2014 Notes from the Marking Centre – Japanese Extension
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Japanese Extension course. It contains comments on candidate responses to the 2014 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with:
- the Japanese Extension Stage 6 Syllabus
- the 2014 Higher School Certificate Japanese Extension examination
- the marking guidelines
- Advice for students attempting HSC languages examinations
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Japanese in Stage 6.
Oral examination
Characteristics of better responses:
- a point of view was clearly stated
- relevant ideas that addressed the topic were provided
- a wide range of vocabulary and sentence structures was used
- a logical, well-structured argument was presented and supported by examples
- candidates communicated confidently with a high level of fluency and authentic intonation.
Characteristics of weaker responses:
- relevant information to fully address the topic was not included
- point of view about the topic was often unclear
- grammatical structures were used repetitively
- there were inaccuracies with particles and tense
- anglicised words were used to support ideas.
Written examination
Section I – Response to Prescribed Text
Part A
Characteristics of better responses:
- specific language features used were identified (Q.1 (b))
- film techniques and how they were used were identified and explained (Q.1 (c))
- a detailed understanding of the extract and the film as a whole was demonstrated (Q.1).
Characteristics of weaker responses:
- the significance of the particle mo was overlooked (Q.1 (a))
- reference to the language used was not made (Q.1 (b))
- a film technique was identified, but the way it was used was not explained (Q.1 (c))
- reference was made to the extract, but not to the film as a whole (Q.1 (e))
- the meaning of ‘perceptions’ was not understood (Q.1 (e)).
Part B
Characteristics of better responses:
- a thorough knowledge of the prescribed text was demonstrated through referencing Tsuyako’s relationship with the bathhouse and its connection to the community, the son’s relationship with his mother, and the future of the bathhouse
- there was a logical structure and sequencing of ideas with excellent use of conjunctions
- appropriate diary text-type conventions were used
- a wide range of vocabulary, sentence structures and prescribed kanji was used
- tense and register were used accurately and consistently.
Characteristics of weaker responses:
- a limited knowledge of the text was demonstrated
- irrelevant ideas and information not related to the extract or task were included
- candidates did not make specific reference to the extract
- language was not manipulated
- the timeline was incorrectly addressed
- there was an inconsistent use of tense, register and diary text-type conventions.
Section II – Writing in Japanese
Characteristics of better responses:
- a succinct introduction was included
- breadth and depth of argument were provided within the ji limit
- a point of view was stated and supported by relevant ideas and examples to fully address the topic (Q.3)
- responses were logical and well sequenced
- a wide range of vocabulary, sentence structures and kanji was used
- expressions were used to discuss changes in society, eg motto taisetsu ni narimashita, taisetsu janaku narimashita.
Characteristics of weaker responses:
- ideas were irrelevant or not clearly linked to the topic, eg money is not the most important thing in society (Q.3), young people like technology better than traditions (Q.4)
- particle ga before sanseidesu/hantai desu was used incorrectly
- there was limited use of prescribed kanji
- text-type conventions were not fully observed – a written monologue rather than the script of a speech.
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