Monday, February 21, 2011

友達に利予行先を紹介する

ともだちさん、

ロードアイランドはちさいステートですが、おもしろくて、あまりたかくないです。アメリカのなかでふるくてから、れきしはすこしながいです。ロードアイランドはわたしのだいがくがあります。ロードアイランドデザイン学校/ロードアイランド造形大学/RISDがあります。ゆうめいです。ロードアイランドはたべものがおいしいです。とくにぎょかいるいはせいせんでやすいです。ロードアイランドがニューイングランドにあります。そしてべんりで、ちかくのまちもいいかんこうあります。

わたしのプラン:
きのうのばんProvidenceへいってください。ベッド&ブレックファーストにとまってください。
あさ、Sevenstars Bakery へあさごはんをかいにいきます。コーヒーやチョコクロをかいてから、かわのとなりでたべてください。RISDのびじゅつかんはみなければなりません。にほんのおりものととうきとゆうめいなびじゅつがあります。それから「I-195で」Newportへくるまでいきます。うてんすることがおもしろくてきれいです。ひろごはんをたべてください。ロードアイランドのビザやかきあげはとてもおいしいです。だいていたくツアーをすることができます。だいていたくのちかくでさんぽすることもできます。それからはやいから、I-95でProvidenceへかえります。Rhode Island Reperatory Theater でシアターのみることができます。やすむもいいです。Providenceはいろいろなレストランがあります。ドミニカきょうわこくのダンスができます。

あの、あんたはもんだいがありますか。わたしはてつだうことができます。またないでください。

アンア

Wednesday, February 16, 2011

About Communication

NB: this is a post in response to this post on the class website.

1.) Learning from podcast project:
-I think that the experience of performing in Japanese will add something new to what I've already done.  Though some people memorized scripts for their oral tests last semester, I did not (we just had an outline).  This means that I will be memorizing Japanese to the point where I am *hopefully* relatively fluent.  In my Chinese class we recite our essays to the class, in order to experience a similar sort of fluent speech.  This is seen as distinct from reading out loud, distinct from on-the-spot communication.  Though I also think-hope that it will add to the humor factor of the podcast (i.e. if we are somehow really good, it may be interesting for the audience to experience 1st year students with this performance, and if we are bad hopefully we are comprehensible in which case a humorous element may also be present).
-I also think that writing a script will be good practice writing dialogue or oral speech.  Not all of the compositions will include this aspect (e.g. they probably won't have そうですね or other similar feedback type communication).  Additionally, I am sure I will learn a lot more about grammar or at least reinforce what we have learned by this.  It is a great opportunity to push our Japanese use to its limit.
-Another (somewhat tongue-in-cheek) expectation is that I will learn just how much effort goes into podcasts and video podcasts.  As a consumer of these media, I often don't consider the time put into their production.  This one was pretty fun sometimes for example.
-Other than causing me to spend more time focusing on the Japanese skill set that I have, I can't say that I am sure how this will improve my "autonomous" Japanese learning.  What do other people think that our teachers mean by "autonomous" learning?  I suppose it means the ways in which we learn on our own.  Perhaps there is just something a touch ironic about the idea of "autonomous" learning in language study given that language is about communication.  It can fairly easily be argued that even reading books or writing a diary are forms of interaction with others....but this is leading me to the next question.

2.) Communication
     Our discussion drew a distinction between communication and talking.  Communication involves efforts toward sharing something deeper.  I guess in language study, often times we practice grammar by just talking but don't necessarily communicate.  Communication happens when something (idea, fact, desire) is *successfully* transferred to another entity (could be a non-human, but there is definitely more than one being involved).
     This evokes all the beauty and strangeness that language comprises (esp. written language):  these strange series of sounds, things representing sounds, or things kinda representing meaning/sound (aka 漢字) somehow end up being "understood" by another as carrying some sort of meaning.  What an amazing practice of abstraction.  And just try to imagine a world without this.
     Though this also makes me think of the fact that there are other flavors of communication, it is not restricted to oral or written.  There are all sorts of physical language and communication (which goes further to argue that the players don't have to be human).  In fact, this sort of communication is at the level of instinct, e.g. facial expressions naturally arise in certain situations.
     This question of communication in relation to the podcast is a good reminder that the visual and audio queues from our podcasts will not just be limited to oral or written language.  The music, background, costumes, and physical gesture will all be part of the communication.

Sunday, February 13, 2011

しけん!or The Joys of Second Semester

最後の学期私は一度一日試験が二つありました。この学期『今週』の月曜日は日本語の試験があります。そして火曜日は中国語の試験があります。でもこの学期の日本語は最後の学期のより難しいです!

今日本語のクラスは漢字がたくさんあります。中国語のクラスも漢字がたくさんあります。

時間がありません、じゃまた。今勉強さなければなりません。

Tuesday, February 1, 2011

私の好きな物

大変ですね!好きな物がたくさんありますよ。
特に映画がたくさんあります。そして、「ウィザーツ」を選びました (chose)。私は五歳で第一番この映画を見ました (すみません、I realize we don't know how to say this, but I'm trying.  The meaning was I was 5 the first time I saw the movie.)。アニメのえいがですが、こどものえいがじゃありません。そぼうで(violent)、エピックです。クルトのえいがです。


私は本が好きです。石黒 一雄 「かずお いしぐろ、英語の」のほんはとてもおもしろくて、すてきです。「日の名残り (Remains of the Day) は「充たされざる者」 (The Unconsoled) より易くて、楽しいです。でも、充たされざる者」のほうがすきです。

わたしはもうものがすきです。。。


雪がある
犬とサファで
やすむ

。。。じゃまた。。。
 

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