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2001 HSC NOTES FROM THE EXAMINATION CENTRE JAPANESE

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This document contains material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. No part of the material may be reproduced in Australia or any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted of the Copyright Act 1968. School pupils in NSW and teachers in schools in NSW may copy reasonable parts of the material for the purpose of bona fide research or study.

The Materials may contain third party copyrighted material such as photographs, diagrams, quotes, cartoons and artwork. This document has been prepared for the teachers and candidates of the Stage 6 courses in Japanese. It provides commentary regarding the answers to the Higher School Certificate Examination 2001, indicates the quality of candidates' answers and highlights the relative strengths and weaknesses of the candidacy in each section and question.

The assessment guidelines, developed by the Board of Examiners at the time of setting the Higher School Certificate Examination and used in the assessment centre, are available on the Board of Studies website. Regardless of the difficulty of the questions, candidates must answer as deeply as possible and demonstrate their knowledge of Japanese grammar and vocabulary.

Listening and Responding

Candidates are reminded that the speaking skills test is a conversation and not a speech and therefore long monologues on certain topics are inappropriate. Many candidates took a word in the examiners' question without understanding what information was being asked of them, and therefore did not fully answer the question. Many candidates confused kaisha/shakai and eiga/eigo and struggled with question words like dono gurai, donna, doo yatte etc.

Candidates had to follow the logical sequence of the passage and use the clues provided by the questions. The error lay in the meaning of "basu o oriru mae ni". a) Candidates failed to define bad weather, e.g. rain, and the risk of rain causing disease. The candidates missed the concept of the 'elementary school friend' who was Japanese but now lives in Brazil and has done so for four years.

The main mistake was the mistaken concept of "increased use of katakana recently", the confusion between katakana and kanji, and the connection between katakana and Western influence. Imi" was mistaken for "immigration". b) Most candidates understood the generation gap, but had difficulty with the concept of "foreigners/tourists who speak English".

Reading and Responding

Writing in Japanese

Since the task was a letter, candidates had to know this type of text in Japanese. It is best to write letters in a polite form, as many who have tried to keep it simple have been inconsistent and made mistakes. They should make sense in the context of what is being written about, not just inserted to demonstrate grammar knowledge.

It was gratifying to see that they were well acquainted with the set text stories and issues. There were many answers to the questions presented in this year's Extended Oral Examination and the standard was very high. Going forward, candidates should be familiar with logical argumentation and be able to connect ideas to ensure fluency.

Response to Prescribed Text

They should make sense in the context of what is being written about, not just added to show knowledge of grammar. communication is the primary goal. Candidates were generally well prepared and successfully developed coherent arguments and effectively communicated their ideas. The best answers were those that were not prepared speeches, but rather contained candidates'. personal experiences with a variety of expressions and sentence structures.

This question, worth 6 marks, caused the most problems, mainly because candidates did not clearly identify the issues raised in the exam extract and in the text as a whole. Candidates are advised to convey the meaning of all Japanese quotations used in the question and be able to relate them to the context of the text. Candidates are also strongly advised to identify issues raised and illustrated not only in the three stories to be studied but also in the novel as a whole.

They should therefore study the text within the framework of the three issues prescribed for study in the Extension course and not as isolated stories. A number of candidates demonstrated a detailed understanding of the prescribed text through their ability to reproduce large parts of it. Weaker candidates only referred to the extract and did not refer to other parts of the prescribed text.

Writing in Japanese

Demonstrates a comprehensive understanding of the global meaning of spoken text by identifying details in complex sentences. Demonstrates depth in processing the assignment through the development of relevant information, ideas and/or opinions related to text. Responds to most information, ideas and/or opinions in the text (includes main points).

Demonstrates depth in handling the task by developing some relevant information, ideas and/or opinions. Manipulates language with some degree of authenticity and creativity to meet the demands of the task. Responds to some information, ideas and/or opinions of the text (includes bullet points).

Demonstrates basic knowledge and understanding of vocabulary/kanji, relevant adjectives and adverbs with evidence of influence on English syntax and vocabulary. Demonstrates depth and breadth in handling the assignment through the presentation and development of relevant information, ideas and/or opinions. Demonstrates depth of treatment through presentation of relevant information, opinions and/or comments.

Understands the use of the language structure "~tekureru" and the implications of its use in context. It shows a minimal understanding of the interrelationship between the passage and the novel and their relationship to society.

References

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