An Analysis of the University Japanese Second Classroom

In recent years, the promotion of minor language education in secondary schools has led to a steady increase in the number of students taking Japanese in China's college entrance examinations. Consequently, universities have introduced public Japanese courses, such as University Japanese, specifically tailored for these students. However, traditional, single-mode, in-person classrooms face significant challenges in meeting the needs of students with prior Japanese knowledge due to limited class hours, varied proficiency levels, and weak practical application skills. Thus, it is essential to establish a second classroom for Japanese learning. This study is based on survey data collected from students enrolled in University Japanese in 2021 and 2022 at a certain university. By comparing the data of these two cohorts, this research analyzes students' attitudes, needs, and directions in learning Japanese. It also explores the role of pedagogical innovations in enhancing students' interest and effectiveness in learning Japanese. Considering the importance and current development of the second classroom, the study investigates methods to improve students’ practical Japanese skills and stimulate their enthusiasm for learning. The findings aim to facilitate the development of public Japanese teaching within the context of new liberal arts education.