Section I – Listening and Responding – Part A
Students should:
- make notes in the Candidate’s Notes column and transcribe their answer on to the allocated lines
- respond in English for Question 1 and Japanese for Question 2, as instructed in the questions
- use their own words and not translate segments of the text as part of their response
- refer to content and language if required by the question and give examples from the text to support their response
- address the key words in the question, for example ‘how’, ‘why’, ‘justify’, ‘analyse’ and support responses with appropriate examples and references to the text
- have a thorough knowledge of the prescribed themes and the related issues as well as the prescribed texts for study.
In better responses, students were able to:
- identify relevant and appropriate information from the aural text, including details such as Tanaka thinking that memorising vocabulary does not help her to speak English, and Yoshimoto’s reasons for thinking we will be able to communicate in foreign languages accurately in the future
- make reference to both content and the language used (Q1c), including outlining the lack of structure and language features that reinforced Tanaka’s hesitance in contrast to Yoshimoto’s use of structured repetition and creative use of the metaphor to reflect the difference in their beliefs about what is most important to focus on in English language education
- communicate ideas in comprehensible English.
Areas for students to improve include:
- incorporating as much relevant information from the spoken text as possible
- making clear reference to both the content and language and demonstrating how the language structures support or reflect the content, for example, Tanaka’s simplistic view of English language education, which is not well structured or delivered, suggesting she is unsure of her own argument
- responding concisely and succinctly when the question requires a summary and refraining from providing irrelevant information (Q1b)
- proof reading responses so that they make sense and are not contradictory.
Section I – Listening and Responding – Part B
Students should:
- respond in Japanese as stipulated in the question
- use their own words and not translate segments of the text as part of their response
- demonstrate a comprehensive understanding of the prescribed themes and the related issues raised in the texts
- support responses with appropriate examples and textual references
- ensure their responses provide all the relevant information to answer the question comprehensively
- manipulate the language authentically according to the context, audience and purpose of the question
- apply the conventions of the type of text required by the question
- adhere to the suggested number of words and/or characters.
In better responses, students were able to:
- refer to content of both texts for effective comparison (Q2), providing clear examples of how future occupations as a professional online gamer or game coach are either possible and plausible, or are undesirable and unattainable for many
- structure their response in a logical manner with appropriate use of conjunctions (Q2).
Areas for students to improve include:
- responding to the question rather than describing the issues in general, for example, using specific examples of what it takes to be successful as a professional gamer or online games coach
- sequencing ideas and information in a logical and coherent manner
- demonstrating an excellent control of vocabulary and language structures
- developing an argument that demonstrates the pros and cons of pursuing a career as a professional gamer or online games coach and not just recounting contents of the text from the perspective of each individual speaker.
Section II – Reading and Responding – Part A
Students should:
- respond in either English or Japanese as required by the question
- address all parts of the question
- identify the key issue(s) and provide examples to substantiate response when asked to analyse or evaluate information
- demonstrate an understanding of the relationship between the prescribed texts, themes and prescribed issues
- use appropriate textual references to support their ideas and point(s) of view
- structure and sequence information and ideas in a coherent and logical manner
- have an excellent control of vocabulary and appropriate language structures
- avoid giving a literal translation of text(s) as part of the response
- use only the lines allocated for the question.
In better responses, students were able to:
- provide relevant details from the text including why the author does not regard himself as an expert, and explaining how colour is extracted to make dye (Q3a-b)
- convey the link between the way the colour of the cherry blossom reveals the beauty of the whole tree and the way a person uses language to reveal their true selves (Q3d)
- discuss content and language features using their own words (Q3c and Q4)
- support the main theme expressed in the film with appropriate reference to the relationship between characters, textual features and film techniques (Q4).
Areas for students to improve include:
- ensuring responses include an analysis of both the content and language features used in the texts, such as the way the author intentionally uses repetition of the word pink three times in one sentence to support visualisation, and the use of personification to help connect the reader to the content (Q3c)
- providing relevant textual references and film techniques, including an exploration of the relationships between various characters in the film, as well as film techniques such as setting, camera angles, colour, and the soundtrack (Q4).
Section II – Reading and Responding – Part B
Students should:
- respond in Japanese only
- apply the conventions of the type of text required by the question
- take a stance on the issue(s) raised in the text and substantiate a point of view with evidence from the text
- demonstrate understanding of the whole text
- demonstrate an excellent control of vocabulary and appropriate language structures.
In better responses, students were able to:
- demonstrate an understanding of the issues raised in the text around the new style of kabuki
- apply the conventions of the text types of a letter to the editor
- compose a coherent and effective argument supported by relevant examples and reference to the text to either argue against the inception of this new style of kabuki as too disconnected from the tradition of kabuki, or to support the new features as a way to bring new audiences to the tradition of kabuki and to help promote its survival into the future
- structure and sequence information and ideas in a coherent and logical manner.
Areas for students to improve include:
- composing a coherent argument instead of summarising, recounting or paraphrasing the content in the text
- expressing views and opinions in a logical and coherent argument
- making appropriate reference to the main points raised in the text.
Section III – Writing in Japanese
Students should:
- apply the conventions of the type of text required by the question
- maintain appropriate register throughout the script
- write perceptively on the issue(s) addressed in the question
- demonstrate originality in the development and sequence of information and ideas
- demonstrate an excellent control of vocabulary and language structures suitable to the issue(s) discussed in the response
- adhere to the word and/or character limit of the question.
In better responses, students were able to:
- construct an effective argument about how individuals and Japanese society can help the poor OR address how foreign countries are influencing young Japanese people’s way of thinking, to show the changing society of Japan
- provide relevant ideas and information to support the opinions offered within their response
- demonstrate a comprehensive understanding of the prescribed contemporary issues
- write with logical sequencing of ideas and appropriate use of conjunctions
- address consistently the context, purpose and audience throughout their response.
Areas for students to improve include:
- reading the title of the forum carefully as some candidates didn’t refer to the topic ‘The changing society of Japan’
- demonstrating a deep knowledge of the relevant prescribed contemporary issues
- responding to the question rather than describing the issues in general
- structuring texts thoughtfully and logically and supporting their response with relevant examples
- revising Japanese vocabulary, language structures and expressions relating to the prescribed issues
- using a wide range of Kanji
- addressing each aspect of the question
- providing detail about what society can do, not just what the individual can do (Q6)
- providing depth, not just talking about the topic superficially, such as overseas pop culture influence on young people (Q7).
