51 - 60 of 69 results for: JAPAN

Edo and Meiji periods with focus on grammar and reading comprehension. May be repeated for credit. Prerequisite: 246 or equivalent.

Approaches to the tale including 12th-century allegorical and modern feminist readings. Influence upon other works including poetry, Noh plays, short stories, modern novels, and comic book ( manga) retellings. Prerequisite for graduate students: JAPANLNG 129B or 103, or equivalent.nnThis course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.

This proseminar introduces Japanese linguistics research to graduate students and advanced undergraduate students. Through readings and discussions, students will familiarize themselves with materials and references in both English and Japanese in preparation for conducting research effectively in their own areas of interest in Japanese linguistics. They learn the organization and presentation of research projects and conduct a pilot project in their selected area of interest. May be repeated for credit. Prerequisite: JAPANLNG 103 or consent of instructor.

Printed objects produced during the Edo period (1600-1868), including the Ukiyo-e (pictures of the floating world) and lesser-studied genres such as printed books (ehon) and popular broadsheets (kawaraban). How a society constructs itself through images. The borders of the acceptable and censorship; theatricality, spectacle, and slippage; the construction of play, set in conflict against the dominant neo-Confucian ideology of fixed social roles.

This course on the Japanese tea ceremony ('water for tea') introduces the world of the first medieval tea-masters and follows the transformation of chanoyu into a popular pastime, a performance art, a get-together of art connoisseurs, and a religious path for samurai warriors, merchants, and artists in early-modern Japan. It also explores the metamorphosis of chanoyu under 20th century nationalisms and during the postwar economic boom, with particular attention to issues of patronage, gender, and social class.

This course explores what communicative practices can enhance the inclusion of persons living in different life stages in a community. We consider how verbal or non-verbal interactions can contribute to transforming society into one in which marginalized persons such as older adults (possibly living with compromised cognitive conditions) can be integrated as citizens of the community. A primary focus is on the role of creative verbal arts in fostering cross-generational understanding, in particular, creating the short Japanese poetic form, haiku. As part of community-engaged learning, students will experience and examine how activities based on creative verbal arts, along with conversations that emerge during such activities, can promote self-expression and meaningful intergenerational connections. As a community-engaged learning course, students will learn through engaging in activities with persons in local communities. The service-learning component will entail participation in a haiku-making activity with older adults in local adult day services facilities and assisted living residences to consider how to create a more age-inclusive society through working with local communities, and to become effective citizens in today's diverse society. This course is open to undergraduate students, graduate students, and medical school students. Students can take the course for 3-5 units. Students enrolled in the full 5 units will complete the service-learning component described above along with the core component of the course. Students enrolled for 3 units do not need to complete the service-learning component. Cardinal Course certified by the Haas Center for Public Service.

Are there reasons why certain words, phrases, sentences and prosody are chosen by language speakers and writers in specific contexts? What linguistic and extra-linguistic elements give the hearers and readers the impression that certain utterances and passages are friendly, accusatory, officious, humorous, personal, formal, colloquial, etc.? This seminar provides an introduction to different theoretical and analytical approaches to studying language use in context (e.g. pragmatics, sociolinguistics, usage-based grammar, conversational analysis, critical discourse analysis) and an opportunity to critically analyze text and talk. Using the analytical tools acquired through readings and discussions, students will be able to analyze Japanese materials of their selection. The course is designed for graduate students and advanced undergraduate students with interests either (or both) in Japanese linguistics and literature.

This course provides students with a broad overview of second language acquisition (SLA) research and introduces recent SLA studies on Japanese as a second language (L2). It covers six topics: (1) the evolution of the field, (2) approaches to understanding learner language, (3) current state of knowledge of L2 developmental patterns, (4) theories of L2 learning, (5) factors that affect SLA, and (6) instructed SLA. By reading and discussing exemplary SLA studies on L2 Japanese as well as seminal papers on these topics, students will develop abilities to analyze learner language from multiple perspectives, critically read research reports, and consider implications for L2 teaching.

Advanced readings in modern Japanese literature. May be repeated for credit. Prerequisite: JAPANLNG 213.