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 This
issue we asked Yukiko Ehara, Japanese Language
Consultant to the NSW Department of Education and Training,
why she considers it so important for teachers and students
to participate in the 2006 Japanese Language Proficiency Test.
A must-read, especially for teachers!
The Japanese Language Proficiency Test (JLPT) was established
in 1984 and is today held in thirty-nine countries around the
world. More than 300,000 people sat for the test in 2005 and
this year that number is expected to again increase.
Australia currently ranks third in the world in terms of the
number of people studying Japanese, behind South Korea and China.
In those countries, 59,588 and 126,422 examinees respectively
sat for the proficiency test in 2005, in stark contrast to Australia,
where only 777 students participated. It may therefore be surprising
to know that there is an almost identical number of people (approx.
380,000) studying Japanese in Australia as there is in China!
The most likely reason for this large discrepancy is the age
of students studying Japanese. In China, the majority of people
studying Japanese are university students or even older. In
Australia, most students are in high school or primary school.
Examinees in China see the proficiency test as a valuable qualification
for their career, but students in Australia tend to perceive
it as little more than just another test score.
However, there is more to passing the JLPT than just a score.
One of the main advantages of the proficiency test is the fact
that it is recognised all over the world. For example, passing
Level 3 (for which knowledge of 300 kanji characters and 1500
words is required) in Perth acknowledges the same level of skills
as those who pass the test in Tokyo, Beijing, Jakarta or London.
The test provides an objective assessment of your Japanese language
ability against an internationally recognised standard, irrespective
of what state you live in or whether your skills were mastered
in a regional or metropolitan environment.
The proficiency test is a useful qualification for Japanese
teachers, regardless of how long they had been teaching. Those
who have only recently commenced teaching Japanese may wish
to undertake the Level 4 test (100 kanji and 800 words). A more
experienced teacher can increase the challenge by sitting for
Level 3. If you have been teaching Japanese for many years or
have lived for a period of time in Japan, you may wish to further
increase the difficulty level with the Level 2 or even the Level
1 test. Even native Japanese speakers may find it a challenge
to get 100% in Level 1! Such is the calibre of the proficiency
test that should you pass Level 1, you are eligible to apply
for entry into Japanese universities.
The proficiency test is also a valuable tool for students. A
certificate can be useful in motivating students to continue
their studies and to set higher yet realistic goals. It may
also give you an advantage when applying for student exchange
and home stay programmes. A high school student who has studied
continuously for at least two years should expect to pass the
Level 4 test. Level 3 is a reasonable goal for students in their
final year of high school.
It is my experience that teachers and students who commit to
passing the irrespective levels of the proficiency test together
find the task even more enjoyable and rewarding. There is still
lots of time to prepare for the 2006 Japanese Language Proficiency
Test, and there is no time like the present to start planning!
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Number
of people studying Japanese (2003) |
Number
of studying Japanese at tertiary level (2003) |
Number
of JLPT examinees (2005) |
| South
Korea |
894,131 |
83,514 |
59,588 |
| China |
387,924 |
205,481 |
126,422 |
| Australia |
381,954 |
8,269 |
777 |
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