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

Abstract

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.