With the debatable exception of Waterloo for early career CS and a very small number of US university Japanese language programs using similar pedagogy I’ve never in my career had call to say “Ahh they are clearly using the superior technology they got at school.”https://twitter.com/AlecStapp/status/1036652879388585989 …
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“My that’s... robust.” Look at US pass rates for the JLPT test at any level, probably focusing on JLPT 3 (which tops out at approximately una cerveza por favor levels of fluency and is the theoretical goal of US undergrad instruction at most places for non-heritage majors).
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Japanese is a useful field for this subject because undergrads in the US who are not heritage speakers in it or Chinese are unlikely to have meaningful pre-university experience and you can’t simply IQ your way through a Japanese test.
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Also benefits from being tough to mistake incompetence for competence or to paper over it for social reasons. (Quoth teacher of mine: “There is no partial credit! The document does not care if you are literate or not! It will not rewrite itself to be easier since you’re trying!”)
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At my school we used Beginning Japanese, also by Eleanor Hartz Jorden. I think that the drilling approach was absolutely crucial and is a key reason I’m fluent. Just wrote about this earlier today on my Japanese Twitter, will post link to it here in a moment.
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Drilling worked great. In our conversational class in 3rd year, our teacher used to make us turn all the casual stuff in the book into “polite” -ます and then keigo forms too. We hated it then, but that saved my ass in job interviews, taking calls at work, and so on.
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