Learning Pronunciation and Intonation of Japanese through Drama by Beginning Language Students: A Case for Reflective journals

Page No.: 
235
Writer(s): 
Harumi Moore, Australian National University

This paper portrays the benefits of USing reflective journals in a tertiary education
environment. It focuses its discussion on how the use of a reflective journal
brought learners towards a closer approximation of native-like pronunciation
and intonation, which was one of the objectives of a drama component in a first
year Japanese program at the Australian National University in 1995. The use of
the journal enhanced learner consciousness in cognitive and metacognitive
learning, and serving as an excellent resource for qualitative research, and
enhanced teachers' readiness and their ability to identify and analyse many
learning issues. Above all, it fostered empathy among teachers towards students'
learning experiences, and developed a sense of a cooperative relationsHip
between students and teachers as co-participants in the learning process .

PDF: