Research about the relation between the result ofJapanese Language Proficiency Test and Students’ mode of Study
Hui Zhou University Zeng Muze*
Hui Zhou University Chen Suling
Hui Zhou University Kang Chuanjin
Abstract
College students' individual differences and the score of the basis of the undergraduate stage Japanese and seniororal English, Japanese listening course all have a positive impact to Japanese Language Proficiency Test. To improve
the ability of Japanese，should pay attention to students' individual differences. According to their aptitude to carry out
some corresponding teaching reform. And implement the corresponding teaching reform, the teaching effect and theprofessional course test. To ensure the students with solid basic knowledge of Japanese language, strong Japaneselistening, Japanese reading skills and Japanese language proficiency.
Key word

Japanese Language Proficiency Test

Students’ mode

Study

Introduction
Japanese language proficiency test as the non-native Japanese Japanese language proficiency test study, since
1984 the implementation by the Japan International Communication fund and the Japan Association for international
education, from the original 7019 person (of which: level 1 is 2314;level 2 is 2 813 people) to participate in theexamination, rose to 5710751 in 2013 (of which: level 1 is 190761, level 2 is 170797) to participate in theexamination, is the world's largest Japanese exam. In order to meet the diverse needs of the community, the Japan
International Communication fund and the Japan Institute of international education implemented the new Japanese
language proficiency test in 2010 July. The new Japanese language proficiency test both in content and in types, there
are some new changes. Not only test the examinee Japanese knowledge, but also pay more attention to test
the Japanese learners' language abilities. Through the investigation of the Huizhou University undergraduate students
learn Japanese, some students in order to pass the Japanese language proficiency test, almost by doing exercises tolearn Japanese. It did not

truly master the Japanese both in this way. Some of the students to obtain the ability ofJapanese 1 or 2 class certificate for the purpose, rather than to improve the practicaability to use Japanese as the goal.
Theykeen on various test solutions everyday and overlook

precious classroom teaching . There is anotherproblem, although some students passed the Japanese language proficiency level1 or 2 of test, but
the Japanese practical ability is limited, it is difficult to communicate in Japanese. But there are some students thathave a correct understanding of learning Japanese and Japanese language proficiency test, think Japanese learning is
to cultivate an ability and skills, needs a lot of listening and reading practice and a lot of language learning andpractice beyond the basics of classroom teaching to learn Japanese, then come very naturally to pass the Japanese
language proficiency level 1 or 2 of test. In view of the above problems, this paper takes Huizhou University Japanese
undergraduate majors of grade 12 students as the object, investigated 18 students that participated in the2013 December examination of the Japanese ability test scores and the scores professional courses. Through theZeng Muze:College student , Foreign Language Departm ent of huizhou university ,Guangdong china
Chen Suling :College student , Foreign Language Departm ent of huizhou university ,Guangdong china
Kang Chuanjin :Teacher , Foreign Language Departm ent of huizhou university ,Guangdong china

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SPSS17.0 statistical analysis software for statistical analysis and try to find out that basic course have what effects toJapanese Language Proficiency Level 2 examinations. And find what is the relationship between various factors andthe ability of Japanese 2 results, find out the main factors, in teaching and curriculum, building more acceptable newsituation of reasonable teaching mode.
1. Professional courses basic stage and the Japanese language proficiency test level 2
1.1 Basic professional courses and score
Huizhou city is one of the core city of the Pearl River Delta, adjacent to Hongkong, Guangzhou, Shenzhen,
Dongguan and other economically developed city in recent years, the speed of economic development is in the forefrontof the Guangdong Province. Because of economic, geographic, environmental advantages, many Japanesecompanies have chosen to invest in Huizhou, these enterprises need a lot of Japanese talents every year. In thiscontext, the Huizhou University established a plan that Based on the the local social and economic development andaim to cultivate the high-quality applied Japanese talents. In this paper, we try to find the effects of correlation
between Japanese ability level 2 examinations and Japanese undergraduate stage course performance, and also wantto find out a better way to learn Japanese ,which in order to better serve the local economy.
Table 1 basic professional courses statisticnal description
Curriculum

minimum

maximummean

standard deviation

Japanese 1

58

93

86

9.757

Spoken Japanese 1

66

92

77

6.890

Basic English 1

58

93

87

9.757

Japanese 2

72

90

84

4.671

Spoken Japanese 2

57

89

78

8.211

Japanese Listening

76

92

84

4.576

Basic English 2

65

96

83

7.786

Japanese 3

74

93

83

5.690

Advanced Japanese 1

67

99

89

8.275

Japanese Listening 2

46

93

76

12.027

Japanese reading 1

55

90

72

8.650

Basic English 3

64

94

80

10.601

The first semester

The second semester

The third semester

Japanese undergraduate stage refers to the four semester students at the beginning of the first year andsecond year. Because of the sense of statistics, this paper only examines three semester course. The first academic
year first semester of courses for the basic Japanese 1,oral Japanese 1 and Basic English 1 three courses. The second
term is the basic Japanese 2, oral Japanese 1, Japanese Listening 1 and Basic English 2 four course. The curriculum of
second school year is basic Japanese 3, Advanced Japanese 1, Japanese Listening 2, Japanese reading 1 and Basic
English 3 fivecourse. Academic curriculum based course as shown in table 1. We can see from table 1,

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Japanese 1, English 1 and basic English3 course standard deviation is about 10, Statistics on general with a standard
deviation of about 10 is appropriate. It shows the three courses teaching more reasonable. While the Japaneselistening to 2 standard deviation over 12, Obviously the Japanese listening achievement uneven, which Showthe students listening ability is not between individual differences but the teaching problems. The other course standard
deviation is less than 9, which shows student achievement is very close. This also results from the teaching andexamination itself for further investigation.
1.2 Japanese ability level 2 examinations and results
In 2013 December, the total number of the world in the Japanese ability level 2examination of all subjects was
86200, the average was 85.9 points, pass rate is 42.4%, the standard deviation is 29.3.

18 students of

Huizhou

University undergraduate professional Japanese grade 12 passed the exam. Examination results as shown in table
2.The highest score is 155 points, the lowest 91 points, the average was 118.7 points, the standard deviation is 19.195.
Table 2 18 students in Japanese Language Proficiency Level 2 score distribution and statistical description
score

Statistical description

90-100 101-110 111-120 121-130 More than131

Minimum

number of people
43

maximum mean standard deviation

numerical value
5

2

4

91

155

118.7219.195What is the relationship between Japanese Language Proficiency Test level 2 and students’ grades of corecurriculum ？ Whether the foundation stage curriculum grades have a positive impact on the Japanese Language
Proficiency level 2? This paper attempts from the perspective of statistics, based on statistical data, draw some usefulconclusions.
In statistics, the sample correlation coefficient r is generally used to infer the overall correlation coefficient.
Correlation coefficient ranges between -1 and +1, namely -1≤r≤ + 1.
In the description of the degree of linear correlation between variables, the degree of correlation can be divided
into the following circumstances:·When |r|≥0.8, regarded as highly relevant.
·0.5≤|r| <0.8 when considered moderate correlation.
· 0.3≤|r| <0.5 when considered low degree of correlation.
· |r| <0.3 when considered irrelevant.
5% level of significant → *. Which is a significant level of the lower limit of the true
1% level of significant → **. Which is a significant level of the lower limit of the true
In order to determine the overall correlation coefficient r representation of size, correlation coefficient needs to be
hypothesis tested
First, it’s assumed that the overall correlation is zero.That’s to say H0 for two overall has no significant linear
relationship.
Second,it’s computed the corresponding statistics, which can be accompanied by a corresponding probability
value. If the value is less than or equal to the probability accompanied specified significance level, H0 should be
rejected,which is considered that there was no significant linear relationship between two ones.
Through using SPSS 17.0 statistical analysis software,Japanese Language Proficiency level 2 and academic

3performance of 18 students in grade two who are major in Japanese in Huizhou University were analysed,and relevant
statistical results are as follows:
Table 3 is SPSS statistical correlation analysis results of the relationship between the foundation stage of the firstsemester of academic and curriculum in Japanese and Japanese language proficiency test level 2.According to table
3,only the scores of basic Japanese 1 and the result of Japanese Language Proficiency level 2 were correlated. The
correlation coefficient is 0.585, and Sig (P) = 0.011 <0.05. Therefore, there is significant correlation between basic
Japanese and the results of Japanese Language Proficiency test,which is considered moderate correlation and apositive correlation.It’s shown that basic Japanese course 1 in the first term has positive impact on Japanese Language
Proficiency level 2.But the performance of oral Japanese 1 、 basic English 1 have no relationship to Japanese
Language Proficiency test。
Table 3 The correlation of Japanese language proficiency test level 2 in the first semester
Basic Japanese 1
Japanese language proficiency test level 2＊

oral Japanese 1

basic English 1

r

.585

.356

.092

sig.

.011

.718

.147

N

18

18

18

Table 4 is SPSS statistical correlation analysis results of the relationship between the foundation stage of thesecond semester of academic and curriculum in Japanese and Japanese language proficiency test level 2. According totable 4,only the scores of basic Japanese 2 and the result of Japanese Language Proficiency level 2 were correlated.
The correlation coefficient is 0.635, and Sig (P) = 0.005 <0.01. Therefore, there is significant correlation between basic
Japanese 2 and the results of Japanese Language Proficiency test level 2,which is considered moderate correlation anda positive correlation. But the performance of oral Japanese 2,basic English 2 and Japanese listening 1 have no
relationship to Japanese Language Proficiency test. It’s shown that basic Japanese course 2 in the second term has
positive impact on Japanese Language Proficiency level 2.What’s more,there were not any relationship between oral
Japanese 2,basic English 2 ,Japanese listening 1 and Japanese Language Proficiency test level 2.
Table 4 The correlation of Japanese language proficiency test level 2 in the second semester
Basic Japanese 2 oral Japanese 2 Japanese listening 1 basic English 2.635＊＊

.327

.371

.243

Japanese language proficiency test level2 sig.

.005

.185

121

331

N

18

18

18

18

r

Table 5 is SPSS statistical correlation analysis results of the relationship between the foundation stage of the thirdsemester of academic and curriculum in Japanese and Japanese language proficiency test level 2. According to table
5,the scores of advanced oral Japanese 1,Japanese listening 2,basic Japanese 3 and the result of Japanese Language
Proficiency level 2 were correlated.The correlation coefficients were 0.673,0.582 and 0.544, and advanced oral Sig 1 of
(P) = 0.002 <0.01, Japanese Listening Sig (P) 2 is = 0.011 <0.05, basic Japanese 3 Sig (P) = 0.020 <0.05. Therefore,
there is significant correlation between advanced oral Japanese 1,Japanese listening 2,basic Japanese 3 and the results

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of Japanese Language Proficiency test level 2. But the performance of Japanese reading 1 and basic English 3 have no
relationship to Japanese Language Proficiency test.
Table5 The correlation of Japanese language proficiency test level 2 in the third semester
Basic Japanese3/advanced oral Japanese1/Japanese listening2/Japanese reading1/basic English
r

.544＊

. 673＊＊

.582＊

.-161

. 353

.002

.011

.522

. 150

18

18

18

18

Japaneselanguage
proficiencytestlevel1 sig. .020
N

18

Analysis and discussion
In this paper,undergraduates in grade two who are major in Japanese in Huizhou University are object ofinvestigation. It’s conducted a statistical analysis to analyse 18 students’ performance of major final tests from the firstterm to the third term and the result of Japanese Language Proficiency test level 2 in December 2013,which drew aconclusion as followed.
From their score in Japanese Language Proficiency test level 2 in December 2013，among them,the lowest score
was 91 points and the highest was 155 points with an average of 118.72 points, a standard deviation of 19.195.It’s
shown that

achievement gap between the 18 students is large.From the statistical analysis above,basic Japanese in

the first,second and the third semester，oral Japanese,advanced Japanese,Japanese listening have positive influence on
Japanese Language Proficiency test level 2.
Through analysis,on the basis of the stage,it’s known that there is a big difference between students’ Japanese
language ability and their achievement.The data showed the correlation between foundation stage curriculum andJapanese Language Proficiency test level 2. From the perspective of Japanese curriculum, standard deviation of basic
Japanese academic curriculum in the first semester was 10 or so,which can be considered as rationalized teaching.
While standard deviation in the second semester and third semester were at about 5, a major departure from 10.It
could be concluded that not the difference of personal ability mattered,but teaching effectiveness or examination itself is
a problem.Moreover,oral Japanese,Japanese listening andJapanese reading didn’t affect Japanese Language
Proficiency test level 2. Reference to the results above, in order to pass the new form Japanese Language Proficiency
level 2 and level 1,students’individual differences should come first with individualized teaching approach.From aspectof Japanese language teaching,teaching effectiveness and examination reforms should be attached importanceto.Firstly,students’ basic knowledge of the Japanese language should be thought highly of.Next,it is advised that basic
skills of listening, reading and spoken Japanese should be improved. In particular, spoken Japanese lessons andListening could be combined with each other. Teachers must pay attention to Japanese pronunciation because
non-standard pronunciation will affect Japanese listening.Oral Japanese must be taught carefully and comprehensively
at the outset so as to foster students’ability to spelling,reading and correct pronunciation skills on their own.

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