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<p>The Japanese language major, a subset of foreign language disciplines at higher education institutions, is the focus of this study, which advocates a novel instructional pathway based on the new liberal arts perspective. This paper introduces the BRD teaching model for Japanese language majors in colleges and universities, detailing a six-faceted approach: task assignment, preparation stage, lecture delivery, report writing, report submission, and teacher grading. An evaluation system was established to measure students’ engagement and assess the effectiveness of the BRD model in Japanese language education. According to our findings, all students perceived the BRD method as beneficial for mastering politeness strategies, although only 4.75% found it marginally less effective for acquiring agreement and pleasantries strategies. Comparative experimental analysis revealed that students in experimental class C, under identical academic conditions, not only mastered polite language strategies as effectively as their peers but also achieved significantly higher average final grades compared to those in the traditional class B. The statistical significance of these outcomes, with a p-value of less than 0.05, underscores the efficacy of the proposed BRD teaching model in enhancing students’ proficiency in Japanese.</p>
</abstract>

The Japanese language major, a subset of foreign language disciplines at higher education institutions, is the focus of this study, which advocates a novel instructional pathway based on the new liberal arts perspective. This paper introduces the BRD teaching model for Japanese language majors in colleges and universities, detailing a six-faceted approach: task assignment, preparation stage, lecture delivery, report writing, report submission, and teacher grading. An evaluation system was established to measure students’ engagement and assess the effectiveness of the BRD model in Japanese language education. According to our findings, all students perceived the BRD method as beneficial for mastering politeness strategies, although only 4.75% found it marginally less effective for acquiring agreement and pleasantries strategies. Comparative experimental analysis revealed that students in experimental class C, under identical academic conditions, not only mastered polite language strategies as effectively as their peers but also achieved significantly higher average final grades compared to those in the traditional class B. The statistical significance of these outcomes, with a p-value of less than 0.05, underscores the efficacy of the proposed BRD teaching model in enhancing students’ proficiency in Japanese.

Constructing the Teaching Classroom for Japanese Language Majors in Colleges and Universities from the Perspective of New Liberal Arts

Tianjin University of Technology and Education

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

The Japanese language major, a subset of foreign language disciplines at higher education institutions, is the focus of this study, which advocates a novel...

Constructing the Teaching Classroom for Japanese Language Majors in Colleges and Universities from the Perspective of New Liberal Arts

Data publikacji: 05 sie 2024

Zakres stron: -

Otrzymano: 08 kwi 2024

Przyjęty: 28 cze 2024

DOI: https://doi.org/10.2478/amns-2024-1954

Słowa kluczowe
BRD teaching model, Evaluation system construction, Learning engagement, Teaching Japanese language majors

© 2024 Yanfen Li, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Constructing the Teaching Classroom for Japanese Language Majors in Colleges and Universities from the Perspective of New Liberal Arts

Data publikacji: 05 sie 2024

Zakres stron: -

Otrzymano: 08 kwi 2024

Przyjęty: 28 cze 2024

DOI: https://doi.org/10.2478/amns-2024-1954

Słowa kluczoweBRD teaching model, Evaluation system construction, Learning engagement, Teaching Japanese language majors

© 2024 Yanfen Li, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
BRD teaching model, Evaluation system construction, Learning engagement, Teaching Japanese language majors