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JAPANESE LANGUAGE
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Cambridge International Advanced Subsidiary Level
8281 Japanese Language November 2011
Principal Examiner Report for Teachers
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Paper 8281/01
Speaking
Key messages
This component is made up of three sections and to perform well candidates need to:
make a formal presentation of a topic clearly related to a Japanese context
take part in a discussion of issues arising from the presentation
discuss issues of a more general nature at an appropriate level.
The use of Japanese should be generally accurate and of a suitably advanced nature as well as showing a
good use of idiom and appropriate vocabulary. Interaction with the examiner is an important criterion in the
conversations. Candidates must ensure that they ask questions of the examiner in both the Topic and
General conversation sections in order to access the marks available for Seeking Information and Opinions.
General comments
This year, the speaking examination was conducted extremely well, with all the Examiners using skilful and
sensitive questioning techniques to allow candidates to show their ability. Most candidates produced a high
standard of spoken Japanese. Both candidates and their Examiners are to be congratulated on the
standards achieved.
Candidates had clearly prepared for this examination, and demonstrated their abilities very well. Most
candidates adhered to the specified time limits Three topic areas should be covered in order to show
candidates’ capability in the target language in the General Conversation.
The recording at most Centres was audible but Centres are reminded of the need to spot check their
recordings to make sure that the recordings are clear.
Comments on specific questions
Section 1: Presentation
Candidates had clearly prepared well for the presentation element of the speaking test, and most achieved a
high standard.
Section 2: Topic conversation
Most candidates had chosen appropriate and interesting topics which enabled a range of questions to be
asked. Indeed, there were wide-ranging questions, including straightforward and unexpected questions
asked by the Examiners, and as a result candidates were able to show their communication skills in spoken
Japanese well.
Section 3: General conversation
Overall, the majority of candidates performed very well in the General Conversation section, with some
candidates having a fluent conversation with their Examiners.
In this section, candidates should be able to show that they can use different tenses accurately, and that
they can do more than answer a series of straightforward questions. By their choice of questioning,
examiners should lead candidates to use a range of structures, including tenses,
Candidates were generally good at providing opinions but need to ensure that they also seek opinions in the
sections where this is required and teachers may remind them if they do not do so spontaneously.
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© 2011
Cambridge International Advanced Subsidiary Level
8281 Japanese Language November 2011
Principal Examiner Report for Teachers
JAPANESE LANGUAGE
Paper 8281/02
Reading and Writing
Key messages
In order to do well in this examination, candidates should:
•
•
•
•
•
read the whole paper carefully before answering the questions
follow the instructions in the rubrics carefully
try to write their responses in their own words, as far as possible
focus on the question set
make sure that their responses stay within the prescribed character limits
General comments
The overall level of performance this year was very good. The majority of candidates completed all three
sections of the paper, were familiar with the task types and observed the rubrics properly. Some weaker
candidates struggled to express themselves clearly, but very few were unable to cope with the
comprehension tasks and thereby succeeded in making relevant mark-bearing points.
In a few cases candidates wrote longer answers than required. They should ensure that their answers fit on
the lines provided on the question paper. Candidates also need to make sure that the information they give
in their answers is taken from the text and not from their own knowledge.
Comments on specific questions
Passage One
Question 1
The majority of candidates answered all questions correctly. The most common mistake that candidates
made was in part (c) choosing answer 3 できるかもしれない. A few candidates made a mistake in (a) or
(b).
(a)
(b)
(c)
(d)
(e)
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2
2
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Question 2
(i)
(ii)
(iii)
(iv)
(v)
e.g.
e.g.
e.g.
e.g.
e.g.
ピアノを習うかもしれません。
明日、寒いでしょう。
話したり、聞いたりします。
日本語を話すことができます。
どこかに行きましょう。
Many candidates produced grammatically accurate sentences in this Question, and managed to use more
kanji than in previous years. Candidates should ensure that they write short sentences which correctly
demonstrate the relevant grammatical point. Long sentences are not required in this section.
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© 2011
Cambridge International Advanced Subsidiary Level
8281 Japanese Language November 2011
Principal Examiner Report for Teachers
In (i) candidates were separated by whether they knew how to use かもしれません or not. Candidates
should remember that the sentences they produce need to make sense as well as being grammatically
correct.
In (iii), candidates needed to produce a sentence with the structure たり~たりします. Therefore using たり
only once is not correct.
In (v), a number of candidates produced a straightforward question, and unfortunately a few of them did not
make any sense. The most common mistakes in this exercise were those where candidates had used the
dictionary form + か sentences.
Question 3
(a)
男の人と女の人が好きになって、一生いっしょにいたいと思ってすることです。
(b) (i)
社会的な家と家とのかんけいです。
(ii)
けいざい的なつながりです。
(iii)
かたちだけのつながりです。
(c)
男と男、女と女がけっこんできるようになりました。
けっこんしても、仕事や家族のつごうでいっしょに住めなくなりました。
(d)
家と家とのつながりで、女の人がつまとしておっとの家族になることでした。
(e)
昔：親がきめたり、見あいをしたり、自分でえらぶことができませんでした。
今：二人の気持ちをそれぞれの家族が大切にするので、自分でえらぶことができます。
(f)
けっこんしたいときに、パートナーをしょうかいしてもらえます。
会う前に、パートナーの写真を見ることができたり、その人のことを知ることができます。
気に入らなかったら、会わなくてもいいです。
けっこんしたいと思って会うので、早くけっこんできます。
(g)
あぶない所や人間がひつうような所へいくかわりに行くレスキューロボットやうちゅ
うロボットです。
一人のせいかつを楽しみながら、パートナーを見つけたいです。
(h)
人をしょうかいする会社に行きます。
(i)
静かで話すのがにがて／下手な人にはあっているからです。
This exercise was found to be rather difficult; despite this, some candidates managed to get full marks.
Candidates tried very hard to respond in their own words and managed to perform well. Candidates should
be made aware of the relation between the number of points expected and the number of marks shown in
brackets. There were several instances, especially in Questions (b) and (f), where candidates only
mentioned 1 point, where 2 or more marks were available. Most candidates managed to find the correct
answers to Questions (d) and (i). Some candidates answered using their own knowledge or opinions – this
was particularly evident in the answers seen to Question (c), where candidates wrote things like, ‘…there
was more divorce…’ or ‘…there are couples who do not have children…’. They need to ensure that their
answers refer to the text. Questions (e) and (h) proved to be the most difficult for candidates.
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© 2011
Cambridge International Advanced Subsidiary Level
8281 Japanese Language November 2011
Principal Examiner Report for Teachers
Passage Two
Question 4
(a)
高校をそつぎょうしてからけっこんするまで仕事しました。
(b)
同じ会社のテニスクラブで会いました。／同じ会社ではたらいていました。
(c)
いい大学を出ていて、ハンサムでやさしかったからです。
(d)
かじをてつだいます。
子どもの世話をしたり、あそんだりします。
早く帰ってきたとき、子どものしゅくだいを見てあげます。
(e)
新聞社で記事を書いています。／新聞社の記者です。
(f)
おっとにしたくありません。
(g)
おっととなる人の家族、仕事、ルックス、せいかくなどです。
(h)
有名大学をそつぎょうして、東京の大きい会社で部長をしていました。
(i)
見あいをした人が、けっこんしたらしゅふになってほしいと言ったけれども、ともみさんは仕
事をつづ
けたいから。
み ほ：けっこんは人生の中で一番大切だと思っています。
ともみ：今仕事のほうが楽しくて、自分のためになると思っています。
(j)
This question was generally very well answered. The content of their answers and the quality of language
were linked very well so that candidates demonstrated both their understanding of the text and their ability to
respond accurately to the target language.
The majority of candidates scored full marks in Questions (a), (b), (e) and (f). In Question (c) a few
candidates thought that ‘…Miho wanted to get married since she was small...’ Three points were required in
response to Question (d), and candidates needed to extract detailed information from the passage about
what kind of husband Takashi is. Saying that ‘…Takashi is clever / nice / handsome…’ was not correct.
Question (j) was generally well answered. However, this question tested how much candidates understood
the passage and some candidates did not manage to read deeply enough to find the answers.
Question 5
In general, candidates answered this question well, showing their ability to write clearly in Japanese, and to
manipulate and use AS level grammar confidently. They expressed their opinions and managed to show
what they had understood from the passages.
Once again this year, a number of candidates wrote answers using their own knowledge and opinions for
part (a), particularly about marriage in recent years, and therefore could not be awarded any marks, despite
producing good writing. Candidates should be reminded to read the questions carefully and respond to them
accurately to achieve high marks. All candidates are required to respond to both (a) and (b).
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© 2011
Cambridge International Advanced Subsidiary Level
8281 Japanese Language November 2011
Principal Examiner Report for Teachers
JAPANESE LANGUAGE
Paper 8281/03
Essay
Key messages
In order to score the highest marks for essays, candidates are expected to provide a clear focus by selecting
relevant pieces of information, and organising them in a logical manner to create a coherent argument. The
use of Japanese should be generally accurate and of a suitably advanced nature, as well as showing a good
use of idiom and appropriate vocabulary. It can be helpful for candidates to refer to the title as often as
necessary throughout the essay in order to maintain relevance, develop strong arguments and reach a solid
conclusion
General Comments
The majority of candidates performed very well, and were able to show their competence in Japanese.
Candidates had clearly prepared well for this exercise. Well structured, relevant and linguistically accurate
essays were very much in evidence. Weaker responses tended to drift away from the question and included
irrelevant thoughts and opinions. Stronger responses managed to combine a good structure with
appropriate language and thoughts were backed up with examples or references as evidence.
A few essays exceeded the word count, and it should be stressed to candidates that this is seen as a
weakness rather than a strength. It is the intention of this exercise for candidates to plan the layout of their
work and write within the allocated word limit (600-800 characters).
If possible, Centres should supply genkoyoshi or similar paper to write on, as some candidates spent
valuable time drawing the squares on the paper themselves.
Topic 1: Family
This was the most popular topic on this paper. There was no shortage of strong opinions regarding
housework, and whether it should be shared within the family in today’s society. Not surprisingly, the vast
majority of candidates were clearly in favour of this. A few candidates argued that housework should only be
carried out by the women in the family. Either approach was acceptable provided the essay answered the
question.
Topic 2: Law and order
This was the least popular topic this year. However, some candidates who chose this topic, presented their
arguments effectively and demonstrated their ability in the target language well.
A few candidates wrote only about crimes in the past and were unable to express their opinions clearly.
Topic 3: Sport
This was a fairly popular topic on the paper. Most candidates used their own experiences effectively to back
up their opinions. The vast majority of candidates chose a team sport as their favourite sport, and only a few
candidates chose individual sports. In both cases however, strong opinions which were gained through their
personal experiences scored highly.
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© 2011
Cambridge International Advanced Subsidiary Level
8281 Japanese Language November 2011
Principal Examiner Report for Teachers
Topic 4: Employment and unemployment
Candidates who chose this topic were clearly well prepared. There were some very well written pieces,
detailing how they were preparing for their future career. It was also evident in some essays that some
scientific research had been undertaken to enable them to form opinions. However, some candidates were
unable to write in depth about this and consequently could not produce a convincing conclusion.
Topic 5: Technological innovation
This was the second most popular choice of topic and the one with the most passionate range of responses.
Most of the candidates who tackled this question were well prepared and seemed to have plenty to say
about the question. The majority of candidates were able to compare the advantages and disadvantages of
having education at home using a computer and as a result, they scored highly in their ability to write in the
target language. It was interesting to see a large number of candidates pointing to, “over use of computers
causing bad eye sight”, as one of the disadvantages.
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© 2011