2010 HSC Notes from the Marking Centre – Japanese
Contents
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 2010 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 2010 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 guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated 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
Generally, responses indicated that candidates were able to demonstrate a range of opinions, information and comments on a variety of topic areas from within the bounds of the syllabus.
Candidates should listen carefully to the questions being asked and respond with relevant information. It is important that candidates speak clearly, confidently and audibly throughout the conversation.
In better responses, candidates demonstrated an ability to accurately use particles and tenses. They manipulated language in order to give extended answers to the questions asked using a variety of language structures and vocabulary.
Candidates are encouraged to practise answering a wide variety of questions, covering all topic areas, so that they are able to manipulate language to answer a specific question, and not simply answer using rote-learned responses. Candidates should also ensure that they use complete sentences, revise question words, including itsu, doo yatte, doo, dono gurai, dooshite, naze, donna etc, as well as linking adjectives and the ~te form. Gairaigo also needs to be pronounced with appropriate Japanese pronunciation.
Written examination
Section I – Listening
General comments
Candidates are reminded to read each question carefully and respond using as much relevant information as they understand, providing relevant details from the text. However, candidates are also reminded that they should not just translate what is in the text.
Specific comments
Question 1
In weaker responses, candidates confused ‘9:15’ as the meeting time or arrival time and not the time.
Question 2
In some responses, candidates mistakenly thought the home-stay was to be in Australia. However, in better responses, candidates identified the students as coming from Australia or being exchange students.
Question 3
In most responses, candidates demonstrated some idea of the gist of the text and mentioned that Takeshi had an issue with poor English and was also unhappy.
Question 4
In better responses, candidates demonstrated understanding of the final idea that to take a break from studying would assist Emma to study better later.
Question 5
Candidates are reminded to use English when answering this section. If a Japanese word needs to be included in an answer they should then translate it as best they can, eg workers must say irasshaimase to the customers, which means ‘welcome’.
Question 6
In better responses, candidates described Janet as being ‘embarrassed’, ‘troubled’, ‘guilty’, ‘worried’ etc. In some weaker responses, candidates did not elaborate on the ‘mixed feelings’ when answering the question, but merely translated the details that they understood without applying this information to the question asked.
Question 8
In better responses, candidates understood numbers and ages well and therefore understood the crucial detail that Mie was 70 years old and yet still danced and performed in contests. In weaker responses, candidates merely translated the text and did not apply the information they understood to answer the question or make some judgement about Mie’s character.
Question 9
In better responses, candidates mentioned the contrast from ‘happy’ etc, to ‘angry’ or ‘upset’. However, in weaker responses, candidates did not make reference to the earlier feelings displayed in the phone call which changed to a different feeling by the end of the phone call.
Question 10
Words such as ‘problem’ and ‘worried’ were repeated throughout the conversation. In better responses, candidates understood that the host mother was very likely to ask Ben to leave. They then justified their response with positive and negative points about Ben’s stay with the host family. However, in weaker responses, candidates misunderstand the tone of the host mother.
Section II – Reading
General comments
Candidates are advised to read the whole text in order to get an overall understanding. Candidates are reminded to read the texts carefully and include all relevant details in their response to support their opinions.
Specific comments
Question 12
- In better responses, candidates indicated why Tom was contacting Yuki by mentioning his invitation to go to a concert of the band Big Mama at the Opera House. In weaker responses, candidates identified an invitation to a concert or mentioned either the Opera House or the band Big Mama.
- In better responses, candidates demonstrated a good understanding of Tom’s reaction to Yuki’s response, mentioning his negative reaction to her being always busy with her studies and valuing studying above time spent with him. In the weaker responses, candidates only mentioned his negative reaction or her constant studying.
Question 13
- In better responses, candidates demonstrated a good understanding of the interesting prediction for the Year of the Dog by linking overseas travel with meeting a future spouse while travelling.
- In better responses, candidates concluded that all three pieces of advice were about money or finances.
- In better responses, candidates demonstrated a good understanding of how the Year of the Monkey is predicted to be a better year than the Year of the Rabbit by comparing the health predictions of the two signs as well as mentioning that those born in the Year of the Monkey would be making interesting friends but that those born in the Year of the Rabbit would experience difficulties in work or study.
Question 14
- In better responses, candidates demonstrated a good understanding of the changes to the school by identifying that the school had been renovated and that the library was bigger and contained more computers. In the weaker responses, candidates only identified one of these points.
- In better responses, candidates demonstrated a perceptive understanding of why Masaki was chosen as a speaker by drawing conclusions from their knowledge of what kind of student Masaki was, what he had excelled in at school and what he had done since graduating. In the weaker responses, candidates listed some description of Masaki as a former student or what he was doing at present.
Question 15
- In better responses, candidates mentioned Masao’s new girlfriend, her personality and looks, and his perception of not being handsome enough for her. In the weaker responses, candidates identified only that he had a new girlfriend.
- In better responses, candidates explained each comment and drew conclusions from their understanding of the whole text. In weaker responses, candidates identified Comment 2 as being more helpful and identified some points as to why it was more helpful but did not draw any conclusions.
Section III – Writing in Japanese
Question 16
In better responses, candidates used several advanced structures to frame their message in a sophisticated way. In many responses, candidates included all the necessary information in a text that would promote the party well. Candidates structured their message coherently and observed the conventions of the text type. They also used expressions to invite, eg zehi kite kudasai.
Candidates are advised to take care with the use of particles, eg 6 ji ni sakura resutoran de paatii o shimasu. Candidates should check carefully the spelling of simple words, eg minasan (minnasan). Candidates are also advised to check verb endings and tense.
Candidates are reminded to read the question carefully to ensure they produce a text that meets the requirements of the task (in this case a message for the class). In a number of responses, candidates wrote personal letters or emails not aimed at a group. Candidates are also advised to use the information provided in the stimulus text accurately when they reproduce it in their response.
Question 17
In better responses, candidates used several advanced structures and a range of relevant vocabulary to recount the events of their trip.
In the best responses, candidates structured their speech logically and observed the conventions of the text type by addressing the audience at the beginning and providing an appropriate concluding statement. They also provided details of their impressions of the trip.
Candidates are advised to take care with the use of particles, eg Watashi wa ichigatsu ni tomodachi to nihon e ikimashita. Candidates should check the spelling of key words, eg ryokoo (ryoukou), yuumei (yumei). Candidates are also reminded of the need to use the past tense when recounting events.
Candidates are also advised to avoid transcribing words directly from their dictionaries without considering Japanese syntax or context.
When writing kanji, candidates should ensure they write the kanji in Japanese, using the correct number of strokes.
Candidates are reminded that marks are not awarded for including sections of the reading texts in written responses.
Question 18
General comments
Better responses were well structured and coherent, and included both the advantages and disadvantages. Candidates demonstrated a clear knowledge of the article text type and associated writing conventions. They incorporated a wide range of vocabulary and advanced sentence structures into their texts. In the best responses, candidates responded in depth and communicated their ideas effectively, with only minor errors which did not impede the communication.
In weaker responses, many candidates’ ideas were not relevant to the task and demonstrated a lack of depth of knowledge of vocabulary and sentence structures. In these responses, ideas tended to be listed without a link to the question. Responses tended not to flow logically, with advantages and disadvantages being mixed together in the same sentence. On occasion, candidates wrote their response as a letter or diary.
Candidates are reminded to read the question in Japanese and English. They should identify the text type and use the conventions of that text type consistently. They should avoid overuse of the dictionary as communication is affected when lexical items are used out of context. Terms such as furi and yuuri and ketten and riten were often used incorrectly for advantage and disadvantage. Common errors included: poor rendering of vocabulary in katakana, ten ten and maru were often not used and hajimete was used instead of hajime ni at the beginning of the text.
Candidates are also reminded that they must indicate in the space at the top of the examination paper the question they attempt, either (a) or (b).
Specific comments
- In better responses, candidates stated the advantages and disadvantages of where they lived. In the weaker responses, candidates simply described their neighbourhood without making contrasting statements. In a number of responses, candidates wrote the name of their town as required in English rather than in katakana.
- In many responses, candidates described their school and the subjects they studied and did not state any advantages and disadvantages. Some candidates wrote a diary entry of a day at school.
Candidates are reminded that they should not identify themselves or their school.
Continuers
Oral examination
General comments
Candidates will be asked questions that will allow them to apply their understanding of Japanese to an unfamiliar context. It is most important to listen carefully to the question being asked by the examiner and ensure that responses are relevant and thoughtful. In better responses, candidates used a variety of structures without repetition of the same phrases and ideas throughout their examination. Candidates should also be prepared to answer questions in the third person eg from the perspective of parents or friends.
In better responses, candidates 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 and not just rephrase the question asked by the examiner.
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 past events and should be confident in the use of the past tense.
Polite language should be used consistently throughout the examination and candidates should avoid using English words when they are unsure of Japanese vocabulary. It is better to rephrase.
Candidates should take care when using particles, numbers, quantities and expressions of time, as well as words which sound similar to each other. 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 should listen carefully to texts in order to distinguish between relevant ideas such as ‘a room including breakfast’ or ‘breakfast in the room’ as in Question 3.
All candidates should be familiar with basic Japanese terminology for times, numbers, prices, periods of time.
Candidates are advised to re-read their responses to ensure that they make sense and are legible.
Candidates are reminded that they must transfer all relevant information from the ‘Candidate’s Notes’ column to the space provided if they wish it to be considered.
Specific comments
Question 1
In better responses, candidates understood that Ken bought flowers to thank his teacher, and that he chose yellow because she often wears yellow or yellow skirts.
Question 2
Candidates are advised to ensure they are familiar with Japanese numbers. In some responses, candidates did not understand the meaning of yuki after Hiroshima, and included this in their response, which was incorrect.
Question 3
Candidates needed to state that they wanted to book a room for two nights, or tonight and tomorrow night. Some candidates thought that nihaku was nihyaku ($200). In weaker responses, candidates incorrectly stated that Mr Yamada wanted room-service or breakfast brought to the room. Candidates needed to state that Mr Yamada wanted breakfast included in the price.
Question 4
The correct answer was (D).
Question 5
In better responses, candidates identified the problem and then discussed how Aiko would convince her parents to solve this problem.
In the weaker responses, candidates were confused with the price of the computer, $1500 and by the fact that Aiko only had $150. The price was actually in dollars, not yen, which also caused some confusion. Accuracy is essential in these responses to gain full marks.
Question 6
In better responses, candidates demonstrated an excellent understanding of the main point of the passage.
Question 7
In better responses, candidates understood the ironic elements in the text and also the fact that the whole conversation took place in a car. Candidates stated that Erika in fact had the better argument, and provided details about the arguments presented by both Erika and Masaki.
Question 8
In better responses, candidates explained how and why Mia’s feelings changed throughout the conversation. In these responses, candidates clearly demonstrated the logical progression of Mia’s change of feelings, and the comments made by Tomoki which helped her to regard Kim sympathetically.
Section II – Reading and Responding
Part A
Question 9
- In better responses, candidates identified the idea of building houses with recycled paper and trees, and using recycled water for the toilet. In weaker responses, candidates did not understand the relative clause risaikuru shita mizu o tsukaimashou meaning ‘Let’s use recycled water’. In the weaker responses, candidates also misunderstood the kanji ki, meaning trees or wood.
- In better responses, candidates described the features of the house. In the weaker responses, candidates misunderstood katakana words; for example, beddo meaning ‘bed’, botton meaning ‘button’ and raito meaning ‘light’.
- Candidates are reminded to read the question carefully and ensure they respond with relevant information. In better responses, candidates identified that Kenji’s entry of the electricity box that stores solar power, which can be sold back to others if unused, met both criteria of the competition, that the product be environmentally friendly and look to the future. They compared this with the other two entrants, who each addressed only one criterion of the competition. In the weaker responses, candidates explained Kenji’s idea, but did not state how it met both criteria or why it was chosen as the winner.
Question 10
- In weaker responses, candidates provided one element of the response or a general understanding of what will happen on the day. Many candidates misunderstood ojiisan as ‘uncle’, some did not understand the kanji for kuukou and many did not translate tsurete itte kureru. In many responses, candidates interpreted this as Mika’s family taking their grandfather to Australia.
- In better responses, candidates identified both wishes made by Mika’s friends. Gaikoku no boifurendo meant an ‘Australian boyfriend’ within the context of the story, but many candidates gave the literal translation ‘foreign boyfriend’. In weaker responses, koara o daku was not understood well.
- In better responses, candidates gave examples of how all family members felt about the change. In weaker responses, candidates misunderstood the expression ryouri gakkou and wrote that the mother was cooking at a school. The kanji for shigoto was often not understood.
- In better responses, candidates translated and explained the quote given in the question in context. In weaker responses, candidates misinterpreted the supporting examples and many wrote that it was Mika who asked for help. In some responses, candidates included irrelevant information from the second diary entry, such as the shops closing early and the inadequacies of the transportation system.
- In better responses, candidates interpreted the different stages of Mika’s emotions and provided supporting details for the way she felt. In weaker responses, candidates listed events in Mika’s life and used words such as ‘looking forward to’, ‘happy’, ‘fun’, ‘unpleasant’, while others demonstrated a simple understanding of the changes in Mika’s emotions by noting the change from ‘negative’ to ‘positive’ feelings. In some other weaker responses, candidates did not refer to the positive emotions felt in the first diary entry and only noted Mika’s negative feelings, and challenges in the subsequent diary entries.
Part B
Question 11
The task required candidates to complete a survey by providing advice on how the festival could be improved the following year. To do this, candidates had to draw on information provided in the festival advertisement and the partially completed festival evaluation questionnaire.
In better responses, candidates described the festival creatively, providing reasons for the ratings given for the various aspects of the festival as well as making concrete suggestions for improvement. They used a variety of advanced structures to suggest improvements with a high level of accuracy.
In weaker responses, candidates tended to describe the negative aspects of the festival, relying on the stimulus text and did include suggestions for improvement.
Candidates should address each element of the task; for example, rainen no matsuri o motto yoku suru tame ni, dooshitara ii to omoimasu ka, rather than describe what was wrong with this year’s festival.
Candidates are reminded to pay careful attention to tense. Candidates were required to use both tenses, past tense for this year’s festival experiences and future tense for their suggestions for the next year’s festival.
Better responses included phrases such as, ~tara ii to omoimasu, ~ta hou ga ii deshou, ~deshou, ~tara dou desu ka when providing advice.
Common vocabulary, expression and grammar errors included:
- use of adjectives in the past tense, chiisai deshita, warui deshita, kirei ja nai deshita, kireikatta deshita
- basu o norimasu instead of basu ni norimasu
- the use of totemo/amari, eg totemo oishikunai to omoimasu instead of anmari oishikunai to omoimasu, anmari tanoshikatta desu instead of totemo tanoshikatta desu.
- the inconsistent use of register
- incorrect use of shika + negative
- linking of adjectives, atsuide, taihen, kireikute omoshiroi, kirei to omoshiroi
- adjective endings before ~to omoimasu were often incorrect, warukatta da to omoimasu was used instead of warukatta to omoimasu.
Section III – Writing in Japanese
General comments
In better responses, candidates demonstrated a thorough knowledge of a variety of language structures and Japanese script.
Candidates should read the requirements of the task carefully and plan their responses so that they write within the specified word limit for each question. Candidates are also reminded to record their question number accurately on their question booklet. Candidates should focus their response so that it addresses the main purpose of the task and not waste too much of their available word length on an introduction and/or irrelevant information.
Specific comments
Question 12
Care should be exercised in the use of dictionaries. Lexical items were often used out of context, eg Watashi no sunde iru menseki (mathematical area), and the grammatical structure used inappropriately, ie noni used as ‘but’ instead of ‘although’.
In better responses, candidates described various features of the new neighbourhood within the word limit. These candidates used authentic expressions appropriately, eg Osewa ni narimashita.
Common vocabulary, expression and grammar errors included:
- incorrect use of particles and verb tenses
- writing too broadly, that is describing the whole area of Kyoto
- poor use of kanji and inconsistent use of register
- minnasan instead of minasan
- furui hosuto famiri, when referring to the old host family
- addressing the postcard to yamada kazoku e, instead of yamada san e
- directly translating ‘I want to see you again’ as mata anata o mitai desu, instead of mata [Name] san ni aitai desu.
Candidates are advised to:
- keep within the word limit of 150 ji
- read the question carefully
- use opportunities to demonstrate the kanji they have learnt, eg gakkou, watashi, genki
- use genkouyoshi correctly, eg if writing vertically, responses should start on the right-hand side
- allow sufficient time to check their responses after writing to avoid careless spelling and kanji errors.
Question 13
In the better responses, there were varying degrees of persuasion, but usually a minimum of one to two good reasons to join the club, such as good facilities and price were included. In weaker responses, candidates wrote a monologue or a script of a speech which lacked a clear sense of audience and purpose. In some of the weaker responses, candidates recruited people to work at a gym.
Common errors included:
- minnasan instead of minasan
- incorrect hiragana for wa in konnichi wa
- sports such as sakkaa, supoutsu and basukettobouru often written incorrectly.
In better responses, candidates wrote a creative reflective text demonstrating a good understanding of the audience. In these responses, candidates included feelings, opinions and comments and did not simply recount events. In weaker responses, candidates often misinterpreted the question, especially in terms of audience and context.
Common errors included:
- incorrect use of koto ga aru when linking with a specific time, eg sengetsu Oosutoraria ni itta koto ga arimashita
- content that focused often on comparing Australian and Japanese schools rather than a reflection on experience of and feelings about high school in Australia
- texts that were conversational in style which incorrectly interpreted ‘write the script of your talk’ and using inappropriate register to ‘teachers from Japan’ (scripts that were written as if the audience were students rather than teachers)
- a few candidates wrote a letter instead of a script of a talk
- kanji for suki was written in two separate boxes; kanji for watashi written incorrectly; tanoshii written incorrectly; totemo had many variations, eg dotemo; todemo, totema …; iroiro written as iruiru; shukudai written as shuukudai.
Extension
Oral examination
In the best responses, candidates presented and developed a logical and well-structured argument, supported by a range of relevant ideas and information.
Question 1
In better responses, candidates compared living in today’s society with previous times, and identified that some ‘danger’ exists nowadays. They supported their argument convincingly by explaining the causes and consequences. They had an excellent knowledge of a range of vocabulary. Many candidates linked the issue to advances in technology. In some responses, candidates discussed the danger caused by the environment, media and peer pressure.
In weaker responses, candidates identified that ‘danger’ exists in today’s society. However, they did not provide any clear comparisons to previous times. On occasion, examples to support their opinion often lacked relevance, and the argument lacked coherence.
Question 2
In better responses, candidates provided convincing reasons for agreeing or disagreeing as to whether parents can be friends, and the notion of friendship was clearly defined.
In weaker responses, many candidates spoke about ‘friendly parents’ and listed what their parents did/do for them and concluded that their parents are good friends. Some of these responses included a limited range of relevant information.
Written examination
Section I – Response to prescribed text
Part A
Question 1
General comments
In the best responses, candidates wrote succinctly in the space provided and addressed the question without including supplementary but largely irrelevant material.
Specific comments
- In most responses, candidates demonstrated some understanding of the quoted line ‘If you grumble, I will turn you into coal’. In better responses, candidates explained this quote in context and linked the reason for Yubaba saying this, to her desire for Sen to get on with the job of taking care of the Stink God without any further hesitation. In weaker responses, candidates either provided a translation of the quote or outlined that Yubaba said this to threaten Sen or to show her power over her.
-
In many responses, candidates demonstrated a good understanding of how the director, Miyazaki, portrayed the sense of smell in this extract. In the better responses, candidates demonstrated an excellent understanding of film techniques which included reference to visual techniques and sound.
In weaker responses, candidates referred only to the most obvious visual techniques, eg hair, eyes, the colour brown. Some weak responses included irrelevant information on ‘Environment’ and Miyazaki’s attitude toward pollution.
- In better responses, candidates provided detailed examples from the extract to support their response. In the best responses, candidates focused on each quote used throughout the extract and linked it to a personality trait. In weaker responses, candidates identified Chichieki’s personality, but either did not provide suitable examples from the extract to support their response or provided an incorrect translation of the quotes.
- In better responses, candidates outlined how Yubaba’s attitude and relationship with Sen had changed both in this scene and in the film as a whole, providing relevant examples beyond the four prescribed extracts. They demonstrated a perceptive understanding by indicating the various stages of change in attitude and how this impacted on the relationship. They also provided evidence from the film, often including how filmic techniques supported these changes. In weaker responses, candidates did not make a clear link between change in attitude and relationship, and these responses often focused solely on the events of the extract provided and/or provided irrelevant information about the characters in general.
Part B
Question 2
Candidates should use the 400 ji efficiently and not waste time or space on irrelevant information. For example, writing boku wa kaonashi desu, and sen ni orei no tegami o kaite imasu, or lengthy comments about the weather.
In better responses, candidates linked events in the film to the themes of the prescribed text and the prescribed issues. In weaker responses, candidates demonstrated only a superficial understanding of the prescribed text. A number of candidates responded very creatively and at length about what Kaonashi was currently doing at Zeniba’s house, at the expense of thanking Sen for what she had done for him.
Many candidates used the term hisashiburi incorrectly as the time frame given for writing the letter was only two or three weeks after Sen had left Zeniba’s house. Many described the relationship between Kaonashi and Sen incorrectly as a mutual friendship. Sen was polite and respectful to Kaonashi, but she did not think of him as a friend.
Common errors included:
- inconsistency in the use of plain and polite forms
- incorrect use of ~te ageru and ~te kureru, tsurete iku and tsurete kuru, ureshii instead of shiawase, miru instead of au
- incorrect spelling of issho ni
- the wrong kanji for hajimete.
In general, the passive and causative structures were handled poorly, resulting in some confusion. Some candidates did not use past tense consistently when recounting events that had taken place, and some either missed or incorrectly applied the tenten symbol ie writing buta instead of fuda.
Section II – Writing in Japanese
General comments
Candidates are strongly advised to address all the issues in the question, rather than just one key word. The text type and appropriate style should be used. In a considerable number of responses, candidates did not use the ‘article’ style and wrote their responses in the style of a monologue script.
In better responses, candidates used a range of vocabulary and structures while maintaining a high level of accuracy. The examples used in those responses were very closely related to the topic and were convincing. Candidates are reminded to use the correct okurigana for kanji. It is also very important to learn how to use some sophisticated words with appropriate phrasing and in the appropriate context.
Specific comments
Question 3
Some candidates found it difficult to marry the idea of yakutatsu and ‘shape’ in relation to personal identity. In better responses, candidates developed sophisticated arguments, addressing explicitly what aspects of part-time jobs contribute to shaping aspects of personal identity and in what way. They included convincing reasons and there was a logical development in the argument.
There were, however, a number of responses in which the benefits of taking up part-time jobs were explained well, but how those benefits contributed to shaping personal identity or making one a better person was not addressed. Although in many responses, candidates referred to ‘financial gain and independence’, the link to shaping personal identity was not clear. In weaker responses, candidates listed the benefits of part-time jobs.
Question 4
In better responses, candidates identified what kinds of changes caused stress, as well as how that particular stress affected particular groups of people. In these responses, candidates successfully compared the life of the previous generation with stress in today’s society as a result of rapid change.
In better responses, candidates wrote an article addressed to the general public. The language used in these responses was accurate both in terms of grammatical structure and in the use of sophisticated vocabulary and expression.
In a number of responses, candidates described how stressful modern society was and explained how it occurred, but did not link this explicitly with rapid change. It was also noted that in a considerable number of responses, candidates attempted to use very sophisticated vocabulary but the message was not successfully delivered due to the errors in grammatical structures and/or inappropriate contextual use.
In weaker responses, candidates tended to describe stressful lifestyles, without references to change. The writing often lacked ‘connectives’ and ‘transition signals’.
Common errors included:
- jiritsu ni naru for jiritsu suru
- eikyou o morau for eikyou o ukeru/eikyousareru
- sutoresu o mottsu for sutoresu ga aru
- sutoresu o dasu for sutoresu o okosu.
Background Speakers
Section I – Listening and Responding
Question 1
General comments
Candidates are advised to read the questions both in Japanese and in English as this may clarify the intent of the question.
Specific comments
- In better responses, candidates supported their judgement by referring to the text, including the language and tone used by the female speaker.
- Candidates are reminded to include references from the text in order to justify their opinions. In better responses, candidates clearly described both the female speaker’s and the male speaker’s feelings. In these responses, opinions were supported by appropriate textual references.
Question 2
In 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 must refer to both texts. Candidates are also reminded that they 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.
Section II – Reading and Responding
Part A
Question 3
Candidates can respond in either Japanese or in English. In either case, candidates are advised to read both the Japanese and English questions carefully.
Question 4
To satisfy the requirements of this question, candidates needed to write a letter to advise Shunsuke how he could cultivate trust within his family, using the opinions expressed in the essay. In the weaker responses, candidates made little reference to the texts.
Part B
Question 5
In the best responses, candidates discussed all the issues and argued effectively. In these responses, candidates included some original and authentic ideas to support their argument. In weaker responses, candidates did not include the main points of the text and did not address their writing to the specified audience.
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 appropriate kanji.
Question 6
In better responses, candidates demonstrated a comprehensive understanding of the issue of technology and presented their arguments, focusing on young people’s communication and relationship skills.
Question 7
In better responses, candidates demonstrated a good understanding of the issue of youth culture by presenting the challenges that the audience might expect to face and giving sound advice on how to deal with these challenges.
20110143
NSW Government