2009 HSC Notes from the Marking Centre – Japanese
Contents
- Introduction
- Beginners
- Continuers
- Extension
- Background Speakers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 courses in Japanese. It contains comments on candidate responses to the 2009 Higher School Certificate examinations, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with the relevant syllabuses, the 2009 Higher School Certificate examinations, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Japanese.
General comments
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.
Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper), are a guide to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Beginners Oral examination
In general, candidates were able to exchange a range of information, opinions and comments on various topics throughout the examination. Candidates delivered their responses well. However, they are advised to speak clearly and confidently with acceptable pronunciation.
Candidates are reminded that the examination is a conversation and not a delivery of a rehearsed monologue. Candidates are advised to listen to the questions carefully so that they are able to respond with an appropriate answer. Candidates are also encouraged to maintain the conversation by providing more details and original ideas in their responses. Candidates should aim to demonstrate their knowledge of a variety of vocabulary and language structures.
In addition, candidates are encouraged to practise answering various questions so that they manipulate language and not simply demonstrate prepared responses.
In the better responses, candidates accurately used adjectives (linking, tense, negative), ~te-form and particles. Candidates should take care when using specific words such as nihon/nihongo and no hoka. Gairaigo need to be pronounced with appropriate Japanese pronunciation.
Candidates may ask the examiner to repeat the question. However, they must ask in Japanese rather than in English. Candidates should use simple phrases, such as ‘Can you please repeat the question?’, or ‘I do not understand’ in Japanese in order to do this. Candidates should not ask the examiner to translate the meaning of words in English or ask for an item of vocabulary.
Beginners Written examination
Section I – Listening
General comments
Candidates are reminded to answer the questions fully. They should use the ‘Candidate’s Notes’ to write down all the relevant information and, in the pauses between questions, they should transfer these notes into their response. Marks are not awarded for information that appears only in the ‘Candidate’s Notes’ column.
Candidates are reminded to revise basic vocabulary, such as days of the week, family members (formal and humble forms), time, school subjects and counters.
Candidates are reminded not to include extracts from the text written in Japanese.
Candidates are advised to focus on the key words in each question and address the answer from this perspective, for example, ‘purpose’, ‘appeal’, explain’, and ‘justify’.
Specific comments
Question 1
In the better responses, candidates demonstrated understanding of the different interpretations of kakkoii and correctly identified Akira’s reasons for joining the kendo club. In weaker responses, candidates mistook ‘kendo’ for a person and described it as handsome.
Question 2
In the better responses, candidates identified the correct time and meeting place. In weaker responses, candidates frequently confused the time.
Question 3
In the better responses, candidates identified that the birth of the baby brother was the disappointment and stated that the girl wanted a baby sister because she already had younger brothers. In the weaker responses, candidates were confused by umareta and also futari frequently mixing it up with futotteiru. Many candidates did not distinguish between imooto and otooto.
Question 4
Candidates who correctly chose D were not distracted by the use of tabemasu and the discussion of food.
Question 5
In the better responses, candidates identified the purpose of the announcement providing details about the new arrangements as well as identifying the reason for the change of date and the specific event. In the weaker responses, candidates identified the audience and some relevant details. The day of the week, kayoobi and sotsugyoo kuruuzu were frequently misunderstood.
Question 6
In the better responses, candidates identified the item Hiroshi had to purchase and identified the meaning of hoka no kudamono, therefore realising that he was to purchase fruit but not apples (which they already had). In the better responses, candidates also identified that he had to study for a Physics exam. In the weaker responses, candidates frequently confused soba with sobo and did not demonstrate understanding of the word ringo.
Question 7
In the better responses, candidates justified their responses with specific reference to the text providing reasons for the appeal of the restaurant, referring to its convenience, such as ‘opening late’ and ‘delivering to companies’, as well as correctly identifying the type of restaurant and the appeal of the changing menu and free drinks.
In the weaker responses, candidates stated it was convenient and did not identify details and did not refer to the changing menu.
Question 8
In the better responses, candidates demonstrated understanding of the likelihood of Melanie’s return to Japan and justified their opinion with detailed reference to the text. They correctly noted the negatives, such as the expense and the cold, but stated that overall it was likely that she would return and listed a variety of factors.
In the weaker responses, candidates focused on the friendship factors only and used repetition in order to extend their response.
Question 9
In the better responses, candidates demonstrated a perceptive understanding of Ayumi’s opinion of Ben’s parents and justified their opinion with detailed reference to the text. In the weaker responses, candidates did not correctly identify her opinion and/or only provided limited details to justify their opinion. Ben’s age was frequently identified incorrectly.
Question 10
In the better responses, candidates demonstrated a perceptive understanding of how Chris and Taro’s relationship developed. They used detailed information from the text to support their explanation. In the weaker responses, candidates did not demonstrate an understanding of their meeting in Japan and the meaning of kurakute shizuka in reference to his personality or the strength of the statement zutto tarookun to isshoni itai.
Section II – Reading
General comments
Candidates are advised to read the whole text in order to get an overall understanding before identifying the specific detail required for their responses. Candidates are reminded to read the texts carefully and include all relevant detail in their response to support their opinions.
Specific comments
Question 11
- In the better responses, candidates demonstrated a good understanding of the things Emi liked about Kyoto, by comparing it to Tokyo and mentioning that you could see a lot in a couple of days. In the weaker responses, candidates did demonstrate understanding of the duration of time.
- In the better responses, candidates correctly identified that Emi was looking forward to the trip on the Shinkansen.
Question 12
- In the better responses, candidates demonstrated a good understanding of where Sarah was staying in Osaka by accurately describing the house. In weaker responses, candidates identified the house as old but did not provide other details.
- In the better responses, candidates clearly demonstrated the link between emails 2 and 3 and demonstrated a comprehensive understanding of the teacher’s advice. In weaker responses, candidates focused only on one text and did not relate all the information provided in both emails.
Question 13
- In the better responses, candidates clearly identified the reasons Yuko decided not to go to school.
- In the better responses, candidates demonstrated a good understanding of the sort of student Tsutomu was, referring to all of his bad habits. In weaker responses, candidates only referred to the fact that he did not like studying and did not draw any conclusions about him.
- In the better responses, candidates demonstrated a perceptive understanding of how Yuko changed, providing details of how Tsutomu had influenced her and making comparisons between what she was like before she met Tsutomu. In the weaker responses, candidates did not link Yuko’s behaviour to Tsutomu’s influence on her.
Question 14
- In the better responses, candidates demonstrated a good understanding of where Tomoko grew up. In weaker responses, candidates had difficulty identifying that there were no parks nearby her apartment.
- In the better responses, candidates demonstrated their understanding of Tomoko’s first impression of New Zealand, identifying the beautiful scenery and delicious milk and also the negative aspect of the expensive food. In weaker responses, candidates did not demonstrate understanding of the text and made general comments about New Zealand.
- In the better responses, candidates demonstrated a perceptive understanding of Tomoko’s personality by drawing conclusions from their knowledge of the whole text. In the weaker responses, candidates listed some of her characteristics and likes, but did not draw any conclusions.
Section III – Writing in Japanese
Question 15
In the better responses, candidates not only expressed an apology but also explained why they were not able to attend the party. Many candidates used a variety of advanced structures in their response and demonstrated their ability to manipulate language and to structure and sequence coherently with a natural and logical flow. Many candidates also demonstrated depth of knowledge in their use of the plain form.
Candidates are reminded to observe the conventions of the text type and address and sign-off at the end of the message. Candidates are advised to take care not to copy set phrases from the dictionary as this sometimes proves to be inappropriate. In addition, candidates can not be given credit for copying sentences directly from the reading passages.
Candidates are advised to take care with the use of particles and verb endings, for example o iki koto ga dekimasu instead of ni iku koto ga dekimasu, nakereba narimasen, ikitai desu, ikanai desu. Candidates are also advised to demonstrate their knowledge of a range of vocabulary, structures and kanji and avoid using lists of numbers and repeating the same word and to take particular care with spelling, for example paate (paatii), arata (anata), gomi/gome (gomen), sumemasen (sumimasen).
Question 16
In the better responses, candidates wrote creatively and their answers were well sequenced with authentic, original ideas and sophisticated expressions. Many responses also demonstrated a wide range of kanji, vocabulary and advanced structures.
Candidates are advised to focus on correct use of particles, for example sensei o kimashita was a common error. Candidates should use imasu when referring to a person, in this case, the teacher. In the better responses, candidates linked adjectives effectively, kakkoyokute, use da before ~to omou and described not only physical features, but also personality characteristics and interests of the teacher.
Question 17
General comments
In the better responses, candidates demonstrated evidence of having read and understood both the Japanese and English directions for the task and had planned their response effectively. Their ideas were highly relevant and showed an ability to reflect on the topic and give an evaluation. Responses were structured and sequenced coherently. Candidates demonstrated an excellent knowledge of the diary text type and writing conventions and incorporated a wide range of vocabulary and advanced sentence structures. In these responses, candidates communicated their ideas effectively with only minor errors which did not detract from the communication.
In the weaker responses, many candidates’ ideas were not relevant to the task and demonstrated a lack of depth of knowledge of vocabulary and sentence structures. Ideas tended to be listed without developing them into a logical and effective sequence, and were inconsistent in tense and register. Some candidates did not show a good understanding of the conventions of a Japanese diary entry by addressing their entry nikki e or nikkisan/diarisan.
Candidates are reminded to read both the Japanese and English task requirements. They should identify the text type and use the conventions of that text type consistently. They should also avoid overuse of the dictionary as communication is affected when lexical items are used out of context. Common errors included:
- poor spelling of vocabulary such as isshoni and tomodachi
- poor rendering of vocabulary in katakana
- use of ima instead of kyoo
- incorrect use of particles with the verb iku
- incorrect use of iku in te form
- use of Chinese simplified characters
- incorrect use of okurigana and use of the copula desu after polite form verbs.
Candidates are also reminded to fill in the space at the top of the examination paper with the question they have attempted, either (a) or (b). They must also be aware of their time management as it was evident that some candidates had run out of time and did not attempt or finish this ten-mark question.
Specific comments
- In the better responses, candidates explained why their day was enjoyable. In the weaker responses, candidates did not actually address the idea of spending the day with their friends, and many wrote about their daily routine instead of about spending an enjoyable day with their friends. A number of candidates wrote about an enjoyable day they had spent in Japan. However, the activities they wrote about could not have been realistically undertaken in a day.
- In many weaker responses, candidates did not address the topic of their final day at school in any depth. Many candidates wrote about their future plans and several candidates wrote about their school subjects and timetable.
Continuers Oral examination
General comments
Generally, candidates were well prepared for the oral examination. However, candidates are reminded to include a wide range of language structures from the Stage 6 Syllabus in their responses in order to demonstrate their mastery of the language.
Candidates are advised to be prepared to give responses that are meaningful to them, not just memorised. It is most important to listen carefully to the question being asked by the examiner and ensure responses are relevant. In the better responses, candidates used a variety of structures without repetition of the same phrases and ideas throughout their examination.
In the better responses, candidates answered the questions demonstrating depth and manipulated the language accurately to present more complex ideas. Regardless of the question being asked, candidates should aim to go beyond a simple ‘yes/no’ response.
Candidates are reminded to speak clearly and audibly and to finish sentences properly. Many candidates did not provide appropriate verb endings.
Candidates should be aware that they will be asked about events that have happened in the past and should practise responding accurately using the past tense.
Polite language should be used consistently throughout the examination and candidates should avoid using English words when they are unsure of the Japanese vocabulary. It is better to re-phrase.
Candidates should take care when using particles, numbers, quantities and expressions of time. It is also important to link adjectives, nouns and verbs correctly. Candidates may ask the examiner to repeat the question, but are reminded that they should take care to ask politely, and correctly in Japanese.
Section I – Listening and responding
Questions 1–8
General comments
Candidates are advised to ensure that they know basic vocabulary very well; for example, locations and adjectives. In the weaker responses, candidates did not gain vital marks because of these basic errors.
Candidates are advised to use the ‘Notes’ column to write down all of the relevant information which they hear and then transfer all relevant information from the ‘Notes’ column to the response section. Marks are not awarded for information which is only in the ‘Notes’ column.
Familiarity with gairaigo is important. Some candidates missed the gist of the whole question by not understanding these vocabulary items. Candidates are reminded to familiarise themselves with plain form and conversational speech.
Specific comments
Question 2
In the better responses, candidates demonstrated a good understanding of what John had to write and included all relevant details in the poster. In the weaker responses, candidates did not include all the relevant detail.
Question 3
In the better responses, candidates demonstrated a good understanding of the product identifying that the diet cookie replaced dinner. In the weaker responses, candidates were not familiar with the use of naide for ‘instead of’, and others confused dinner with breakfast or lunch. Many candidates did not understand the vocabulary item katai. Candidates are advised to have a sound knowledge of gairaigo such as dietto. Candidates are reminded to be careful with prices.
Question 4
Candidates were required to listen carefully for all details to choose the correct multiple choice answer. Details such as returning mail and giving a present to say thank you were all essential for selecting the correct response. Candidates are reminded to pay close attention to the use of plain and polite form and the reason for, or implication of, their use.
When responding to multiple-choice questions, candidates should make their selection after listening to all of the conversation, as the most obvious clue could be at the end.
Vocabulary items such as rusu no aida ni, shashin, musuko and kagi were not well understood.
Question 5
In the better responses, candidates completed the form providing all relevant details and demonstrated a good knowledge of the school subjects. In the weaker responses, candidates did not identify that English was compulsory.
Candidates are reminded that there can be more than one meaning for a word, and they need to keep in mind the context of the situation. In this context, ichiban meant first in the class, rather than ‘favourite’.
Many candidates did not understand shikatanai, which meant that the student had to study English rather than PE.
Question 6
In the better responses, candidates demonstrated a good understanding of the conversation by referring to the meanings of the boy’s names. In the weaker responses, candidates did not demonstrate understanding of family terms. Some candidates thought that Jirou’s and Anna’s names were being compared. The important concept was that the two names did not suit the boys, but rather, they suited the other brother.
Question 7
In the better responses, candidates realised that Sachiko was likely to go on the trip, having negotiated travel arrangements with her father. In the weaker responses, candidates often confused doubutsu and kenbutsu. Candidates are reminded to be familiar with common vocabulary relating to the syllabus topics.
Question 8
In the better responses, candidates discussed both the positive and negative aspects of this career choice. Candidates are reminded to ‘justify’ their responses. Candidates need to take care to listen carefully for structures such as shika…nai, which was often misunderstood. In the weaker responses, candidates misinterpreted gokazoku as ‘five family members’.
Section II – Reading and responding
Part A
Question 9
- In the better responses, candidates identified the reasons Anna was studying Japanese, that she found anime great and that she wanted to make a Japanese friend. In the weaker responses, candidates did not understand hoshiku narimashita meaning ‘I have wanted to become’.
- Candidates are reminded to read the question carefully and to ensure they respond with relevant information. In the better responses, candidates described how the learning styles of Tom and Mei differed (traditional versus modern or reading/writing versus listening/speaking etc), and supported this with several examples from the text. In the weaker responses, candidates misunderstood honyaku meaning ‘to translate’, hyakukaimo meaning ‘as many as 100 times’ and sofuto meaning ‘software’. Many candidates did not demonstrate an understanding that Mei talked to the computer and the software corrected her mistakes.
- To gain full marks, candidates needed to demonstrate to what extent Alice’s comments matched the findings of the survey. In the better responses, candidates identified that her comments matched the findings in all results except for a Japanese friend. They drew parallels between Alice not listening to music at all, often using internet and software, sometimes watching movies on television and listening to textbook CDs, as reflected in the survey results. In the weaker responses, candidates did not refer to the survey at all, or compared Alice’s comment to those of Tom and Mei.
Question 10
- In the better responses, candidates identified both trends in full detail. In the weaker responses, candidates failed to mention the idea of ‘more’ and ‘increase’ in websites/magazines and that the magazine’s target audience was ‘fathers raising children’.
- In the better responses, candidates demonstrated a good understanding of Yoshi’s opinion of the magazine. They wrote about Yoshi’s positive feedback of the magazine (his relief at finally having to find a magazine with a male’s/father’s perspective) with supporting examples from the text. In the weaker responses, the word kenkou was confused with the words kenka and kekkon. Otoko no kimochi was mistranslated as ‘manly feel’ or ‘boy’s feeling’.
- In the better responses, candidates correctly identified all changes Hiroshi made to his work arrangements. They described the ‘before’ and ‘after’ of Hiroshi’s life. In the weaker responses, candidates demonstrated little understanding of the text as it related to the changes in Hiroshi’s life.
- In the best responses, candidates demonstrated perceptive understanding of Masa’s frustration and provided examples from the text, including Masa’s struggle as a father in the ‘female-oriented child-rearing sphere’. In the weaker responses, candidates simply stated that ‘designs are too cute’ and ‘the buttons are too small’ which then made everything too difficult for Masa to shop. Youfuku was often mistranslated as uniforms.
- In the best responses, candidates demonstrated a perceptive understanding of the advice Osamu would give Masa, providing specific examples of the advice by referring to both texts. The question specified that the advice was for Masa. However, many candidates wrote only about Osamu’s experience and drew out some relevant examples of advice from his experience which then only applied to all fathers in general.
Part B
Question 11
General comments
Most candidates demonstrated a good understanding of the requirements of the task and included relevant ideas and information in their responses. Candidates are advised to closely examine the relevance of the content of their response to the requirements of the task.
Candidates are reminded that a thorough understanding of the text is equally as important as writing. The purpose of the writing is often determined by, not only the information and ideas to be included, but also the tone and choice of language to be used.
Specific comments
The task required candidates to create an email as Shinobu, responding to Emi’s first email requesting feedback on Shinobu’s experience in marathons, and advice on training and clothes/shoes. Candidates also had to take into account Emi’s second email thanking Shinobu for the advice on food/diet which she had not thought about previously.
Candidates were required to create a text with a positive and encouraging tone overall while responding to all questions and information contained in the two emails. However, some responses demonstrated a superficial treatment of the task by only providing some descriptive information.
In the best responses, candidates provided appropriate and convincing reasons for the advice on training and diet and pointed out the benefits of exercising and participating in the race, thus successfully conveying encouragement and praise for Emi’s participation. A variety of accurate and appropriate grammatical structures for giving advice was demonstrated in these responses.
In the weaker responses, candidates included a short description of exercises either in the present or past tense but did not offer any advice.
Candidates are advised to be aware of appropriate structures for different functions, that is, giving instructions or offering advice, encouraging or warning, describing or informing.
Although many candidates attempted to use appropriate structures such as ~ta hoo ga ii, ~nai hoo ga ii, ~tara dou desu ka, ~to ii desu yo and so on, accuracy was impeded by incorrect verb forms for these structures.
Some common vocabulary, expression and grammatical errors:
- adovaisu o oshiete agemasu instead of adovaisu ga arimasu which is appropriate
- ~tara ii da to omoimasu instead of ~tara ii to omoimasu
- comparing two activities: ~suru no hoo ga instead of ~suru hoo ga
- Na adjectives of Chinese origin: daiji/taisetsu/juuyou no koto instead of daiji/taisetsu/juuyou na koto
- ~te form of some basic verbs: oyogite instead of oyoide, hashirite instead of hashitte, etc
- The correct use of ‘wear’ for shoes and clothes. Many candidates used kiru for shoes
- The vocabulary for ‘Two months’ and ‘February’. Many candidates wrote marason no nigatsu mae ni instead of marason no nikagetsu mae ni
- The use of ‘must’. Many errors were observed with this expression. In addition, the overuse of ‘must’ did not create a positive tone overall as it expresses ‘obligation/instruction’ rather than ‘advice’.
Section III – Writing in Japanese
General comments
In the better responses, candidates demonstrated a thorough knowledge of a variety of language structures and Japanese script. Candidates are advised to read the requirements of the task carefully and plan their responses so that they write within the word limit of 100–200 ji (Question 12) and 300–400ji (Question 13). Candidates are reminded that their responses should flow well with logical sequencing. Candidates should demonstrate a thorough knowledge of the use of genkooyoshi. Candidates should also record their question number accurately on their question booklet. Candidates should not use too much of their available word length in an introduction which often indicates prepared, largely irrelevant text, and rather concentrate on the main purpose of the task.
Specific comments
Question 12
- In the best responses, candidates presented their ideas concisely to meet the requirements of the task adhering to the word length indicated. In these responses, candidates referred to behaviour, such as speaking quietly, giving up your seat for older people, putting your bag under the seat, not playing loud music from your iPod and not speaking loudly on your mobile phone. In the weaker responses, candidates wrote about how to catch the bus and where to get off.
Some common errors included:- ~o noru instead of ni noru
- incorrect spelling of basu and ousutoraria
- furui hito instead of otoshiyori.
- In the better responses, candidates demonstrated a good understanding of the purpose of the note and included details of the price, time and duration of the English lessons and also personal details. These responses also included reasons why the lessons would be fun and interesting. In the weaker responses, candidates only provided personal details and some factual information. Frequent errors included the misspelling minsan instead of minnasan.
Question 13
- In the better responses, candidates wrote well in an interview style, which involved suitable introductions, questions and meaningful answers that reflected the depth required. In the weaker responses, candidates wrote a monologue or a script of a speech which lacked a clear sense of audience and purpose.
- In the better responses, candidates
demonstrated a good understanding of the task and wrote using persuasive
language. In the weaker responses, candidates demonstrated little understanding
of the requirements of the task, misreading the question especially in terms of
audience and context. There was also little evidence of the use of persuasive
language. Australian place names were poorly written in katakana and there was little evidence on how to convert the price
of the tour meaningfully into Japanese currency.
Common errors included:- the spelling of oosutoraria, shidonii, etc.
- grammatical errors before some structures, such as plain past form of verb before mae, dictionary form before koto ga aru
- incorrect grammatical endings before structures like ~nakereba narimasen,
- ~tewa dame desu used instead of softer persuasive expressions such as zehi, ~tara ii to omoimasu
- inconsistent use of particles
- inappropriate use of katsudou.
Extension Oral examination
Candidates demonstrated a good level of competence in Japanese within the two-minute time limit. In the best responses, candidates presented and developed a cohesive argument, supported by a range of relevant information.
In the better responses, candidates identified the issues followed by relevant opinions and ideas. They also presented and developed their opinions/ideas using a variety of vocabulary and grammatical structures. Candidates are reminded of the importance of reading the questions carefully, both in Japanese and in English before constructing responses. In the better responses, candidates limited the use of formulaic expressions and prepared material that was not relevant to the question.
Question 1
In the better responses, candidates demonstrated an excellent knowledge of a range of vocabulary to discuss environmental issues linked to advances in technology. In some responses, candidates discussed general environmental issues and what society should do to protect it, but did not link aspects of technology and the environment.
In most responses, candidates clearly stated their opinion and whether they agreed or disagreed with the statement. However, a number of candidates acknowledged both sides of the argument. Candidates are reminded that if they choose to present both sides of an argument they should do so consistently remembering also the importance of reaching a conclusion that presents a single point of view.
Question 2
In the better responses, candidates defined the concept of ‘responsibility’ and made comparisons between responsibilities their parents had as children and responsibilities of children today. They gave reasons for, and discussed how, responsibility has changed.
Question 3
In the better responses, candidates provided reasons for, and gave examples of, the ways young people wanted to be the same as their friends. They identified and discussed the issues and justified their opinion.
In many responses, candidates identified peer pressure and membership in a group as reasons why young people want to be the same as their friends. In the weaker responses, candidates referred to the problems due to drinking alcohol, smoking and using drugs, but did not structure an argument. In a number of responses, candidates outlined things they do with their friends but did not explain ‘why they want to be the same as their friends’.
Extension Written examination
Section I – Response to prescribed text
Part A
Question 1
General comments
Candidates demonstrated a good understanding of the questions and included examples drawn from the four prescribed extracts and the film as a whole to support their responses
Specific comments
- In the weaker responses, candidates did not make reference to the fact that ‘there were already too many useless workers in the bathhouse’ and/or did not identify the nature of the request.
- Most candidates demonstrated an understanding of the quoted lines ‘Or… shall I make you do the hardest most demanding work until you die…’ and outlined the film techniques used by the director in this scene. In the better responses, candidates demonstrated an excellent understanding of film techniques such as tone of voice, sounds, camera angle shots, SD form and related these techniques to how they reinforced the effect of the quoted lines. In the weaker responses, candidates provided some relevant information relating to film techniques (eg close-up shot, size of characters) but did not outline the effect these had on reinforcing the quoted lines as ‘threatening’ to Chihiro. Some candidates referred to an analysis of language which was more relevant to item (c).
- In the better responses, candidates demonstrated how the language in the extract (register and tone) conveyed the different attitudes and provided detailed examples from the text to support their response. In the weaker responses, candidates identified the different attitudes but did not provide suitable and/or relevant language examples from the text to support their response.
- In the better responses, candidates outlined how this scene contributed to Chihiro’s search for her identity throughout the whole film and provided examples beyond the four prescribed extracts. They clearly outlined how this scene was the catalyst in Chihiro’s search for personal identity and demonstrated a perceptive understanding by indicating the various stages of change (ie before, now and after the scene). Most candidates talked about Yubaba taking away her name in this scene and how this meant Chihiro no longer had an identity. However, these candidates did not provide examples as to how she then searched for it throughout the film. The indications of various stages of change were lacking in the weaker responses and examples of her identity development were also absent. In the weaker responses, candidates also included much irrelevant information and/or focused solely on film techniques.
Candidates are reminded to read the question carefully. Candidates are also advised to keep referring to the question as they respond. In the best responses, candidates wrote succinctly and responded with relevant information and ideas in the space provided.
Part B
Candidates are reminded to read both the English and Japanese versions of the question carefully, and to use the appropriate text type and register in their response. In this case, students needed to write a conversation between Kamaji and Rin using the plain form. Some candidates combined material from the issues, which was unnecessary. For a conversation, students may abbreviate the names of the people involved to save time. Kamaji and Rin could have been referred to as ‘K’ and ‘L’.
Reponses in Part B must refer to both the extract and the prescribed text as a whole. In the better responses, candidates combined their knowledge of events in the film with creative reason(s) as to why Kamaji helped Chihiro, including why he lied about her being his mago. Those candidates also used washa and ore when Kamaji and Rin were referring to themselves.
In the weaker responses, candidates wrote monologues or speeches and used reasons why Kamaji helped Chihiro which did not demonstrate an understanding of the text.
Common errors included inappropriate language register (polite form), inconsistency in the use of plain and polite forms, incorrect use of ~te ageru, ~te kureru and ~te morau. Some candidates used vocabulary and expressions straight from the dictionary that were not appropriate, eg dankotoshita omomochi (a determined look). Other candidates were not consistent in the use of tense, referring to the time Kamaji first met Chihiro in the non-past tense.
Common errors with plain form were Chihiro wa chiisai da kara, ii ko to omoimasu, atama ga ii da.
Section II – Writing in Japanese
General comments
Most candidates demonstrated a good knowledge of grammar and vocabulary with an awareness of audience/purpose. Most candidates wrote the required length of 600ji or more. However, lengthy responses rarely enhanced the quality of the response.
Candidates should note that a prepared response on a specific theme or issue is unlikely to fulfil, on its own, the requirements of the task. The inclusion of such text can also result in noticeable inconsistency in the flow and level of language.
Common errors included:
- eikyou wo ukeru and eikyou wo ataeru were jumbled
- eikyou ga aru not eikyou ni naru
- okagede: thanks to~
- seide: because of ~ (fault).
Specific comments
Question 3
In the better responses, candidates successfully analysed the links between consumerism and other issues in today’s society.
In the weaker responses, even though candidates addressed the issue of the consumerism their focus, shifted to other issues with only a notional connection to consumerism such as technology, the environment.
Candidates could disagree with the statement ‘consumerism is the biggest problem of today’s society’. However, they then had to show why another chosen issue was a bigger problem. Some candidates just discussed the other problem.
Question 4
In the better responses, candidates demonstrated depth of understanding of the question and created a logical argument supported by relevant, specific examples. They included references to the lack of good relationships and role models.
In the weaker responses, candidates presented examples of good and poor role models without discussing how poor role models generate poor relationships.
Background Speakers
Section I – Listening and responding
Question 1
General comments
Candidates are reminded to answer the questions fully and include all relevant information. All references to the text should be in English or an English translation should be included when quoting in Japanese. It is also advisable to check English spelling and expression to ensure that the response is comprehensible.
Specific comments
- In the weaker responses, candidates did not identify the main points of the male speaker because of a certain ambiguity in his talk.
- In the better responses, candidates summarised the female speaker’s points of view well. In the weaker responses, candidates tended to translate the text and not summarise it.
- Candidates are reminded to include references to the text in order to justify their opinions. In the better responses, candidates clearly stated the female speaker’s superiority both in terms of the effectiveness of her presentation and the logic of her argument. Their opinions were supported by appropriate textual references.
Question 2
Candidates needed to compare and contrast information and opinions in both texts to demonstrate overall understanding, and draw conclusions as to whether the teaching of English in primary schools should be compulsory. In the better responses, candidates added their own ideas and reasons to support their opinions, demonstrating a thorough understanding of the issue. Candidates are reminded that they have to refer to both texts when attempting the question.
Candidates are not only assessed on how well they summarise the texts but also on their ability to present their ideas and opinions effectively using appropriate language structures and vocabulary. Candidates are advised to be aware that inaccuracies in grammar will prevent them from conveying ideas effectively.
Section II: Reading and responding
Part A
Candidates can respond either in Japanese or in English. In either case, candidates are advised to read both Japanese and English questions carefully to gain a comprehensive understanding of the requirements of the task.
Question 3
In the best responses, candidates demonstrated a good understanding of the main characters, their situations and the issues explored in the story.
- In the better responses, candidates identified two reasons why the father was writing letters to his son.
- In the better responses, candidates demonstrated a comprehensive understanding of the word zurusa used in the text and explained it with reference to the other part of the text.
- In the better responses, candidates compared and contrasted both shinpai and meiwaku, and explained the difference between the two words in context.
- In the better responses, candidates demonstrated a comprehensive understanding of the relationship between Shunsuke and his parents explaining the relationship between Shunsuke and his mother, and Shunsuke and his father, also stating that the family was a dysfunctional family. These were supported by many appropriate textual references.
Question 4
In the best responses, candidates demonstrated a good understanding of the essay Naze Kodomo wa Gakkou ni ikaneba naranainoko. However, to satisfy the requirements of this question, candidates needed to explain how their educational experiences informed their response to the text. In the best responses, candidates clearly identified the author’s message and connected their own educational experiences to this message.
Part B
Question 5
In the best responses, candidates identified some of the main issues in the text and responded using accurate and appropriate language structures and vocabulary. However, in order to satisfy the requirements of this question, candidates needed to discuss all the issues and argue effectively. In the better responses, candidates identified the three issues of ‘declining birth-rates’, ‘women’s social advancement’ and ‘raising children’, and developed a coherent argument.
Section III: Writing in Japanese
General comments
In the best responses, candidates presented and developed a coherent argument, treating relevant information and supporting evidence in depth while relating these to a specific audience, purpose and context as appropriate for each question. They were well-structured with an introduction and a convincing conclusion. In order to present a coherent argument, candidates are reminded to use sophisticated vocabulary and kyoiku kanji.
Question 6
In the better responses, candidates demonstrated a comprehensive understanding of the issues of public transport giving many examples and presenting some original ideas.
Question 7
In the better responses, candidates presented a new environmentally friendly product describing it clearly and explaining how it worked in order to convince the audience to buy it.
Question 8
In the better responses, candidates demonstrated a sound knowledge of environmental issues and the needs of industry, and presented their argument coherently.
2009973
NSW Government