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Guide toest (JLPT)Proficiency T Statesin the UnitedWhat is the Japanese-Language Proficiency Test?
The largest Japanese-language test in the world
The JLPT is a test for non-native speakers of Japanese which evaluates and certifies their Japanese-language
proficiency. The test is simultaneously conducted once a year in the United States.
The JLPT began in 1984. While at the beginning just 7,000 people applied to take the test in 15 countries and areas
worldwide, by 2009 the number of examinees had risen to as many as 770,000 in 54 countries and areas around theworld. Currently, it is the largest Japanese-language test in the world.

Cities where the JLPT was administered (December test in 2009)

Cities where the JLPT was administered

Japan: 33 prefectures
Korea: 22 cities

206 cities in
54 countries
and areasaroundthe world

Number of examinees and cities where the JLPT was administered(persons)(cities)
768,113 examinees

Number of examinees
Number of cities where the JLPT was administered
206 cities(year)

Serves a variety of purposes
According to the Survey of Overseas Organizations
InvolvedinJapanese-Language
Education
conducted by the Japan Foundation every three
years, the number of students studying Japaneseoutside of Japan grew from 127,000 in 1979 to 3.65
million in 2009.
Along with the increase in students, the number of
JLPT examinees has increased. Today, people ofvarious ages, from elementary school students toworking individuals, take the JLPT. In addition, the
JLPT is used not only to measure ability but also for avariety of purposes, including employment screening
and evaluation for pay raises and promotions as wellas to recognize qualifications.

(persons)

Number of Japanese-language
students overseas(year)
Source: Survey of Overseas Organizations Involved in Japanese-Language
Education, the Japan Foundation (provisional figures)

Breakdown of examinees

Elementary-school student (primary education)
Middle-school or high-school student (secondary education)
University or graduate-school student (higher education)
Student at other educational institution (language school, etc.)
Employed (company employee, public servant, educator,
self-employed, etc.)
Other
No response

Reasons for taking the JLPT
Necessary for admission into university or graduate school in myown country
Necessary for admission into university or graduate school in Japan
Necessary for admission or as proof of proficiency for othereducational institution in my own country
Necessary for admission or as proof of proficiency for othereducational institution in Japan
Useful for my work or will be useful in obtaining employment,
securing salary increase or promotion in my own country
Useful for my work or will be useful in obtaining employment,
securing salary increase or promotion in JapanTo measure my own level of proficiency for reasons other thanlisted above
Other
No response* Respondents: Overseas examinees taking the December test in 2009 (valid samples: N=423,961) in 170 cities in 52 countries where theJapan Foundation administered the JLPT.

What is the Japanese-Language Proficiency Test?

Characteristics of the New JLPTThe new JLPT started in 2010.
Over the course of the JLPT’s nearly three decades of history, the number of Japanese-language students has
increased and their reasons for studying and using Japanese have become more diverse. In December 2010, the JLPT
was revised to meet this changing environment. The new JLPT (new test) incorporates those revisions while
inheriting content from the previous test (old test).

Three key points of the new JLPTPOINTIncreased focus on communicative competence

The new test emphasizes not only (1) knowledge of Japanese-language vocabulary and grammar but also the (2)ability to use the knowledge in actual communication. Thus, it measures (1) through the Language Knowledge( Vocabulary/Grammar ) test section and (2) through the Reading and Listening test sections. The new test
comprehensively measures communicative competence in Japanese through a combined assessment of these
sections.

* As with the old test, the new test is a multiple-choice exam that is scored by computer. There is no test section where applicants’
speaking or writing abilities are directly evaluated.

POINT

for them.
Summary of linguistic competence required for each level &corresponding levels of new and old tests
Level

easy

Summary of linguistic competence required for each level

Corresponding levels of new and old tests

The ability to understand Japanese used in a variety ofcircumstances.

Approximately the same level as the old Level 1 test, but
designed to measure slightly more advanced abilities.

The ability to understand Japanese used in everyday
situations, and in a variety ofcircumstances to a certain degree.

Approximately the same level as the old Level 2 test.

The ability to understand Japanese used in everyday
situations to a certain degree.

Positioned at a level bridging the old Level 2 and Level
3 tests.
Newly established

The ability to understand basic Japanese.

Approximately the same level as the old Level 3 test.

The ability to understand some basic Japanese.

Approximately the same level as the old Level 4 test.

* Please see Page 6 for details of linguistic competence required for each level.

POINT

More accurately measures Japanese-language competencein scores. Scores are calculated as “scaled” scores instead of raw scores.
Scores in the old test were raw scores calculated by the number of questions answered correctly. It is inevitable thatscores are used.
With scaled scores of the new test, how individual examinees answer particular questions (which questions areanswered correctly and incorrectly) is reviewed and scores are calculated based on scales for each level. The same

As outlined here, scaled scores can more accurately and fairly indicate Japanese-language competence at the time oftests.

Score report
Examinees receive a Score Report that shows pass or fail, scores ofscoring sections and total score (scaled scores) as well as reference
information. (See Page 5 for scoring sections.)
The reference information indicates the percentages of correct
responses* for each component (ex. Vocabulary and Grammar)
according to three levels, A, B and C, when a scoring section has multiple
components (ex. Language Knowledge [Vocabulary/ Grammar ]). This
allows examinees to learn how well they performed in each component
and plan for their future Japanese-language study.

* The percentage of correct responses is the ratio of correctly answeredquestions to the total number of questions in each component. The
reference information indicates “the number of questions answered

pass or fail.

Scoring sections (scaled scores)

Score report (Sample: For N1-N3)

Criteria
A: Number of correct responses is 67%
or higher
B: Number of correct responses is
between 34% and 66%
C: Number of correct responses isless than 34%
Reference information(percentages of correct responses)

N1, N2, N3········Language Knowledge (Vocabulary/Grammar )“Vocabulary” and “Grammar”

N4, N5··············Language Knowledge (Vocabulary/Grammar )・Reading“Vocabulary,” “Grammar” and “Reading”

Characteristics of the New JLPTTest Composition and Linguistic Competence
Required for Each Level
Test sections and test times, scoring sections and range of scores
Test sections at the time of tests are shown in the “Test sections and test times” table at left.
Scoring sections in test results are shown in the “Scoring sections and range of scores” table at right.
Test sections and test times
Level

Test sections

Scoring sections and range of scores
Test times

Language Knowledge(Vocabulary/Grammar)• Reading

110 min

Listening

60 minScoring sections

Range of scores(scaled scores)

Language Knowledge( Vocabulary/Grammar)

0 – 60 points

Reading

0 – 60 points

Listening0 – 60 points

Language Knowledge( Vocabulary/Grammar)

0 – 60 points

Reading

0 – 60 points

Language Knowledge(Vocabulary/Grammar)• Reading

105 min

Listening

50 minListening0 – 60 points

Language Knowledge (Vocabulary)

30 minLanguage Knowledge( Vocabulary/Grammar)

0 – 60 points

Language Knowledge (Grammar)• Reading

70 minReading

0 – 60 points

Listening

40 minListening0 – 60 points

Language Knowledge (Vocabulary)

30 minLanguage Knowledge (Grammar)
Reading

0 – 120 points

60 minLanguage Knowledge( Vocabulary/Grammar)• Reading

Listening

35 minListening0 – 60 points

Language Knowledge (Vocabulary)

25 minLanguage Knowledge (Grammar)• Reading0 – 120 points

50 minLanguage Knowledge( Vocabulary/Grammar)• Reading

Listening

30 minListening0 – 60 points•

Please compare the two tables from left to right to see how test sections and scoring sections correspond.
With N1 and N2, one test section, “Language Knowledge ( Vocabulary/Grammar ) • Reading,” is divided into two
scoring sections, “Language Knowledge ( Vocabulary/Grammar )” and “Reading.”
With N3, two test sections, “Language Knowledge ( Vocabulary )” and “Language Knowledge (Grammar ) • Reading,”
are restructured as two scoring sections, “Language Knowledge ( Vocabulary/Grammar )” and “Reading.”
With N4 and N5, two test sections, “Language Knowledge ( Vocabulary )” and “Language Knowledge (Grammar ) •Reading,” are combined as one scoring section, “Language Knowledge ( Vocabulary/Grammar ) • Reading.”
With all levels, the “Listening” test section and scoring section are identical.
These differences by level are to ensure a more accurate measurement of an examinee’s Japanese-language
competence according to the characteristics of individual study stages.

Summary of linguistic competence required for each level
The table below shows the summary of the linguistic competence required for each level. This table outlines whatis expected of examinees for each level of the new JLPT in terms of Reading and Listening. The linguisticknowledge needed to execute the behaviors described will be required by the examinees to pass their respective
levels.
Level

Summary of linguistic competence required for each level
The ability to understand Japanese used in a variety of circumstances.
Reading• One is able to read writings with logical complexity and/or abstract writings on a variety of topics, such as
newspaper editorials and critiques, and comprehend both their structures and contents.
• One is also able to read written materials with profound contents on various topics and follow their narratives aswell as understand the intent of the writers comprehensively.

Listening• One is able to comprehend orally presented materials such as coherent conversations, news reports, and lectures,spoken at natural speed in a broad variety of settings, and is able to follow their ideas and comprehend theircontents comprehensively. One is also able to understand the details of the presented materials such as therelationships among the people involved, the logical structures, and the essential points.

The ability to understand Japanese used in everyday situations, and in a variety of circumstances to acertain degree.
Reading• One is able to read materials written clearly on a variety of topics, such as articles and commentaries innewspapers and magazines as well as simple critiques, and comprehend their contents.
• One is also able to read written materials on general topics and follow their narratives as well as understand theintent of the writers.

Listening• One is able to comprehend orally presented materials such as coherent conversations and news reports, spoken
at nearly natural speed in everyday situations as well as in a variety of settings, and is able to follow their ideas
and comprehend their contents. One is also able to understand the relationships among the people involved andthe essential points of the presented materials.

The ability to understand Japanese used in everyday situations to a certain degree.
Reading• One is able to read and understand written materials with specific contents concerning everyday topics.
• One is also able to grasp summary information such as newspaper headlines.
• In addition, one is also able to read slightly difficult writings encountered in everyday situations and understandthe main points of the content if some alternative phrases are available to aid one’s understanding.

Listening• One is able to listen and comprehend coherent conversations in everyday situations, spoken at near-natural
speed, and is generally able to follow their contents as well as grasp the relationships among the people
involved.

The ability to understand basic Japanese.
Reading• One is able to read and understand passages on familiar daily topics written in basic vocabulary and kanji.

Listening• One is able to listen and comprehend conversations encountered in daily life and generally follow their contents,
provided that they are spoken slowly.

The ability to understand some basic Japanese.
Reading• One is able to read and understand typical expressions and sentences written in hiragana, katakana, and basic
kanji.

Listening• One is able to listen and comprehend conversations about topics regularly encountered in daily life andclassroom situations, and is able to pick up necessary information from short conversations spoken slowly.

Test Composition and Linguistic Competence Required for Each Level

New JLPT Test Item Examples
The new test measures an examinee’s level of knowledge of Japanese-language vocabulary and grammar as theLanguage Knowledge (Vocabulary/Grammar) test section and his or her ability to use that knowledge in actual
communication as the Reading and Listening test sections.

Japanese-language competence measured by the new JLPT(communicative competence required to perform tasks)(1) Level of knowledge of Japaneselanguage vocabulary and grammar(2) Ability to use the knowledge (1) in
actual communication

Three test sections
Language Knowledge(Vocabulary/Grammar)

Reading

Listening

The new test measures examinees’ “communicative competence required to perform tasks.” For this purpose, all test
item formats of the old test were reviewed and revisions were made. Test item formats of the new test include those
directly inherited from the old test, those incorporating partial changes and those newly adopted starting with the
new test. Below, test item examples mainly of new format items are described.

Language Knowledge (Vocabulary/Grammar)問題

Level: N3

Vocabulary

Test item type: Usage

つぎのことばの使い方として最もよいものを、1・2・3・4 から一つえらびなさい。
かわいがる

1

山田さんは子どもをとてもかわいがっています。

2

あの人は親をとてもかわいがっています。

3

田中さんは、いただいた時計をとてもかわいがっています。

4

あの人は自分の家をとてもかわいがっています。

!
Test item on determining
accurate use of a word in a
sentence. Test item also
found in the old test.
[Answer: 1 ]Language Knowledge (Vocabulary/Grammar)問題

Level: N2

Grammar

次の文章を読んで、文章全体の内容を考えて、 1から 5

Test item type: Text grammarの中に入る最もよいものを、1・2・3・4 から一つ選びなさい。

街にはおもちゃがあふれています。贈り物におもちゃを買おうと思っても、おもちゃ屋に並ぶ多種多様なおもちゃの前でどれを選んだらいいか迷ってしまったという方もいるかもしれません。
そこで、ある団体が、おもちゃを選ぶ時の参考にしてもらおうと、毎年、てすぐにわかるように、選定されたグッド・トイにはグッド･トイ3

2

1の中から優良なおもちゃ、「グッド・トイ」を選定しています。お店で見ので、おもちゃを買うときにも参考になります。

、「遊び力」を引き出してくれるものだそうです。「遊び力」というのは、見る力、聞く力、感じる力、コミュニケーションする力、夢見る力。人が生きていくのに必要な力のことです。
すいせん

グッド・トイの選考では、まず推薦されたおもちゃをいろいろな年代の人に実際に遊んでみてもらい、専門家が遊ばれ方を見て評価をします。その後も様々な視点から何度も検討を重ねてグッド・トイは選定されています。
おもちゃというと、ただ子どもが遊ぶためだけのものだとないでしょうか。

5を探してみてはいかがでしょうか。
07

4。塾や参考書は熱心に選んでも、おもちゃを真剣に選ぶという方はあまり多くないのでは、おもちゃには大きな力を持つものがあります。次におもちゃを選ぶ時は、グッド･トイのように、生きる力を引き出してくれるもの1

1

たくさんの贈り物

2

1

グッド・トイマークがつけられていきました

3

1

が

4

1

5

1

3

3

3

2

選んだ贈り物3
2

グッド・トイマークをつけておきました
2

に

とか

考えられつつあります2

考えられがちですしかし2

それどころか考えられてはいません

4

すなわち

4

4

4

グッド・トイマークをつけてみます!

とは考えられなければいけません

Test item on sentence composition while taking overall
text flow into consideration. Instead of focusing only onor the particular sentence, sentences before andafter the sentence and overall text need to be carefully
read to answer. New test item.

さらに[Answer: 1 3

2 2

3 4

4 2

5 1]

Level: N1

Reading問題

迷ったおもちゃグッド・トイマークがつけられています

4

3

数あるおもちゃTest item type: Integrated comprehension

次のＡとＢはそれぞれ別の新聞のコラムである。ＡとＢの両方を読んで、後の問いに対する答えとして最もよいものを、1・2・3・4 から一つ選びなさい。

Ａ

国語辞典﹃大言典﹄の第四版が発売された︒

十年前の改訂 ︵注１︶以降の社会や生活の移り変わりを反映した言葉約一万項目が新たに加えられたという︒収録語数は総計二十四万件余

りと︑同種の辞書の中では最多を誇る︒

出 版 社 に よ る と ︑ 新 た に 盛 り 込 ま れ た のは﹁逆切れ﹂など世相を反映した語の他︑﹁イケ﹁逆切れ﹂については﹁怒られた人が反対

メン﹂﹁ラブラブ﹂といった若者言葉など︒に怒り出してしまうこと﹂と書かれている︒

また︑﹁イケメン﹂は﹁かっこいい男性﹂と説明︒﹁ラブラブ﹂については﹁互いに愛し合っていて仲がよい様子﹂と説明されている︒

今回採用された新語のうちカタカナ語が実に四割近くを占めた︒長年改訂に携わっている担当者の一人は﹁選定の過程では︑私自身もわからない言葉がいくつもあり判断に困っ︵中央経政新聞︶た︒若者には常識なんでしょうけど﹂と話していた︒

1 ＡとＢのどちらの記事にも触れられている内容はどれか。
1

新たに盛り込まれた語の意味

3

今回新たに収録された語の数2選定する時検討された語の数

4

今回不採用だった語の具体例

2 この辞書が多くの新語を取り入れたことについて、Ａの筆者とＢの筆者はどのような立場をとっているか。

1

ＡもＢも、ともに明確にしていない。

3

Ａは批判的であるが、Ｂは明確にしていない。

2

B

4

ＡもＢも、ともに批判的である。

Ａは明確にしていないが、Ｂは批判的である。

全面改訂された﹃大言典﹄第四版では︑マスメディアやインターネットなどから収集した約十万語のうち︑一時の流行にとどまらず︑人々の間に定着したと認められる新語を厳選︒﹁ラブラブ﹂﹁イケメン﹂など約一万語が新たに増え時代の流れに即した新感覚の辞書と言たそうだ︒

えば響きはいいが︑宣伝のための話題作

り以上のものがあるだろうか︒流行とは

ほう

しょせん一時のもの︒いずれ消えゆくもいえでんのは自然に忘れ去られるまで放っておけばよい︒

そ れ ゆ え ︑ ﹁ 家電 ︵ ＝ 自 宅 の 電 話 番号︶﹂﹁クールビズ︵＝夏のビジネス用の服装︶﹂などは︑﹁一時的な流行や狭い範囲だけで使われている﹂として採用︵毎朝日報︶

が見送られたのは賢明であろう︒!
Test item on reading while comparing
and matching multiple texts in orderto understand. New test item.
[Answer: 1 3

2 4]（注1）改訂：本や辞書を直して新しく出版すること

Level: N4

Listening
問題

Test item type: Utterance expressions
み

き

ひと

なん

い

このもんだいでは、えを 見ながら しつもんを 聞いて ください。 （やじるし）の 人は 何と 言いますか。
なかひと

１から３の 中から、いちばん いい ものを 一つ えらんで ください。
(Script)
し ごと

お

かえ

なん

い

仕事が終わって帰ります。何と言いますか。
じゃ ま１

お邪魔します。

２

お大事に。

３

お先に失礼します。

だい じ

さき

しつれい

!

Test item on determining the appropriate
response of the person indicated with anarrow () in a particular situation. Whilelooking at an illustration, explanation andquestions must be listened to carefully inorder to grasp the situation. New test item.
[Answer: 3 ]New JLPT Test Item Examples 08

Test Registration Process: Taking in the United States

July through August

Check with the Japan Foundation, Los Angeles, to find out how to register

Registration Period

Carefully read the information on the website, register for the test and pay
the registration fee using the online registration system or through the mail(Varies Each Year)

NovemberReceive test voucher and vital information sheet

First Sunday in December

Take the test

Late February

Receive the test results through the mailFAQ
Q1

Are any special qualifications needed to take the JLPT?
The JLPT is open to all non-native Japanese speakers. There are no age restrictions for the JLPT.

Q2When will the JLPT be held?
Once a year on the first Sunday in December.
Please check the Japan Foundation, Los Angeles Website (www.jflalc.org) for more information.

Q3

At the time of registration, I will not be in the country/area where I want to take the test.
What should I do?
You can register online as long as you have a valid credit card.

09

Q4

How should I decide on which test level to take?
Please see the summary of linguistic competence required for each level on Page 6 and corresponding levelsof new and old tests on Page 3.

Q5

How is pass or fail determined?
In order to pass the JLPT, (1) the total score needs to be at or above the point required for passing (overall
pass mark) and (2) the scores of each scoring section need to be at or above the minimum point required for
passing (sectional pass mark). If there is even one scoring section where the score is below the sectional passmark, examinees are determined to have failed, no matter how high the total score he/she might have.
Overall pass marks and sectional pass marks for each level are shown in the table below. (N1, N2 and N3 havethree scoring sections each: (1) Language Knowledge (Vocabulary/Grammar), (2) Reading, and (3) Listening.
N4 and N5 have two scoring sections each: (1) Language Knowledge (Vocabulary/Grammar)・Reading, and(2) Listening.)
Scores by scoring section
Total score

Level

Q6

Language Knowledge(Vocabulary/Grammar)

Language Knowledge(Vocabulary/Grammar)· ReadingReading

Range ofscoresOverall passmarks

Range ofscoresSectional
pass marks

Range ofscoresSectional
pass marks

0 – 180
points
0 – 180
points
0 – 180
points
0 – 180
points
0 – 180
points100
points90
points95
points90
points80
points

0 – 60points
0 – 60points
0 – 60points19
points19
points19
points

0 – 60points
0 – 60points
0 – 60points19
points19
points19
points

ー

ー

ー

ー

ー

ー

ー

ー

Range ofscoresSectional
pass marks

ー

ー

ー

ー

ー

ー

0 – 120
points
0 – 120
points38
points38
pointsListening
Range ofscoresSectional
pass marks

0 – 60points
0 – 60points
0 – 60points
0 – 60points
0 – 60points19
points19
points19
points19
points19
pointsWhen and how will I receive my test results?
All examinees will receive their own Score Report. Successful examinees will receive a Certificate ofProficiency. These will be sent out using USPS first class mail at the end of February or early March. If you do
not receive your report by the end of March, please contact AATJ.

Book Information
New Japanese-Language Proficiency Test Guidebook: An Executive Summary andSample Questions for N1, N2 and N3
B5, 129 pages, 1 CD included
Price: 900yen (+tax)
Publisher: Bonjinsha Inc.
ISBN: 978-4-89358-734-3

New Japanese-Language Proficiency Test Guidebook: An Executive Summary andSample Questions for N4 and N5
B5, 87 pages, 1 CD included
Price: 800yen (+tax)
Publisher: Bonjinsha Inc.
ISBN: 978-4-89358-735-0

Test Registration Process / FAQ / Book Information 10

The Japanese-Language Proficiency Test In The United States
Test date:

First Sunday in December

Levels offered:Five levels from N1 to N5

Apply early!

The application deadline is approximately two months before the test date. For details including application
method and deadline, please check with the American Association of Teachers of Japanese (AATJ) at
www.aatj.org/jlpt.

Latest test
information isavailable here!

JLPT USA Website
The American Association of Teachers of Japanese is in chargeof organizing the Japanese Language Proficiency Test in the
United States. Our website offers a great deal of information
about the test including test registration process, test sites,
as well as cost. If you are interested in taking the JLPT, pleasecheck out our website to find out more information.

Note: Information will be posted as it becomes available.

http://www.aatj.org/jlpt

Test Guide (including Application Form) is available at the AATJ office:

AATJ-JLPT
University of Colorado
Campus Box 366
Boulder, CO 80309-0366
Tel: 303-492-5487
Fax: 303-492-5856
Email: jlpt@aatj.org

2011.06