Developing Multimedia Lesson Modules for Intermediate Japanese

Authors

  • Kaori Kabata University of Alberta
  • X. Jie Yang University of Calgary

DOI:

https://doi.org/10.1558/cj.v19i3.563-570

Keywords:

Multimedia Program, Task-based Approach, Japanese, Evaluation Study

Abstract

While the recent development of multimedia technology has opened up many possibilities, we have a lot to learn when it comes to how we can best take advantage of the technology. In this paper, we present a Japanese project that we have been developing since 1999. We discuss its main characteristics and the basic structure of the modules, as well as the results from an evaluation study. From the initial stage of developing the project to the evaluation study, we have noticed a number of both minor and major issues one should address in developing such a learning tool. Our purpose, therefore, is to share what we have learned with those who plan to launch a similar project dealing with foreign language learning.

Author Biographies

  • Kaori Kabata, University of Alberta

    Kaori Kabata (Ph.D. in Linguistics) is Assistant Professor of East Asian Studies at the University of Alberta. She has been the project developer of the TAKO project since its initial stage, and has given papers and demonstrations of the project at various conferences. Her major research interest is in lexical semantics and second language acquisition, but she is also working on the development of online learning tools for students of Japanese.

  • X. Jie Yang, University of Calgary

    X. Jie Yang (Ph.D. in Japanese Literature) is Associate Professor in the Department of Germanic, Slavic, and East Asian Studies at the University of Calgary. He has been actively involved in the development of computerbased learning tools and has published kanaCLASSIC (Columbia University, 1998). He has been a collaborative project member of the TAKO project.

References

Dunkel, P. A. (1986). Developing listening fluency in L2: Theoretical principles and pedagogical considerations. The Modern Language Journal, 70 (ii), 99-106.

Field, J. (1998). Skills and strategies: Towards a new methodology for listening. LT Journal, 52 (2), 110-118.

Herron, C. A., Hanley, J. E. B., & Cole, S. P. (1995). A comparison study of two advance organizers for introducing beginning foreign language students to video. The Modern Language Journal, 79 (iii), 387-395.

Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning & Technology [Online], 3 (1), 88-103. Available: llt.msu.edu

Joiner, E. (1990). Choosing and using videotexts. Foreign Language Annals, 23 (1), 53-60.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Headington Hill Hall, UK: Pergamon Press Ltd.

Little, D., Devitt, S., & Singleton, D. (1989). Learning foreign languages from authentic texts. Dublin: Authentik Language Learning Resources Ltd.

Long, M., & Crookes, G. (1991). Three approaches to task-based syllabus design. TESOL Quarterly, 26 (1), 27-55.

Mendelsohn, D. J. (1998). Teaching listening. Annual Review of Applied Linguistics, 18, 81-101.

Perrin, M. (1990). De l’utilization “communicative” des documents authentiques [the “communicative” utilization of authentic documents]. In Actes du Xlème colloque du G.E.R.A.S. (pp. 11-33).

Shin, J., & Wastel, D. G. (2001). A user-centered methodological framework for the design of hypermedia-based CALL systems. CALICO Journal, 18 (3), 517-537.

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17 (10), 38-62.

Wenden, A. L. (1987). How to be a successful language learner: Insights and prescriptions from L2 learners. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall international.

Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53 (3), 168-176.

Downloads

Published

2013-01-14

Issue

Section

Articles

How to Cite

Kabata, K., & Yang, X. (2013). Developing Multimedia Lesson Modules for Intermediate Japanese. CALICO Journal, 19(3), 563-570. https://doi.org/10.1558/cj.v19i3.563-570