In this course, students choose their own Japanese reading materials from the Hesburgh Library Collection and read them independently at their own pace using the Extensive Reading method. Tadoku (Extensive Reading) means to read books for students' own pleasure, at a difficulty level at which they can read smoothly and quickly without looking up words or translating. Students will read many books that are at or slightly below the level at which they read fluently, while the instructor carefully monitors their reading behavior and gives advice and suggestions. Students will gradually develop vocabulary and kanji knowledge, prediction skills, and skills to read more complex sentences with ease. The focus of the class will be individual reading activity and consultations with the instructor. Additional activities, such as group discussions, journal writing, presentations, and shadowing may be incorporated into the class.

EALJ 11111 is the lab corequisite of EALJ 10111

This course is designed for students who have completed the equivalent of First-Year Japanese I. The goal of the course is to further develop proficiency in the four basic language skills--reading, writing, speaking, and listening. The course covers Lessons 6-10 of TOBIRA I: Beginning Japanese. Mastery of hiragana, katakana, and the 49 kanji introduced in First-Year Japanese I is assumed; an additional 90 kanji will be introduced. First-Year Japanese II is a 5-credit course. Students should enroll in one MWF (EALJ 10112) section and one TR (EALJ 11112) drill section.

This course will provide students with the necessary tools for communicating in Japanese. The course will lay a foundation for the student, whereby he or she may continue in self-study, or pursue formal college level coursework. Following the introduction of certain basic daily greetings, the course will begin by learning Japanese to identify and utilize the Japanese syllabary. Throughout the course we will systematically introduce grammatical concepts and integrate them into natural dialog. By the end of this course, students will have developed a sufficient knowledge base suitable for continued study.

This course is designed for students with no or little background in Japanese and aims at developing communication skills in Japanese, integrating four skills - speaking, listening, reading, and writing. The emphasis is put on thorough mastery of the basic functional grammar of Japanese through oral practice.

Students will learn to read hiragana, katakana, and recognize 150+ kanji terms. Grammar covered will be lessons 1-12 of Situational Functional Japanese (SFJ)

This comprehensive Japanese language communication course for near beginners is designed for students who have mastered about 60 kanji and have had around 50-100 hours of instruction in Japanese language at the college level. Although students will practice all four skills, more focus is placed on speaking and interaction. Students will learn important basic Japanese grammar such as expressions of aspects/comparisons, short forms of verbs and adjectives, and various noun modification patterns. About 90 new kanji and important vocabulary for everyday usage are also introduced. Students are required to participate actively in class in order to fully develop their language proficiency. Each Monday, Tuesday, Thursday, and Friday mornings are one 100-minute class. TJ - Tokyo, Japan: This course is designed for students who have some knowledge of basic grammar and have already been familiar with hiragana, katakana and some kanji. It aims to develop language proficiency in Japanese, integrating four skills: speaking, listening, reading, and writing. The emphasis is put on thorough mastery of basic functional grammar of Japanese through oral practice. Communicative activities that use real life situations are frequently conducted through pair/group work. We will cover Lesson 9 to 20 of Situational Functional Japanese (SFJ).

This course is designed for students who have completed one year of college-level Japanese or its equivalent. Students will build on their acquisition of the four basic language skills of reading, writing, speaking and listening from first year; they will increase their fluency in both speaking and listening, construct increasingly longer and more complex sentences, and recognize and produce approximately 235 kanji. This course covers Chapters 11-15 in Tobira II: Beginning Japanese. Second Year Japanese I is a 5 credit course; students should enroll in one MWF (EALJ 20211) section and one TR (EALJ 21211) drill.

This course is designed for students who have completed Second Year Japanese I or the equivalent. Students will build on the four basic language skills--reading, writing, speaking, and listening--acquired in the previous courses. They will further develop their fluency in speaking and listening, construct increasingly longer and more complex sentences, and recognize and produce approximately 330 kanji characters. This course covers Lessons 16-20 in Tobira II: Beginning Japanese. Second Year Japanese II is a 5 credit course. Students should enroll in one MWF (EALJ 20212) section and one TR (EALJ 21212) Drill section.

In this course, students choose their own Japanese reading materials from the Hesburgh Library Collection and read them independently at their own pace using the Extensive Reading method. Tadoku (Extensive Reading) means to read books for students' own pleasure, at a difficulty level at which they can read smoothly and quickly without looking up words or translating. Students will read many books that are at or slightly below the level at which they read fluently, while the instructor carefully monitors their reading behavior and gives advice and suggestions. Students will gradually develop vocabulary and kanji knowledge, prediction skills, and skills to read more complex sentences with ease. The focus of the class will be individual reading activity and consultations with the instructor. Additional activities, such as group discussions, journal writing, presentations, and shadowing may be incorporated into the class.

In this course, students choose their own Japanese reading materials from the Hesburgh Library Collection and read them independently at their own pace using the Extensive Reading method. Tadoku (Extensive Reading) means to read books for students' own pleasure, at a difficulty level at which they can read smoothly and quickly without looking up words or translating. Students will read many books that are at or slightly below the level at which they read fluently, while the instructor carefully monitors their reading behavior and gives advice and suggestions. Students will gradually develop vocabulary and kanji knowledge, prediction skills, and skills to read more complex sentences with ease. The focus of the class will be individual reading activity and consultations with the instructor. Additional activities, such as group discussions, journal writing, presentations, and shadowing may be incorporated into the class.

EALJ 21211 is the corequisite lab of EALJ 20211.

This course is designed for students who have completed Second Year Japanese I or the equivalent. Students will build on the four basic language skills--reading, writing, speaking, and listening--acquired in the previous courses. They will further develop their fluency in speaking and listening, construct increasingly longer and more complex sentences, and recognize and produce approximately 330 kanji characters. This course covers Lessons 16-20 in Tobira II: Beginning Japanese. Second Year Japanese II is a 5 credit course. Students should enroll in one MWF (EALJ 20212) section and one TR (EALJ 21212) Drill section.

Taught as NIJ430 - 'Project Work' at a host institution. This course is designed for students who have had fewer than 400 hours of Japanese instruction. Students should have already mastered 200 kanji in order to enter this level. This course is designed to enable students to conduct a project regarding stores in Kakuozan (one of the famous shopping areas in Nagoya) using various types of Japanese language. Students also learn how to give oral presentations on their project work using presentation software. At the end of the course students organize the results of their project into a short paper.

Throughout the course we will learn how to write in an academic fashion in Japanese for essay composition and report fashioning.

This course is designed for students learning Japanese for the first time to familiarize themselves with Japanese characters, and to acquire the skills to write and understand simple sentences.

This course is designed for Japanese III, VI, V and VI students who want to visit an after-school day-care center to have cultural exchange with elementary school students and it is recommended for those who intend to participate in JET program. In this course, students will improve their presentation skills by learning from in-class and off-campus activities. In class, students will 1) prepare presentations and activities for the volunteer work, and 2) reflect on their experience and share with the class what they learned from volunteer work. 3) writing a folk tale from their home country in Easy and Caring Japanese for children in after-school day-care center. Students are required to have two off-campus volunteering activities and write short reports about them. All volunteering is unpaid activity with a not-for-profit organization. According to the COVID-19 guidelines set by Nanzan University, students who have symptoms such as coughing or a runny nose on the day of the off-campus activity, irrespective of what the cause may be, are not allowed to participate in the off-campus activity. All course work is conducted in Japanese. Class enrollment will be limited to 6 students.

Taught as 13000 in Nagoya. Students should be able to recognize approximately 200 kanji characters before starting this course. Stu-dents acquire important grammatical patterns, such as honorific/humble expressions, giving and receiving verbs, conditionals, and causative/passive sentences, and gain a well-balanced command of the four skills of speaking, listening, reading, and writing.

This course covers introductory Japanese grammar, including probability, expressing opinions, reported speech, noun counters, expression for giving and receiving, and passive and causative sentences. Honorific expressions and humble expressions are also introduced with some discourse structures used in daily life. Students should have mastered 150 kanji to enter this level. This course uses Genki II (Lessons 13 to 23).

Students will learn basic grammar and vocabulary to be able to do the four things in Japanese: listening, speaking, reading, and writing about important everyday topics

While the ability to translate Japanese into another language is not an integral part of proficiency in the Japanese language, it is an important additional skill that a student of Japanese will often need in order to pursue advanced courses in Japanese and its related fields in higher institutions. The skill is also essential for many of those who are planning a career in an area where a knowledge of Japanese is required. The course attempts to meet the demands of students at pre-intermediate level (IJ300) who are planning to continue their study of Japanese after finishing the Nanzan program and returning to their home institutions. The aim of this course is the development of translation skills, so the introduction of new vocabulary and grammar is kept to a minimum. Each unit of the course consists of the following elements: review of previous translation work, feedback on homework, and working on current translation. The sentences for translation are based on grammatical structures found in Supplementary Grammar Notes to An Introduction to Modern Japanese. Please note that auditing is not permitted for this course.

TJ - Tokyo, Japan: This course is designed for students who have already acquired basic communication skills in Japanese. It aims to further remaster basic functional grammar of Japanese and develop communicative abilities, integrating four skills: speaking, listening, reading, and writing. Communicative activities that use real life situations are frequently conducted through pair/group work. We will cover Lesson 13 to 24 of Situational Functional Japanese (SFJ).

Through the experience of tea ceremony, this course aims to deepen understanding of the experience that led to the development of Japanese society and to an appreciation of Japanese culture and spirit.

A course designed for students who have completed two years of college-level Japanese. Students will expand their vocabulary and learn approximately 300 new kanji words. They will develop their understanding of Japanese culture, comparing the cultural differences between their own society and that of contemporary Japan. Students will build on their reading, writing, speaking, and listening abilities, conversing in paragraphs, not just sentences, practicing narration and description, and applying more critical and analytical reading and interpretive skills.

A course designed for students who have completed Third year Japanese I. They will develop their understanding of Japanese culture, comparing the cultural differences between their own society and that of contemporary Japan. Students will build on their reading, writing, speaking, and listening abilities, conversing in paragraphs, not just sentences. Third year Japanese II is a 3 credit course.

In this course, students choose their own Japanese reading materials from the Hesburgh Library Collection and read them independently at their own pace using the Extensive Reading method. Tadoku (Extensive Reading) means to read books for students' own pleasure, at a difficulty level at which they can read smoothly and quickly without looking up words or translating. Students will read many books that are at or slightly below the level at which they read fluently, while the instructor carefully monitors their reading behavior and gives advice and suggestions. Students will gradually develop vocabulary and kanji knowledge, prediction skills, and skills to read more complex sentences with ease. The focus of the class will be individual reading activity and consultations with the instructor. Additional activities, such as group discussions, journal writing, presentations, and shadowing may be incorporated into the class.

In this course, students choose their own Japanese reading materials from the Hesburgh Library Collection and read them independently at their own pace using the Extensive Reading method. Tadoku (Extensive Reading) means to read books for students' own pleasure, at a difficulty level at which they can read smoothly and quickly without looking up words or translating. Students will read many books that are at or slightly below the level at which they read fluently, while the instructor carefully monitors their reading behavior and gives advice and suggestions. Students will gradually develop vocabulary and kanji knowledge, prediction skills, and skills to read more complex sentences with ease. The focus of the class will be individual reading activity and consultations with the instructor. Additional activities, such as group discussions, journal writing, presentations, and shadowing may be incorporated into the class.

This class consists of two parts. One is a group discussion led each time by one of the students, who chooses a topic on real-world events and social issues by using various media resources. The other part is individual listening/viewing activities with authentic contexts. Students choose their own audiovisual materials, such as news, movies, animations, music, or recitation, in order to increase their input and improve their overall language proficiency. Through these student-centered activities, students will be able to learn to express more complex ideas and opinions, cultivate critical thinking, work together in teams, and deepen their awareness to become global citizens.

This class consists of two parts. One is a group discussion led each time by one of the students, who chooses a topic on real-world events and social issues by using various media resources. The other part is individual listening/viewing activities with authentic contexts. Students choose their own audiovisual materials, such as news, movies, animations, music, or recitation, in order to increase their input and improve their overall language proficiency. Through these student-centered activities, students will be able to learn to express more complex ideas and opinions, cultivate critical thinking, work together in teams, and deepen their awareness to become global citizens.

EALJ 31311 is the corequisite lab to EALJ 30311

Development of oral-aural skills with an emphasis on typical conversational situations. Improvement of reading and writing skills.

Students should be able to recognize approximately 400 kanji characters before starting this course. Students develop the four language skills further and express themselves in accurate and appropriate Japanese in a variety of social settings. Students write a research paper in Japanese and give an oral presentation.

Taught as NIJ520 - 'Japanese Reading and Writing' at a host insitution. This course is designed for students who have had fewer than 500 hours of Japanese instruction. Students should have already mastered 400 kanji in order to enter this level. Upon completion of this level, students are expected to be able to make a speech in an organized manner or demonstrate their ideas through discussion or debate on familiar topics. Students are also expected to be able to read authentic materials, write short theses and drafts for oral presentations. They should be able to handle 700 kanji. This course is designed to improve reading and writing skills. Topics are usually chosen from social, cultural and academic topics that are suitable for college students. Although more focus is placed on reading and writing, discussion and debate are also encouraged. PA This course will provide further development of linguistic and cultural competency, including the ability to read general news articles from print and electronic media. While the unit covers the four linguistic skills, it has increased engagement with reading and analysing journalistic prose texts. It enhances students effective communication skills, including the ability to read critically and to translate general academic and media language from Japanese to English, with the objective of meeting routine practical and social demands in the professional world in general.

Taught as 51020. This course is the continuation of Elementary Translation. Emphasis is placed on having students review the basic patterns and understand more complex structures that have high-frequency usage. Students practice translating from English into Japanese as well as from Japanese into English. Enrolment for this course is limited to twenty-five students, and since the course focuses on important structures from the IJ400 textbook, priority is given to IJ400 students during enrolment. Please note that auditing is permitted for this course.

This is the introductory business course for those planning to work for a Japanese company or to do business using Japanese. It is designed for IJ500 and high-achieving IJ400 students who have a strong desire to learn business Japanese. Through learning basic business conversation, this course aims to equip students with essential Japanese business manners and a knowledge of the customs, as well as vocabulary and expressions, that are useful in a business setting.

Cross-listed with EALJ 50511: Advanced Japanese I. This is a three-credit course for students who have completed EALJ 30312 or its equivalent. This course takes students beyond the grammar-centered approach of textbooks to the study and discussion of original materials produced in Japanese for everyday Japanese consumption. Students will acquire strategies for autonomous learning through student-initiated approach and independent study project.

Cross-listed with EALJ 50512: Advanced Japanese II. This is a three-credit course for students who have completed EALJ 40411 or its equivalent. This course takes students beyond the grammar-centered approach of textbooks to the study and discussion of original materials produced in Japanese for everyday Japanese consumption. Students will acquire strategies for autonomous learning through student-initiated approach and independent study project.

In this course, students choose their own Japanese reading materials from the Hesburgh Library Collection and read them independently at their own pace using the Extensive Reading method. Tadoku (Extensive Reading) means to read books for students' own pleasure, at a difficulty level at which they can read smoothly and quickly without looking up words or translating. Students will read many books that are at or slightly below the level at which they read fluently, while the instructor carefully monitors their reading behavior and gives advice and suggestions. Students will gradually develop vocabulary and kanji knowledge, prediction skills, and skills to read more complex sentences with ease. The focus of the class will be individual reading activity and consultations with the instructor. Additional activities, such as group discussions, journal writing, presentations, and shadowing may be incorporated into the class.

In this course, students choose their own Japanese reading materials from the Hesburgh Library Collection and read them independently at their own pace using the Extensive Reading method. Tadoku (Extensive Reading) means to read books for students' own pleasure, at a difficulty level at which they can read smoothly and quickly without looking up words or translating. Students will read many books that are at or slightly below the level at which they read fluently, while the instructor carefully monitors their reading behavior and gives advice and suggestions. Students will gradually develop vocabulary and kanji knowledge, prediction skills, and skills to read more complex sentences with ease. The focus of the class will be individual reading activity and consultations with the instructor. Additional activities, such as group discussions, journal writing, presentations, and shadowing may be incorporated into the class.

This one-credit course is apt for students who completed Third Year Japanese II or its equivalent. The main focus of the course is to retain and develop students' oral communication skills through activities such as group discussions and presentations in a friendly, welcoming environment.

This one-credit course is apt for students who completed Third Year Japanese II or its equivalent. The main focus of the course is to retain and develop students' oral communication skills through activities such as group discussions and presentations in a friendly, welcoming environment.

This class consists of two parts. One is a group discussion led each time by one of the students, who chooses a topic on real-world events and social issues by using various media resources. The other part is individual listening/viewing activities with authentic contexts. Students choose their own audiovisual materials, such as news, movies, animations, music, or recitation, in order to increase their input and improve their overall language proficiency. Through these student-centered activities, students will be able to learn to express more complex ideas and opinions, cultivate critical thinking, work together in teams, and deepen their awareness to become global citizens.

This class consists of two parts. One is a group discussion led each time by one of the students, who chooses a topic on real-world events and social issues by using various media resources. The other part is individual listening/viewing activities with authentic contexts. Students choose their own audiovisual materials, such as news, movies, animations, music, or recitation, in order to increase their input and improve their overall language proficiency. Through these student-centered activities, students will be able to learn to express more complex ideas and opinions, cultivate critical thinking, work together in teams, and deepen their awareness to become global citizens.

This course is designed to facilitate a mastery of intermediate grammar use corresponding to Level N2 of the Japanese Language Proficiency Test.

Japanese language course that focuses on obtaining the skills necessary to read and understand Japanese news articles

Keio International Center advanced Japanese society and culture class focusing on Japanese politics

Japanese language course that focuses on honing presentation skills

Keio International Center advanced course focusing on education in East Asia

Japanese language course that focuses on improving pronunciation for spoken Japanese in conversation

Level 5 comprehensive Japanese course at the Keio language program

Taught at a host institution. This course is designed for students who have had fewer than 600 hours of Japanese instruction. Students should have already mastered 700 kanji in order to enter this level. This course is designed to improve overall Japanese proficiency for communication. Although more focus is placed on speaking and listening, a multi-skill approach is usually taken.

This course is designed for students who have experience studying Japanese at the intermediate level and aims to facilitate a mastery of advanced-level oral communication and listening skills. Students will practice for Japanese communication skills for particular situations.

This course is conducted in Japanese, and partially in English. The goal of this class is to find a common language at Nanzan University in which both native and non-native speakers of Japanese can communicate. First, Japanese students will speak in Japanese to CJS students and CJS students will speak in English to Japanese students to experience the difference between communication using a first language and communication using a second language. Next, the students will deepen their understanding of the background of plain Japanese for foreigners and the circumstances of its use. Finally, based on this understanding, we will discuss together how the common language should be used for communication between Japanese and international students at Nanzan University, as well as problems and areas for improvement.

This course is designed for students who have had fewer than 200 hours of Japanese instruction. Students should have already mastered hiragana and katakana in order to enter this level. It covers basic introductory Japanese grammar, explains how to make simple sentences and question sentences, illustrates how to use the most common adjectives, introduces the three Japanese verb types, shows how to make the present and past tense forms, and describes how to make requests. Upon completion of this level, students are expected to be able to deal with daily and specific matters in various situations that involve speaking and listening. By the end of the semester, students will be able to read and write short passages using the grammar and expressions covered in this course and handle 150 kanji in addition to hiragana and katakana. This course is designed to improve overall Japanese proficiency for communication, and reading and writing skills.

This is a basic academic writing course for Intensive Japanese III and IV students. The main goal is to help students learn the expressions, mechanics and skills necessary to write short argumentative essays with well-organized paragraphs. Students practice writing 400 to 500 character essays with sample essay questions from the Examination for Japanese University Admission for International Students (EJU). At the end of the semester, students write an argumentative essay on a topic of their choice.

Students will complete an internship in Japan, working in the target language. Students who participate in the program will: 1) Increase their marketability in a competitive job market by developing unique skills including intercultural communication, language skills, and other skills that cannot be directly taught in the classroom; 2) Build an international network of contacts in their chosen field; 3) Develop interpersonal skills in addition to the technical skills necessary to compete in a global market; and 4) Learn to communicate effectively in a professional setting with people from other languages and cultures.

Directed study of special topics under the direction of a faculty member. Agreement by the faculty member and the Director of Undergraduate Studies required.