Last semester my JPN 201 students learned how to communicate with Japanese college/university students in Japanese through the #CCJpn201 Twitter Project. I wish I could continue this project. However, the academic year in Japan will end in March. Furthermore, since months of February and March have no classes for students, it would be difficult for me to find Japanese students who are willing to work with my students.
Are my students having easier time in JPN202 because they don’t have to tweet everyday? Since the project during fall was so challenging, do you think they deserve a break? My answer is “Absolutely not!” There is no time for them to rest in terms of learning Japanese before their going to Japan.
I already started the “Tadoku” Project in JPN202!! What is “Tadoku”? “Tadoku” is a Japanese word. “Ta (多)” means “many,” and “doku (読)” means “reading.” What I ask my students to do in class is to read books written in Japanese. Why is it so special? Nothing. They just have to read books without a dictionary or without checking unknown words. Is their vocabulary large enough to understand a story? Are they not frustrated because they are not allowed to use dictionaries? Some students worry how they could read without using dictionaries.
Let me explain how “Tadoku” works. There are four rules for “Tadoku.”
- You must start reading books from an easier level.
- You must not use dictionaries to read a book.
- If you encounter an unknown word, you must skip it.
- If you cannot continue reading, you must stop reading the book, and start reading a new one.
I purchased graded books from level 0 to level 4 for a “Tadoku” activity in class. They are graded on the basis of vocabulary, grammar structures, and the numbers of words used in a book. I also asked the library to purchase “Tadoku” ebooks through EBSCO which students can access through the library catalog.
Last Friday my students had their first “Tadoku” class. I brought the level 1 books with me. Each of them picked up a book which appealed to them. After finishing a book, they picked up another one, then another one, then another one. The ticking from the clock on the wall was the loudest noise in the room. When class was over, there was an assignment for them to reflect on what they read.
I created this assignment by using Google Forms. They need to tell one’s own name, the date of reading, the titles of the books they read on the day, the title of the book they choose to recommend; and to describe easiness to read by scale from 1 to 5, how interesting the book is by scale from 1 to 5, and their recommendation by scale from 1 to 5; and lastly they have to write a comment in Japanese on the book.
Would you be interested in knowing how I used Google Form for this purpose? When you create an assignment by using Google Forms, you will email the form to the students. After your students respond to the assignment, you can see responses collectively as well as individually. When you click “individual” on the page of their responses, you can find how each student responds to your questions. It is very convenient for me to use this form because I want them to use a scale to describe certain things and to write a paragraph about their reflection on the same page. And students’ responses will be kept in a folder in my Google Drive. There will be more “Tadoku” activities throughout this semester. I’m looking forward to reading their ratings as well as their comments.
Engage 