How To Identify A Kanji That You Don’t Know You’re sitting there staring at this (probably ancient alien origin) kanji character, and you have no idea what it means. Like nada. Nothing. Anyways, I digress. This is by far the easiest. Upon pasting a kanji into the kanji section, you’ll get lots of information about it, including it’s meaning, reading, name-readings, number of strokes, and so much more. How easy. Here’s where it starts to get fun. Jisho.org Radical Search Back to Jisho, again. Depending on your level of Japanese, this may be fairly easy or somewhat difficult. Wow, that’s still a lot of results! The next radical is up in the top right. Click on the kanji and you’ll find the droids you’re looking for. Physical Kanji Dictionary There are times, though, when you don’t have access to a computer or smartphone. To look up a kanji using a kanji dictionary, there are three strategies that you can use. Look up the kanji via a radicalLook up the kanji via its readingLook up the kanji via the number of strokes it has 1. 2. 3.
TextFugu – Online Japanese Textbook Kanji Cafe imabi.net : cours de japonais (grammaire), tous niveaux AILA 2014 learner autonomy related presentations | Learner Autonomy in Language Learning July 27, 2014 at 6:59 am renautonomy Thank you very much to the members who provided information in spite of the short notice. Please double-check with your conference handbook when you plan a day. I made my best effort to be accurate, but I couldn’t guarantee that the list is error free. Also, as always, the programme is susceptible to change. See you in Brisbane! Naoko AILA 2014 presentations – PDF version 1. Date & time: Wednesday, 13th August, 11:00-14:00 (Last 40 minutes will be saved for a business meeting.) Room: P4 Title: Learner autonomy: Research agenda Convenor: Naoko Aoki Presenters & topics: Terry Lamb & Garold Murray: Researching the spatial dimension of learner autonomyAlice Chik: Learner autonomy in the Web 2.0 eraHarry Kuchah, Martin Lamb & Richard Smith: Learner autonomy in developing countries (This presentation will be by video recording.)David Palfreyman: Learner autonomy in groupsXuesong Gao: Language teacher autonomy and social censure 2. Room: P1 Room: M2 Room: P11 3. 4.
Metacognitive Strategy Training for Vocabulary Learning September 2003 — Volume 7, Number 2 Zohreh Eslami Rasekh Texas A&M University <email@example.com> Reza Ranjbary Iran University of Science and Technology <firstname.lastname@example.org> Abstract Research shows that not all L2 strategy-training studies have been successful or conclusive. Introduction It has been claimed that successful language learners have their own “special ways of doing it”. Learning strategies are defined by O’Malley and Chamot (1990) as “special thoughts or behaviors that individuals use to comprehend, learn, or retain new information” (p.1). In the 1980s and early 90s, research mainly focused on categorizing the strategies found in the studies of the previous decade. As Oxford (1990b) mentions, the social and affective strategies are found less often in L2 research. According to O’Malley and Chamot (1990), cognitive (e.g., translating, analyzing) and metacognitive (e.g., planning, organizing) strategies are often used together, supporting each other. Metacognition
Principles of L2 Teaching Methods and Approaches This module provides a description of the basic principles and procedures of the most recognized and commonly used approaches and methods for teaching a second or foreign language. Each approach or method has an articulated theoretical orientation and a collection of strategies and learning activities designed to reach the specified goals and achieve the learning outcomes of the teaching and learning processes. Jill Kerper Mora The following approaches and methods are described below: Grammar-Translation Approach Direct Approach Reading Approach Audiolingual Approach Community Language Learning The Silent Way The Communicative Approach Functional Notional Approach Total Physical Response Approach The Natural Approach Click here for a link to an overview of the history of second or foreign language teaching. Theoretical Orientations to L2 Methods & Approaches There are four general orientations among modern second-language methods and approaches: 1. 2. 3. 4. The Grammar-Translation Approach 1. 2. 3.
Japanese grammar Some distinctive aspects of modern Japanese sentence structure Word order: head final and left branching The modern theory of constituent order ("word order"), usually attributed to Joseph Greenberg, identifies several kinds of phrase. Each one has a head and possibly a modifier. The head of a phrase either precedes its modifier (head initial) or follows it (head final). Some of these phrase types, with the head marked in boldface, are: genitive phrase, i.e., noun modified by another noun ("the cover of the book", "the book's cover");noun governed by an adposition ("on the table", "underneath the table");comparison ("[X is] bigger than Y", i.e., "compared to Y, X is big").noun modified by an adjective ("black cat"). Some languages are inconsistent in constituent order, having a mixture of head initial phrase types and head final phrase types. Head finality in Japanese sentence structure carries over to the building of sentences using other sentences. Word class system
Japanese "adjectives" [Back to the main Japanese page] Why do I write "adjectives" in quotes for this chapter? Because your mind has a preset idea of what an adjective is-- based on how English uses words called adjectives to modify nouns-- and the Japanese adjective is not quite the same. It is indeed a class of words that modifies nouns, but it does so in a different way than the corresponding class in English. Hence, your intuition will be wrong in some cases. The best way to begin to understand this idea is just to plunge in. Two Kinds of Adjectives There are two classes of objects that act as what we call adjectives in English. In Japanese, adjectives may act differently when used to modify nouns ("the green table") vs. when used as predicates ("the table is green"), so these cases are separated. In -na adjectives, the -na ending is used when the adjective modifies a noun, but not when it's used as a predicate. These examples hark forward to the section below called Hard-to-Understand Modifiers. Next page
Reviewing the Kanji