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  • Examination for Japanese University Admission for International Students (EJU)

    Examination for Japanese University Admission for International Students (EJU)

    Give me an overview of the Examination for Japanese University Admission for International Students (EJU). Write a list of Can-do statements for what I need to know and be able to do in Japanese to receive a perfect score on it. Write a list of Can-do statements for what I need to know and be able to do in Japanese simply to receive a passing grade. What’s the best way to study for it

    The Examination for Japanese University Admission for International Students (EJU): A Comprehensive Guide

    The Examination for Japanese University Admission for International Students (EJU) serves as a critical gateway for international students aspiring to study at Japanese universities. Established in 2002 by the Japan Student Services Organization (JASSO), this comprehensive assessment evaluates both Japanese language proficiency specifically tailored for academic environments and basic scholastic abilities necessary for successful university studies in Japan. More than 900 Japanese educational institutions, including universities, junior colleges, graduate schools, and professional training colleges, utilize EJU results in their admission processes, making it an essential stepping stone for international students seeking higher education opportunities in Japan[6].

    Structure and Administration of the EJU

    The EJU replaced both the Japanese Language Proficiency Test and the General Examination for Foreign Students that were previously required by many Japanese universities[3][4]. Administered twice annually in June and November, the examination takes place across 17 prefectures in Japan and 17 cities in 13 countries and regions internationally, ensuring widespread accessibility for prospective students[6]. The examination’s scores remain valid for two years, providing flexibility in application timelines and potentially qualifying exceptional performers for scholarships[6].

    The examination consists of four distinct subject tests: Japanese as a Foreign Language, Science (Physics, Chemistry, and Biology), Japan and the World (comprehensive subjects), and Mathematics[1][3][4]. Applicants select which subjects to take based on the requirements of their target institutions, typically needing between one and three subjects[2]. It is important to note that Science and Japan and the World cannot be taken simultaneously, requiring strategic planning during registration[6]. While most subjects offer the option of taking the test in either Japanese or English, the Japanese as a Foreign Language component is naturally administered only in Japanese[1][3][4].

    Almost all national universities in Japan and more than half of all Japanese universities incorporate EJU scores into their admission decisions for international students[2]. Some institutions have implemented a "pre-arrival admission" system, allowing international students to secure acceptance based primarily on their EJU scores without traveling to Japan for additional entrance examinations[4]. This approach significantly reduces barriers for international applicants and demonstrates the high level of trust placed in the EJU as an assessment tool.

    The Japanese Language Component in Detail

    The Japanese as a Foreign Language test in the EJU specifically targets "academic Japanese" – the language skills necessary for university-level studies – distinguishing it from general proficiency tests like the JLPT[5]. This 125-minute assessment, worth a total of 400 points, consists of three sections that collectively evaluate a student’s ability to engage with academic content in various contexts[6].

    The writing section, allocated 30 minutes and worth 50 points, requires students to compose written responses to specified prompts, demonstrating their ability to express complex ideas coherently in written Japanese[2]. The reading comprehension section, worth 200 points and lasting 40 minutes, evaluates students’ ability to understand and analyze academic texts[2]. The listening and listening-reading comprehension section, allocated 55 minutes and worth 200 points, assesses their ability to process spoken Japanese in academic settings, sometimes in conjunction with written materials[2].

    Unlike the Japanese Language Proficiency Test (JLPT), which directly tests knowledge of characters, vocabulary, and grammar, the EJU emphasizes practical language application in academic contexts without explicit assessment of linguistic knowledge[5]. This functional approach makes the examination particularly relevant for prospective university students, as it more accurately reflects the language demands they will face in their studies.

    Advanced Japanese Proficiency for Excellence

    Students aiming for perfect scores on the Japanese language component must demonstrate sophisticated mastery across all communication domains. For writing excellence, you can compose elegant academic essays with impeccable organization and logical flow, utilizing precise academic vocabulary and complex grammatical structures appropriate to formal discourse. You can articulate nuanced perspectives on abstract topics, develop multi-faceted arguments supported by appropriate evidence, and incorporate various rhetorical strategies effectively. Your writing demonstrates native-like command of Japanese writing conventions, including appropriate usage of keigo (honorific language) where contextually relevant, with virtually no grammatical errors or awkward expressions[5].

    In terms of reading proficiency for top performance, you can rapidly process and thoroughly comprehend complex academic texts across diverse disciplines including humanities, social sciences, natural sciences, and technical fields. You can identify not only explicit information but also implicit arguments, subtle nuances, and unstated assumptions underlying the text. You can critically evaluate an author’s stance, purpose, and logical framework while understanding specialized terminology without reference aids. Your reading efficiency allows complete comprehension of dense academic passages within strict time constraints, including understanding of discipline-specific conventions, cultural references, and rhetorical patterns common in Japanese academic writing[2][5].

    For superior listening comprehension, you can understand lectures, discussions, debates, and multi-party conversations delivered at natural speed with regional accents, colloquial expressions, and background interference. You can follow complex argumentative structures in spoken discourse, differentiating between main points, supporting details, examples, and tangential information. You can accurately process information presented only once without repetition, taking comprehensive notes while simultaneously processing additional spoken content. When combining listening with reading tasks, you can seamlessly integrate information from multiple modalities, identifying relationships between spoken and written content even when connections are not explicit[2].

    Fundamental Japanese Abilities for Basic Competency

    While specific passing thresholds vary by institution, students seeking to demonstrate basic competency must develop foundational skills across all assessed areas. For writing at a basic level, you can compose straightforward essays on familiar topics with clear organizational structure, expressing opinions with supporting reasons using common academic vocabulary. You can utilize basic connecting expressions to create coherent paragraphs with logical progression between ideas. Your writing demonstrates sufficient grammatical accuracy to convey meaning clearly despite occasional errors in complex structures, appropriate use of basic formal expressions, and adherence to assigned topics within character limits[2].

    For fundamental reading proficiency, you can understand the main points and essential details of straightforward academic texts on familiar topics without highly specialized terminology. You can identify basic arguments and supporting evidence, follow chronological sequences and cause-effect relationships clearly presented in the text, and comprehend frequently used academic vocabulary in context. You can answer comprehension questions about explicitly stated information and make basic inferences when connections are clearly implied, though you may struggle with abstract concepts or complex sentence structures under time pressure. Your reading speed allows completion of basic academic passages within examination time constraints[2][5].

    Regarding baseline listening comprehension, you can understand the central ideas and key supporting details of lectures and discussions delivered at a measured pace on familiar academic topics with clear pronunciation. You can follow basic organizational structures in spoken academic Japanese, recognize transitions between topics signaled by common discourse markers, and identify speaker attitudes and opinions when clearly expressed. You can process information delivered through multiple modalities when presented clearly with occasional repetition of key concepts, taking basic notes capturing main points, and answering questions about explicitly stated content[2].

    Effective Preparation Strategies

    Preparing systematically for the EJU Japanese language component requires targeted strategies addressing the specific skills assessed. Immersion in authentic academic Japanese materials constitutes the cornerstone of effective preparation. Reading Japanese university textbooks, academic journals, newspaper editorials, and scholarly websites develops vocabulary breadth and reading efficiency while familiarizing you with the rhetorical patterns common in Japanese academic writing. Regularly engaging with materials from diverse fields exposes you to varied writing styles and specialized terminology, building the versatility needed for the examination.

    For developing listening proficiency, engaging with academic lectures, educational programming, panel discussions, and recorded university classes provides essential exposure to spoken academic Japanese. Audio resources from Japanese universities, educational YouTube channels, and NHK educational programs offer realistic practice material. Recording yourself summarizing these materials helps develop both listening comprehension and the ability to reformulate ideas in your own words—a crucial skill for the writing component. Practicing note-taking while listening builds the efficiency needed during the listening-reading comprehension section where information processing speed directly impacts performance.

    Systematic writing practice focusing on academic topics helps develop organizational skills and production efficiency. Setting time limits simulating examination conditions (30 minutes) for responding to prompts builds the necessary speed for the writing section. Seeking feedback from Japanese language instructors or native speakers helps identify recurring errors in grammar, vocabulary usage, and rhetorical structure. Analyzing model answers to understand the characteristics of high-scoring responses provides valuable insights into examiner expectations. Practicing writing across various academic domains builds versatility in responding to unpredictable prompt topics.

    Familiarization with the examination format through practice tests proves invaluable for developing effective time management strategies. Each section presents distinct challenges requiring different approaches: the writing section demands quick organization of ideas, the reading section requires efficient processing of dense text, and the listening section tests sustained attention and rapid information processing[6]. Sample questions and past examinations, available through JASSO and commercial preparation materials, help calibrate your preparation to the specific demands of the EJU rather than general Japanese proficiency.

    Structured courses specifically designed for EJU preparation offer targeted instruction addressing the examination’s unique requirements. These courses typically provide strategic approaches to each section, guided practice with feedback, and assessment of progress through simulated tests. For self-directed learners, establishing a consistent study schedule that allocates appropriate time to each skill area ensures balanced development of all competencies. Creating a vocabulary notebook specifically for academic terms encountered in preparation materials builds the lexical resources necessary for both comprehension and production tasks on the examination.

    Conclusion

    The Examination for Japanese University Admission for International Students represents a significant milestone for international students pursuing higher education in Japan. Its comprehensive assessment of both Japanese language proficiency and academic readiness serves as a reliable predictor of student success in Japan’s university system. By understanding the specific language demands of the examination, systematically developing the required academic language skills, and following a targeted preparation approach, international students can approach this challenge with confidence. The development of advanced academic Japanese abilities not only facilitates success on the examination but also prepares students for the linguistic demands of university studies in Japan. Through disciplined preparation targeting the specific skills assessed on the EJU, international students can demonstrate their readiness to thrive in Japanese academic environments, potentially qualifying for scholarship support and pre-arrival admission to their institutions of choice.

    Citations:
    [1] The Examination for Japanese University Admission for International … https://www.janu.jp/eng/global-engagement/eju/
    [2] Things to know before taking the EJU – アクセス日本留学 https://www.studyjapan.jp/en/topics/shingaku/eju.html
    [3] Taking the Examination for Japanese University Admission (EJU) https://gogonihon.com/en/blog/eju/
    [4] What is EJU? – JASSO https://www.jasso.go.jp/en/ryugaku/eju/about/about_a/about_eju.html
    [5] Relation to the Japanese-Language Proficiency Test – JASSO https://www.jasso.go.jp/en/ryugaku/eju/faq_eju/jlpt.html
    [6] [PDF] EJU GUIDE https://www.studyinjapan.go.jp/en/_mt/2024/10/eju_guide_en.pdf
    [7] What You Need to Know about Japan’s College Entrance Exam (EJU) https://www.icla.ygu.ac.jp/en/admission-process/eju/
    [8] Use of EJU Scores by Universities and other Schools – JASSO https://www.jasso.go.jp/en/ryugaku/eju/faq_eju/use.html
    [9] Subjects, Syllabuses, Question Booklets – JASSO https://www.jasso.go.jp/en/ryugaku/eju/faq_eju/examinee.html
    [10] Preparing for EJU Examination for Japanese University Admission … https://bekka.musashino-u.ac.jp/en/curriculum.html
    [11] Pass the Examination for Japanese University Admission (EJU) https://www.studykyoto.jp/en/magazine/2018/05/15/eju-advice/
    [12] How to Study for the EJU: Advice from a former international student https://www.kobe-studyabroad.jp/en/notebook/6479/
    [13] Examinations｜Study in Japan Official Website https://www.studyinjapan.go.jp/en/planning/examination/
    [14] Pointers or tips for passing the EJU? : r/LearnJapanese – Reddit https://www.reddit.com/r/LearnJapanese/comments/b05tqr/pointers_or_tips_for_passing_the_eju/
    [15] What type of examination is the EJU? – JASSO https://www.jasso.go.jp/en/ryugaku/eju/faq_eju/about.html
    [16] Course | JASSO https://www.jasso.go.jp/en/ryugaku/jlec/tjlec/guide/features.html
    [17] Guidelines for the EJU – JASSO https://www.jasso.go.jp/en/ryugaku/eju/about/eju_guide.html
    [18] Examination for Japanese University Admission for International … https://www.jasso.go.jp/en/ryugaku/eju/index.html
    [19] JLPT v. EJU entrance exam | University in Japan tips – YouTube https://www.youtube.com/watch?v=p2vCZF3rESA
    [20] The Ultimate Guide to Japanese Language Schools https://learnjapanese.bfftokyo.com/guide-to-japanese-language-schools/
    [21] EJU FAQs | Study in Japan https://www.studyinjapan.org.my/study-in-japan/examination-for-japanese-university-admission-for-international-students-eju/eju-faqs/
    [22] Guide to the EJU (Examination for Japanese University Admission … https://jpn-study.com/ki-thi-du-hoc-nhat-ban-eju/

  • Comparing JLPT and CEFR: Two Approaches to Language Proficiency Assessment

    Comparing JLPT and CEFR: Two Approaches to Language Proficiency Assessment

    Compare and contrast how JLPT and CEFR assess language proficiency

    Comparing JLPT and CEFR: Two Approaches to Language Proficiency Assessment

    The Japanese-Language Proficiency Test (JLPT) and the Common European Framework of Reference for Languages (CEFR) represent two significant approaches to assessing language proficiency, each with distinct methodologies, structures, and applications. While both serve to evaluate and certify language abilities, they differ substantially in their historical development, assessment philosophy, and practical implementation. As language assessment continues to evolve globally, understanding the relationship between these two frameworks has become increasingly important, particularly with the upcoming integration of CEFR references within JLPT score reports beginning December 2025. This report examines the foundational differences, methodological approaches, and practical applications of these influential assessment systems.

    Historical Development and Foundational Principles

    The JLPT and CEFR emerged from different historical contexts and educational philosophies, which continue to influence their structure and implementation. The JLPT, first administered in 1984, was developed specifically to evaluate Japanese language proficiency among non-native speakers, initially serving approximately 7,000 test-takers[2]. It was created in response to growing demand for standardized Japanese language certification and has evolved over decades to become a globally recognized assessment tool. The JLPT was originally designed as a requirement for foreigners entering Japanese universities until 2003, when it was largely replaced by the Examination for Japanese University Admission for International Students (EJU) for that specific purpose[2].

    In contrast, the CEFR represents a much broader linguistic framework, published in 2001 by the Council of Europe after over twenty years of research[1][3]. Rather than focusing on a single language, the CEFR was designed to provide a transparent, coherent, and comprehensive basis for the elaboration of language syllabuses, curriculum guidelines, teaching materials, and proficiency assessment across different European languages[3]. The framework has since been translated into approximately forty languages and has expanded beyond Europe to become an international standard for describing language ability[1].

    The foundational difference between these systems lies in their scope and purpose: while the JLPT functions specifically as a standardized test for Japanese language certification, the CEFR serves as a comprehensive framework for language learning, teaching, and assessment applicable across multiple languages.

    Framework Structure and Level Classification

    Both JLPT and CEFR employ multi-level structures to classify language proficiency, though they differ in their organization and descriptive approach. The JLPT consists of five independent levels of certification, with N5 as the lowest and N1 as the highest[2]. These levels are designed to measure increasing degrees of Japanese language competency: N5 represents "the ability to understand some basic Japanese," N4 "the ability to understand basic Japanese," N3 "the ability to understand Japanese used in everyday situations to a certain degree," N2 "the ability to understand Japanese used in everyday situations and in a variety of circumstances to a certain degree," and N1 "the ability to understand Japanese used in a variety of circumstances"[2].

    The CEFR, meanwhile, organizes language proficiency into six levels: A1, A2, B1, B2, C1, and C2, with C2 being the highest[1][3]. These six levels are further grouped into three broader categories: Basic User (A1-A2), Independent User (B1-B2), and Proficient User (C1-C2)[3]. This structure provides a more granular progression through language proficiency stages compared to the JLPT’s five-level system.

    A significant difference between these frameworks lies in their descriptive approach. The JLPT primarily defines its levels in terms of comprehension abilities, particularly focusing on reading and listening skills[2]. The CEFR, however, employs "can-do" statements that describe specific communicative tasks a learner can perform at each level across multiple language skills, including reading, listening, writing, and speaking[1][3]. This approach shifts the focus from what learners understand to what they can actively accomplish with the language.

    Assessment Methodology and Skills Evaluation

    The methodological differences between JLPT and CEFR reflect their distinct approaches to language assessment. The JLPT functions as a standardized criterion-referenced test administered at specific times (typically twice yearly in Japan and selected countries, once yearly elsewhere)[2]. It evaluates three main areas: language knowledge (vocabulary/grammar), reading ability, and listening ability[2]. The test format includes multiple-choice questions across these sections, with test duration varying by level—from 90 minutes for N5 to 165 minutes for N1[2].

    The CEFR, by contrast, is not a test but a descriptive framework that can be applied to various assessment methods. It encompasses a broader range of language skills, including productive abilities (speaking and writing) in addition to receptive skills (reading and listening)[3][5]. The CEFR describes language proficiency through interpretive modes (understanding language that is heard, read, or viewed) and interpersonal modes (back-and-forth communication between individuals)[3]. This comprehensive approach addresses both receptive and productive aspects of language use, whereas the JLPT primarily focuses on receptive skills.

    The contrast in assessment philosophy is particularly evident in how each system conceptualizes language proficiency. The JLPT measures discrete language knowledge and comprehension abilities, reflected in its sectional organization: Language Knowledge (Vocabulary/Grammar), Reading, and Listening[2]. Meanwhile, the CEFR emphasizes communicative competence and practical language use across various real-world contexts, assessing not just what learners know about a language but how effectively they can use it for practical communication[3].

    Practical Applications and Recognition

    Both assessment systems serve important roles in educational, professional, and immigration contexts, though their applications differ based on their scopes and regional recognition. The JLPT certification has specific official uses within Japan. For example, N1 or N2 certification can help foreign nationals receive preferential immigration treatment in certain circumstances and exempt them from Japanese language sections of equivalency examinations[2]. The JLPT also functions as a prerequisite for foreign medical professionals seeking licensure in Japan and for certain foreign nationals wishing to attend Japanese nursing schools[2]. Under Japan’s Economic Partnership Agreements with Indonesia, the Philippines, and Vietnam, JLPT certification is required for nurse and caregiver candidates from these countries[2].

    The CEFR, with its broader international scope, serves as a common reference point across languages and national boundaries. Its widespread adoption facilitates more standardized communication about language abilities globally. The framework helps educational institutions, employers, and immigration authorities understand what a particular language proficiency level means in practical terms, which can streamline processes like university admissions, job applications, and visa requirements[4].

    The integration of these systems marks an important development in language assessment. Beginning in December 2025 (postponed from the originally scheduled July 2025 implementation), JLPT score reports will include reference to corresponding CEFR levels[1][2]. This adaptation acknowledges the complementary nature of these frameworks and enhances the international applicability of JLPT certifications. Approximately 65% of N2 test-takers in Japan reportedly believe that correlating their scores to CEFR levels increases their marketability, suggesting practical benefits to this integration[4].

    Comparative Analysis of Assessment Features

    When examining the specific assessment features of both systems, several key differences emerge in their approach to language proficiency evaluation. The JLPT employs a test-based methodology with standardized administration procedures. Its scoring system allocates points across different sections, with passing requirements for both overall scores and sectional thresholds. For example, examinees must achieve not only a sufficient total score but also minimum sectional scores to pass[1]. The test does not include productive skills assessment, focusing exclusively on multiple-choice format questions that evaluate receptive abilities and grammatical/lexical knowledge.

    The estimated study hours required for JLPT preparation further illustrate the progressive complexity across levels. For students without prior kanji knowledge, preparation typically requires approximately 325-600 hours for N5, 575-1000 hours for N4, 950-1700 hours for N3, 1600-2800 hours for N2, and 3000-4800 hours for N1[2]. These figures provide concrete benchmarks for learners and educators to understand the investment required to achieve each proficiency level.

    In contrast, the CEFR’s assessment approach is more flexible and comprehensive. Rather than prescribing a specific test format, it provides descriptive standards that can be applied to various assessment methods. The framework encourages evaluation across all four language skills: reading, listening, writing, and speaking[5]. This holistic perspective allows for more nuanced assessment of a learner’s overall communicative competence beyond receptive abilities.

    The CEFR’s "can-do" descriptors represent another distinctive feature, defining language proficiency in terms of practical communication abilities rather than abstract knowledge. For instance, instead of merely stating that a learner "understands basic Japanese," the framework might specify that they "can understand simple directions," "can introduce themselves," or "can order food in a restaurant"—concrete tasks demonstrating language functionality in real-world contexts[3].

    Correlation Between Systems and Future Integration

    The relationship between JLPT and CEFR levels has been increasingly formalized, with specific correspondence established between their respective classifications. According to the correlation table, JLPT N1 (with 142 points or more) corresponds to CEFR C1, N2 (112 points or more) and N1 (100-141 points) correspond to B2, N3 (104 points or more) and N2 (90-111 points) correspond to B1, N4 (90 points or more) and N3 (95-103 points) correspond to A2, and N5 (80 points or more) corresponds to A1[2]. This mapping enables more standardized interpretation of Japanese language proficiency within the globally recognized CEFR framework.

    The decision to include CEFR level references on JLPT score reports beginning December 2025 represents a significant advancement in harmonizing these assessment systems[1]. This integration follows extensive verification procedures, including "standard setting" implemented at the Japan Foundation in October 2024, where experts from Japan and abroad judged the CEFR levels of JLPT test questions for each level[1]. The reference indication will be provided for examinees who pass the test, while those who fail will not receive a CEFR level indication[1].

    This integration aligns with broader trends in Japanese language education. Japan’s Agency for Cultural Affairs has released the "Reference Framework for Japanese-Language Education," and the Japan Foundation has developed the JF Standard for Japanese-Language Education, both based on CEFR principles[1]. These developments reflect recognition that as Japanese language learning continues to diversify globally, common indicators for proficiency assessment become increasingly necessary.

    Cultural and Contextual Considerations

    Beyond methodological differences, the JLPT and CEFR reflect distinct cultural and educational philosophies regarding language assessment. The JLPT’s focus on receptive skills and grammatical knowledge aligns with traditional Japanese educational approaches that emphasize reading comprehension, vocabulary acquisition, and grammatical accuracy. Its structure reflects Japanese cultural values around standardized testing and measurable achievement metrics.

    The CEFR’s emphasis on communicative competence and action-oriented approach reflects European educational philosophies that prioritize functional language use across diverse contexts. Its development through the Council of Europe carries implicit values around cross-cultural communication, multilingualism, and language as a tool for social integration and mobility.

    These different philosophical underpinnings influence not only how each system assesses language proficiency but also how learners prepare for and interpret their results. Japanese language learners often structure their study around JLPT preparation, focusing on the specific knowledge and skills the test measures. The CEFR, meanwhile, encourages more holistic language development with attention to real-world communicative tasks across all language modalities.

    Conclusion

    The JLPT and CEFR represent complementary approaches to language proficiency assessment, each with distinct strengths and applications. The JLPT provides a standardized, criterion-referenced assessment specifically for Japanese language skills, with particular emphasis on receptive abilities and linguistic knowledge. Its five-level structure offers clear benchmarks for Japanese language learners, with practical applications particularly relevant within Japanese educational, professional, and immigration contexts.

    The CEFR presents a more comprehensive framework applicable across multiple languages, emphasizing communicative competence through its "can-do" descriptors spanning six proficiency levels. Its broader scope encompasses all four language skills and focuses on functional language use in real-world contexts. The framework’s international recognition facilitates standardized communication about language abilities across national and linguistic boundaries.

    The integration of these systems through the addition of CEFR references to JLPT score reports represents a significant advancement in language assessment, enhancing the international applicability of JLPT certifications while maintaining their specific focus on Japanese language proficiency. This development reflects growing recognition of the complementary value these different assessment approaches provide when used in tandem.

    For language learners, educators, employers, and policymakers, understanding the relationship between these frameworks offers a more nuanced perspective on language proficiency assessment. As language education continues to evolve globally, the harmonization of diverse assessment approaches promises to provide more comprehensive and accessible means of recognizing and communicating language abilities across cultural and linguistic contexts.

    Citations:
    [1] Indication of the CEFR Level for Reference – 日本語能力試験 JLPT https://www.jlpt.jp/e/about/cefr_reference.html
    [2] Japanese-Language Proficiency Test – Wikipedia https://en.wikipedia.org/wiki/Japanese-Language_Proficiency_Test
    [3] CEFR Self Assessment – Global Seal of Biliteracy https://theglobalseal.com/cefr-self-assessment
    [4] Breaking Down the CEFR Level Addition to JLPT Test Reports https://www.qoonoichi.com/post/breaking-down-the-cefr-level-addition-to-jlpt-test-reports-what-you-need-to-know
    [5] Level comparison with CEFR/JLPT – JLCT https://jlct.jp/en/jlct/about/comparison/
    [6] Conversion from JLPT to CEFR : r/LearnJapanese – Reddit https://www.reddit.com/r/LearnJapanese/comments/c39thq/conversion_from_jlpt_to_cefr/
    [7] N1-N5: Summary of Linguistic Competence Required for Each Level https://www.jlpt.jp/e/about/levelsummary.html
    [8] Common European Framework of Reference (CEFR) Scale https://www.languagetesting.com/cefr-scale
    [9] What’s more useful: JLPT or CEFR? : r/LearnJapanese – Reddit https://www.reddit.com/r/LearnJapanese/comments/10j8ecd/whats_more_useful_jlpt_or_cefr/
    [10] Beyond the JLPT: all about Japanese language tests for learners https://gogonihon.com/en/blog/japanese-language-tests/
    [11] [PDF] JLPT＊1 CEFR＊2 Upper-elementary 1 The student is able to … https://www.dokkyo.ac.jp/english/entry_img/1_Levels%20for%20the%20Japanese%20Language%20Program.pdf
    [12] CEFR level to be added for reference to JLPT score reports https://www.jlpt.jp/e/cefrlevel/index.html
    [13] [PDF] Levels of Japanese Language Courses https://www.sophia-cler.jp/study/ja/pdf/LevelsofJapaneseLanguageCourses.pdf
    [14] CEFR level to be added for reference to JLPT score reports https://heyjapan.net/blog/detail/jlpt-news-cefr-level-to-be-added-for-reference-to-jlpt-score-reports
    [15] The Japan Foundation – Take Japanese-Language Test https://www.jpf.go.jp/e/project/japanese/test/
    [16] Common European Framework of Reference for Language skills https://europass.europa.eu/en/common-european-framework-reference-language-skills
    [17] Japanese Language Proficiency Test – 日本語能力試験 JLPT https://www.jlpt.jp/e/
    [18] Self-assessment Grids (CEFR) – European Language Portfolio (ELP) https://www.coe.int/en/web/portfolio/self-assessment-grid
    [19] CEFR/JLPTとのレベル比較 – JLCT https://jlct.jp/jlct/about/comparison/
    [20] For Examinees: Let’s Try Sample Questions! – 日本語能力試験 JLPT https://www.jlpt.jp/e/samples/forlearners.html
    [21] Free English Online level test https://englishonline.britishcouncil.org/free-english-level-test-cefr-2/
    [22] 日本語と英語試験のCEFR軸比較表 – JLCAT https://jlcat.org/comparison_cefr.html
    [23] What is the Japanese-Language Proficiency Test? https://www.jlpt.jp/e/about/index.html
    [24] Understanding the Common European Framework of … – EF SET https://www.efset.org/cefr/
    [25] The ultimate guide to Japanese language levels and leveling up … https://preply.com/en/blog/japanese-language-levels/
    [26] Are You Eligible to Apply? How to Check Your Japanese Level https://japan-dev.com/blog/how-to-know-your-japanese-level-for-job-applications?lang=jp
    [27] Overview of Japanese Language Tests – DEOW Japan https://jpn-study.com/overview-of-japanese-language-tests/
    [28] FAQ |JLPT Japanese-Language Proficiency Test http://www.jlpt.jp/sp/e/faq/
    [29] Check your Japanese language proficiency level – JV-Campus https://www.jv-campus.org/en/nihongo-hiroba/level-check/

  • 後ろから詳しく！英語の「後置修飾」

    後ろから詳しく！英語の「後置修飾」

    ステップ 1: 身近な経験とつなげる

    お店で何かを選ぶとき、「赤いりんご」とか、「甘いみかん」のように、物の特徴を先に言って、どんなものか説明しますよね。

    ステップ 2: 橋をかける

    英語では、このように物の特徴を説明する方法が２つあります。一つは今までのように、特徴を前に置く方法（例えば “a red apple”）。そして、もう一つは、特徴を後ろに置く方法があるんです。これをちょっと難しい言葉で「後置修飾（こうちしゅうしょく）」と言います。

    難しく聞こえるかもしれませんが、簡単な例で見ていきましょう。特に、場所や関係を示す言葉を使うときによくあります。

    ステップ 3: 例を通じて理解を深める

    1. 箱の中にあるボールについて話すとき

      The ball in the box is mine.

      箱の中のボールは私のです。

      ここでは、「in the box（箱の中に）」という言葉が、「ball（ボール）」の後ろに来て、どのボールかを詳しく説明しています。日本語だと「箱の中の」のように前にきますが、英語では後ろから説明することがあります。

    2. テーブルの上の猫について話すとき

      The cat on the table is sleeping.

      テーブルの上の猫は寝ています。

      ここでも、「on the table（テーブルの上に）」が「cat（猫）」の後ろに来て、どの猫かを説明しています。

    3. 猫が好きな友達について話すとき

      The friend who likes cats is coming.

      猫が好きな友達が来ます。

      この例では、「who likes cats（猫が好きな）」という言葉が「friend（友達）」の後ろに来て、どんな友達かを説明しています。「who」は「～する人」という意味で、このように後ろから説明するときによく使われます。

    ステップ 4: インタラクティブな学び

    あなたの部屋にあるもので、場所がわかるものを考えてみてください。例えば、「机の上の本」とか、「ベッドの下の靴」など。 それを英語で言ってみましょう。

    • 机の上の本： The book on the desk
    • ベッドの下の靴： The shoes under the bed

    ステップ 5: 理解を深める

    もう一度、最初の例を思い出しましょう。「箱の中にあるボール」を英語で言うと、特徴を表す言葉「in the box」が「ball」の後ろに来ましたね。

    このように、場所や関係を示す言葉を使って、後ろから詳しく説明するのが「後置修飾」です。最初はちょっと慣れないかもしれませんが、色々な例を見ていくうちに、自然と理解できるようになりますよ。例えば、「私が昨日買ったカバン」は “The bag that I bought yesterday” のように言います。「that I bought yesterday」が後ろから「bag」を説明していますね。

  • Feynman prompt for learning Japanese

    Feynman prompt for learning Japanese

    Japanese Language Teaching System Prompt: JLPT N2-Level Focus

    Core Purpose

    Explain Japanese language concepts to JLPT N2 learners using the Feynman Technique. The explanation should be written in Japanese, with examples and interactive components designed to deepen the learner’s understanding.

    Target Audience Characteristics

    • Native English speakers with JLPT N2 proficiency.
      • Familiar with ~1000–1200 kanji and ~6000 vocabulary words.
      • Can understand spoken and written Japanese on topics such as daily life, work, and current events.
      • Able to comprehend kanji-heavy sentences but may require furigana for rare or less familiar kanji.
      • Comfortable reading explanations entirely in Japanese but may need occasional clarification of advanced terms.

    Teaching Approach

    Step 1: Connect to Universal Experiences

    • Begin with a relatable, real-world scenario (e.g., workplace tasks, formal interactions, or daily routines).
    • Use sensory-rich examples that are relevant to learners at an intermediate level.
    • Avoid starting with formal definitions; instead, connect to emotional or memorable experiences.

    Step 2: Build the Bridge

    • Introduce the target concept by relating it to the scenario.
    • Show the kanji, provide furigana (only for rare or difficult kanji), and explain natural pronunciation.
    • Explain the meaning in intermediate-level Japanese, avoiding technical linguistic terminology.

    Step 3: Demonstrate Through Examples

    • Provide 2–3 scenarios that show how the concept is used in real-life contexts, such as:
      • Workplace discussions
      • Social interactions
      • Reading or writing semi-formal texts
    • Include complete example sentences with:
      • Kanji/kana mixed text
      • Furigana only for uncommon kanji
      • A natural English translation
    • Explain why each example works and highlight nuances.

    Step 4: Interactive Engagement

    • Encourage learners to think about how they might use the concept in their own lives.
    • Pose guided questions to stimulate reflection or sentence creation (e.g., "What situations at work might require you to use this phrase?").
    • Provide feedback or corrections for learner-generated examples if necessary.
    • Address common mistakes or misconceptions.

    Step 5: Reinforce Understanding

    • Return to the original relatable scenario and demonstrate how understanding has improved.
    • Provide contrasting examples (if applicable) to clarify nuances between similar concepts.
    • End with a call to action, encouraging learners to practice the concept in real life.

    Language Requirements

    Must Include:

    • Kanji with furigana for rare or difficult words.
    • Explanations entirely in Japanese.
    • Intermediate-level grammar and vocabulary appropriate for JLPT N2 learners.
    • Relatable examples relevant to semi-formal or real-world situations.
    • Natural English translations for example sentences (not word-for-word).

    Must Avoid:

    • Oversimplified grammar and vocabulary below N2 level.
    • Excessive furigana for common kanji (e.g., 食べる, 時間).
    • Formal academic or overly technical linguistic language.
    • Explaining Japanese concepts in English.

    Response Structure

    Opening

    • Relatable, real-world scenario that ties into the target concept.
    • Clear and engaging introduction written in Japanese.

    Body

    • Step-by-step explanation, progressing from simple to complex.
    • Multiple concrete examples with clear formatting:
      • Kanji/kana mixed text
      • Furigana for rare kanji
      • Natural English translations
    • Interactive components to engage learners and check comprehension.

    Closing

    • Summary of the concept through the lens of the initial scenario.
    • Reinforce key points and provide contrasting examples if applicable.
    • Invitation for learners to practice using the concept.

    Quality Checks

    Before providing the final explanation, ask:

    • Does the explanation avoid oversimplification and match JLPT N2 proficiency?
    • Are all examples complete, with kanji, furigana (if needed), and natural English translations?
    • Is the tone conversational and appropriate for intermediate learners?
    • Are cultural and contextual nuances explained clearly?

    Examples of Desired and Undesired Output

    Desired Output Example

    Input: 照合する

    ### ステップ1: 身近な経験とつなげる  
会社で資料を作るとき、元のデータと新しいデータを見比べて、数字が正しいか確認することがありますよね？この「確認する」という行動が「照合する」にあたります。  

### ステップ2: 橋をかける  
「照合する（しょうごうする）」は、二つ以上のものを見比べて、一致しているか確認することを意味します。たとえば、名簿の名前やデータの内容を確認する場面で使います。  

### ステップ3: 例を通じて理解を深める  
1. **データの照合**  
   > 昨日作成した資料と今日のデータ**を照合する**。  
   > きのうさくせいしたしりょうときょうのデータ**をしょうごうする**。  
   > (I will compare yesterday's document with today’s data.)  

2. **予約リストの照合**  
   > 受付で、参加者の名前**を照合する**。  
   > うけつけで、さんかしゃのなまえ**をしょうごうする**。  
   > (At the reception, I will check the participants’ names.)  

### ステップ4: インタラクティブな学び  
「照合する」を使った例を考えてみましょう！たとえば、仕事で何を見比べることがありますか？

    Undesired Output Example

    1. Simplified explanation:

    照合する means "to compare two things to check if they match."

    1. Overuse of furigana:

    注文確認メールと注文内容を照合する(ちゅうもんかくにんメールとちゅうもんないようをしょうごうする)。

    Furigana is unnecessary for common words like 注文.

    1. Explanation written in English:

    "照合する (shougou suru) means to compare two items and ensure they match."

  • 従来の言語学習法vs現代的アプローチ

    従来の言語学習法vs現代的アプローチ

    英語教育において、長年にわたり「行動主義的ב行動主義的’ (kōdōshugi-teki) refers to a ‘behaviorist’ approach, which emphasizes learning through repetition and conditioning.

    Grammar:
    – 的 (-teki) turns a noun into a na-adjective.

    Usage: This term is often used in academic and educational contexts.

    Example:
    行動主義的な学習法は、反復練習を重視します。
    Behaviorist learning methods emphasize repetition.

    Note: Used to describe an approach rather than a person.    アプローチ」が主流とされてきましたב主流とされてきました’ (shuryū to sarete kimashita) means ‘has been considered mainstream.’

    Grammar:
    – 主流 (shuryū): mainstream
    – とされる (to sareru): passive form of to suru (to consider), indicating something is considered to be
    – てきました (te kimashita): indicates a continuous state

    Usage: Used to describe a belief that has been prevalent for some time.

    Example:
    この理論は長年、主流とされてきました。
    This theory has been considered mainstream for many years.

    Note: The passive voice here indicates an established belief.    。特に日本の学校教育では、この方法が現在でも広く採用されています。しかし、言語習得に関する研究の進展ב進展’ (shinten) means ‘progress’ or ‘development,’ often used for advancements in research or technology.

    Grammar:
    – 進 (shin): to advance
    – 展 (ten): to expand, develop

    Usage: Used to describe progress of research or technology.

    Example:
    科学技術の進展は目覚ましい。
    The progress in science and technology is remarkable.

    Note: This word emphasizes positive change.    により、この従来ב従来’ (jūrai) means ‘conventional’ or ‘traditional.’ It refers to the way things have been done up to the present time.

    Grammar:
    – 従 (jū): to follow, to obey
    – 来 (rai): to come, coming from

    Usage: Often used to contrast with new ideas or methods.

    Example:
    従来のやり方は非効率的です。
    The conventional method is inefficient.

    Note: This term implies the standard way of doing something for some time.    の方法には多くの問題があることが明らかになっています。

    以下、従来ב従来’ (jūrai) means ‘conventional’ or ‘traditional,’ indicating past practices or norms.

    Grammar:
    – 従 (jū): to follow, to obey
    – 来 (rai): to come

    Usage: Used to refer to established ways of thinking or doing things, especially when contrasting it with something new.

    Example:
    従来のシステムには多くの欠陥があります。
    The conventional system has many flaws.

    Note: It implies something from the past being juxtaposed to something more modern.    の考え方とその問題点を詳しく見ていきましょう。

    1. 「言語は習慣形成ב習慣形成’ (shūkan keisei) means ‘habit formation,’ referring to the process of developing habits through repeated actions.

    Grammar:
    – 習慣 (shūkan): habit
    – 形成 (keisei): formation

    Usage: Often used in discussions about learning, behavior, and psychology.

    Example:
    良い習慣形成は、目標達成に不可欠です。
    Good habit formation is essential for achieving goals.

    Note: This term emphasizes the act of making something a habit.    によって学ばれる」という考え方

    従来ב従来’ (jūrai) means ‘conventional’ or ‘traditional.’ It is used to refer to something that has been done or believed for a long time.

    Grammar:
    – 従 (jū): to follow, obey
    – 来 (rai): to come

    Usage: It often indicates a contrast between established practices and newer ideas.

    Example:
    従来のやり方では時間がかかりすぎる。
    The conventional method takes too much time.

    Note: This word is used to discuss what was considered normal before newer ideas.    の考え方が間違っている証拠ב証拠’ (shōko) means ‘evidence’ or ‘proof,’ referring to information or facts that support a claim.

    Grammar:
    – 証 (shō): proof, evidence
    – 拠 (ko): base, foundation

    Usage: Commonly used in academic, legal, and scientific contexts.

    Example:
    彼のアリバイは証拠が不十分です。
    His alibi is not sufficiently evidenced.

    Note: The word implies that something can be proved by these facts.    ：

    • 子どもたちは一度も聞いたことのない文を自然に作り出せる
    • 学習者のエラーパターンは単なる習慣形成ב習慣形成’ (shūkan keisei) means ‘habit formation,’ the process of developing habits through repeated actions.

      Grammar:
      – 習慣 (shūkan): habit
      – 形成 (keisei): formation

      Usage: Often used in psychology, education, and self-help contexts.

      Example:
      新しい習慣形成には時間がかかります。
      It takes time to form a new habit.

      Note: This term emphasizes the idea of repeating actions to create habits.      では説明できない
    • 幼い子どもでも、教わっていない複雑な文法規則ב文法規則’ (bunpō kisoku) means ‘grammar rules,’ referring to the established guidelines for structuring language.

      Grammar:
      – 文法 (bunpō): grammar
      – 規則 (kisoku): rule, regulation

      Usage: Used in the context of language education and linguistics.

      Example:
      文法規則は言語の基盤です。
      Grammar rules are the foundation of language.

      Note: This is a key concept for the study of language.      を理解できる
    • チョムスキーの研究により、人間は習慣化されていない新しい文を即座ב即座’ (sokuza) means ‘immediately’ or ‘instantly,’ indicating something happening without delay.

      Grammar:
      – 即 (soku): instant
      – 座 (za): seat, place

      Usage: Commonly used to describe something happening quickly without preparation.

      Example:
      彼は即座に答えました。
      He answered immediately.

      Note: The word emphasizes the speed at which an action occurs.      に理解・作成できることが証明されているב証明されている’ (shōmei sarete iru) means ‘has been proven’ or ‘is proven.’ It indicates that something has been confirmed or demonstrated through evidence or research.

      Grammar:
      – 証明 (shōmei): proof, verification
      – される (sareru): passive form of する (to do)
      – ている (te iru): present progressive/resultant state

      Usage: Often used in academic, scientific, or legal contexts.

      Example:
      この理論は実験によって証明されている。
      This theory has been proven by experiment.

      Note: The passive voice indicates that an external source did the proving.

    2. 「学習は刺激-反応パターンב刺激-反応パターン’ (shigeki-hannō patān) means ‘stimulus-response pattern,’ which refers to the basic behavioral model of learning through association between stimuli and responses.

    Grammar:
    – 刺激 (shigeki): stimulus
    – 反応 (hannō): response
    – パターン (patān): pattern

    Usage: Often used in psychology and behaviorist theories.

    Example:
    この実験では、刺激-反応パターンを研究します。
    This experiment studies stimulus-response patterns.

    Note: This term is essential for understanding the behaviorist approach.    で起こる」という考え方

    この考え方の誤り：

    • パターンプラクティスで優秀なב優秀な’ (yūshū na) means ‘excellent’ or ‘outstanding,’ describing someone with high ability.

      Grammar:
      – 優 (yū): excellence
      – 秀 (shū): outstanding

      Usage: Used to describe high quality or performance in various contexts.

      Example:
      彼女は優秀な学生です。
      She is an excellent student.

      Note: This term implies high level of skill or achievement.      生徒でも実際のコミュニケーションでは苦戦するב苦戦する’ (kusen suru) means ‘to struggle’ or ‘have a hard time,’ indicating difficulty in doing something.

      Grammar:
      – 苦 (ku): suffering, hardship
      – 戦 (sen): battle, struggle

      Usage: Used when someone is having a hard time with a task or situation.

      Example:
      彼は新しい仕事で苦戦している。
      He is struggling with his new job.

      Note: It implies a challenge or struggle being faced.
    • 脳画像研究ב脳画像研究’ (nōgazō kenkyū) means ‘brain imaging research,’ which involves using technology to study the structure and function of the brain.

      Grammar:
      – 脳 (nō): brain
      – 画像 (gazō): image
      – 研究 (kenkyū): research

      Usage: Typically used in scientific and medical contexts.

      Example:
      脳画像研究は、脳の働きを解明するのに役立ちます。
      Brain imaging research helps to clarify the function of the brain.

      Note: This term focuses on the tools used to research brain structure and functions.      により、言語処理ב言語処理’ (gengo shori) means ‘language processing,’ referring to how the brain understands and produces language.

      Grammar:
      – 言語 (gengo): language
      – 処理 (shori): processing

      Usage: Commonly used in linguistics, psychology, and computer science.

      Example:
      言語処理能力は、人によって異なります。
      Language processing abilities vary from person to person.

      Note: This term focuses on the brain’s activities with language.      は単純な刺激-反応ב単純な刺激-反応’ (tanjun na shigeki-hannō) means ‘simple stimulus-response,’ describing a direct and uncomplicated association between a stimulus and a response.

      Grammar:
      – 単純な (tanjun na): simple
      – 刺激 (shigeki): stimulus
      – 反応 (hannō): response

      Usage: Used to describe the behaviorist learning theory.

      Example:
      この動物実験では、単純な刺激-反応を観察する。
      This animal experiment observes simple stimulus-response.

      Note: This phrase implies lack of complexity and is often contrasted to more complex patterns.      ではなく、複雑な神経ネットワークを使用することが判明ב判明’ (hanmei) means ‘to be discovered’ or ‘to be found out,’ indicating that something has become known or clear.

      Grammar:
      – 判 (han): judge, discern
      – 明 (mei): clear, bright

      Usage: Often used to describe the results of investigations or research.

      Example:
      調査の結果、原因が判明した。
      As a result of the investigation, the cause was found out.

      Note: This word is often used in formal contexts to declare a finding.
    • 学習者は練習したことのない状況ב練習したことのない状況’ (renshū shita koto no nai jōkyō) means ‘situations that have not been practiced,’ referring to circumstances or scenarios that a learner has not encountered before in their learning process.

      Grammar:
      – 練習した (renshū shita): past tense of ‘to practice’
      – ことのない (koto no nai): ‘not having the experience of’
      – 状況 (jōkyō): situation

      Usage: Commonly used in language learning and training contexts.

      Example:
      学習者は練習したことのない状況でも応用できる能力が求められる。
      Learners are required to have the ability to apply their skills even in situations they haven’t practiced.

      Note: This term highlights that learners often face unpredictable or novel circumstances.      でも言語を理解・使用できる
    • 無限にある文章パターンב無限にある文章パターン’ (mugen ni aru bunshō patān) means ‘infinite sentence patterns,’ referring to the idea that there is an endless number of possible sentence structures.

      Grammar:
      – 無限 (mugen): infinite
      – にある (ni aru): there are
      – 文章 (bunshō): sentence
      – パターン (patān): pattern

      Usage: Often used in linguistics and language learning contexts.

      Example:
      言語には無限にある文章パターンが存在する。
      In languages, there exist infinite sentence patterns.

      Note: This phrase focuses on the enormous creativity that language provides.      は刺激-反応理論ב刺激-反応理論’ (shigeki-hannō riron) means ‘stimulus-response theory,’ which explains learning as a result of associations between stimuli and responses.

      Grammar:
      – 刺激 (shigeki): stimulus
      – 反応 (hannō): response
      – 理論 (riron): theory

      Usage: Used in psychology, especially in behavioral learning theories.

      Example:
      刺激-反応理論は、行動主義心理学の基礎です。
      Stimulus-response theory is the basis of behavioral psychology.

      Note: This phrase is a key concept for discussing traditional learning approaches.      では説明することができない

    3. 「エラーは悪習慣ב悪習慣’ (akushūkan) means ‘bad habit,’ referring to undesirable patterns of behavior that are repeated.

    Grammar:
    – 悪 (aku): bad
    – 習慣 (shūkan): habit

    Usage: Often used in discussions of health, behavior, and learning.

    Example:
    喫煙は体に悪い悪習慣です。
    Smoking is a bad habit that is harmful to the body.

    Note: This term emphasizes the negative nature of habits.    を防ぐため即座ב即座’ (sokuza) means ‘immediately’ or ‘instantly,’ indicating that something happens without delay.

    Grammar:
    – 即 (soku): instant
    – 座 (za): seat, place

    Usage: This term emphasizes speed of action.

    Example:
    彼は即座に決断した。
    He made the decision immediately.

    Note: This is different from ‘soon’, which implies a near future.    に訂正すべきב訂正すべき’ (teisei subeki) means ‘should be corrected,’ indicating an obligation or necessity to make something right.

    Grammar:
    – 訂正 (teisei): correction
    – すべき (subeki): should

    Usage: Often used in formal or educational contexts.

    Example:
    誤字は訂正すべきです。
    Misspellings should be corrected.

    Note: This phrase implies something is in error and requires fixing.    」という考え方

    この考え方が誤りב誤り’ (ayamari) means ‘mistake’ or ‘error,’ referring to something that is incorrect or wrong.

    Grammar:
    – 誤 (ayama): wrong, mistake
    – り (ri): noun suffix

    Usage: Used in various contexts from everyday to formal settings.

    Example:
    これは計算の誤りです。
    This is an error in the calculation.

    Note: It directly states that something is incorrect.    である証拠ב証拠’ (shōko) means ‘evidence’ or ‘proof,’ referring to factual information that supports a claim.

    Grammar:
    – 証 (shō): evidence, proof
    – 拠 (ko): basis, foundation

    Usage: Commonly used in legal, academic, and research contexts.

    Example:
    彼の証拠は十分ではありません。
    His evidence is not sufficient.

    Note: This word indicates a strong supporting fact.    ：

    • 研究により、過度の訂正ב過度の訂正’ (kado no teisei) means ‘excessive correction,’ referring to too much correction of errors, often in learning contexts.

      Grammar:
      – 過度 (kado): excessive
      – の (no): possessive particle
      – 訂正 (teisei): correction

      Usage: Used in educational or training scenarios.

      Example:
      過度の訂正は、学習者のモチベーションを低下させることがあります。
      Excessive correction can reduce learners’ motivation.

      Note: This phrase emphasizes that there is an issue with the degree of the correction.      は不安を高め、コミュニケーション意欲を低下させるב低下させる’ (teika saseru) means ‘to lower’ or ‘to reduce,’ implying a decrease in something, in this case, motivation.

      Grammar:
      – 低下 (teika): lowering, decline
      – させる (saseru): causative form of する (to do)

      Usage: Frequently used in contexts like economy, health, or motivation.

      Example:
      過度のストレスは、生産性を低下させる。
      Excessive stress lowers productivity.

      Note: This term emphasizes the act of making something decline.      ことが判明
    • Truscott（1996）の研究では、エラー訂正は言語習得にほとんど影響を与えないב影響を与えない’ (eikyō o ataenai) means ‘does not have an influence’ or ‘does not affect,’ indicating no significant impact.

      Grammar:
      – 影響 (eikyō): influence, effect
      – を (o): object particle
      – 与えない (ataenai): negative form of ‘to give’

      Usage: Often used in academic or scientific contexts to describe the results of studies.

      Example:
      この薬は症状に影響を与えない。
      This medicine does not affect the symptoms.

      Note: This phrase is used to claim something makes little to no difference.      ことを示しているב示している’ (shimeshite iru) means ‘is showing’ or ‘indicates,’ referring to evidence or findings that suggest something is the case.

      Grammar:
      – 示す (shimesu): to show
      – ている (te iru): present continuous/state

      Usage: Often used in academic and research contexts to state results or findings.

      Example:
      この研究は、新しい治療法が有効であることを示している。
      This research shows that the new treatment is effective.

      Note: It points out that research has found evidence of a particular result.
    • 母語を学ぶ子どもは多くのエラーを犯すבエラーを犯す’ (erā o okasu) means ‘to make errors’ or ‘to commit mistakes,’ which refers to the act of doing something incorrectly.

      Grammar:
      – エラー (erā): error
      – を (o): object particle
      – 犯す (okasu): to commit, to make

      Usage: This phrase is used to describe mistakes made in language, work or other situations.

      Example:
      彼は多くのエラーを犯した。
      He made many errors.

      Note: The word choice emphasizes the act of committing a mistake rather than just experiencing it.      が、自然に修正していく
    • 「沈黙期ב沈黙期’ (chinmokuki) means ‘silent period,’ referring to the stage in language acquisition where learners listen more than they speak.

      Grammar:
      – 沈黙 (chinmoku): silence
      – 期 (ki): period, phase

      Usage: Typically used in the context of language learning.

      Example:
      言語学習には沈黙期があるのが普通です。
      It is normal to have a silent period in language learning.

      Note: This term highlights that there is a phase where a learner isn’t very verbally active.      」の学習者も、発話ב発話’ (hatsuwa) means ‘utterance’ or ‘speech,’ referring to the act of speaking.

      Grammar:
      – 発 (hatsu): to utter, to emit
      – 話 (wa): speech, talk

      Usage: Often used in the context of linguistics and language learning.

      Example:
      子供の発話は、学習過程を示す。
      Children’s utterances show their learning process.

      Note: This term refers to the act of producing language vocally.      がなくても言語を習得している
    • エラー訂正בエラー訂正’ (erā teisei) means ‘error correction,’ referring to the act of identifying and correcting mistakes.

      Grammar:
      – エラー (erā): error
      – 訂正 (teisei): correction

      Usage: Often used in educational and language learning contexts.

      Example:
      エラー訂正は、学習プロセスの一部です。
      Error correction is part of the learning process.

      Note: It focuses specifically on fixing errors.      は長期的な改善ב長期的な改善’ (chōkitekina kaizen) means ‘long-term improvement,’ referring to a positive change that occurs over an extended period.

      Grammar:
      – 長期的 (chōkitekina): long-term
      – な (na): adjectival form
      – 改善 (kaizen): improvement

      Usage: Used to describe results that extend far into the future.

      Example:
      長期的な改善は、日々の努力から生まれます。
      Long-term improvement comes from daily efforts.

      Note: This term suggests change that is expected to continue into the distant future.      につながらないことが多い

    4. 「反復練習ב反復練習’ (hanpuku renshū) means ‘repetition practice,’ which is the act of practicing something multiple times.

    Grammar:
    – 反復 (hanpuku): repetition
    – 練習 (renshū): practice

    Usage: Often used in learning, training, and sports contexts.

    Example:
    反復練習は、技術を向上させるために不可欠です。
    Repetition practice is essential to improve skills.

    Note: This term focuses on the act of doing something again and again.    が重要」という考え方

    この考え方の問題点：

    • ドリル学習で成績優秀な学生ב成績優秀な学生’ (seiseki yūshū na gakusei) means ‘students with excellent grades’ or ‘high-achieving students,’ referring to students who perform very well academically.

      Grammar:
      – 成績 (seiseki): grades, academic results
      – 優秀な (yūshū na): excellent, outstanding
      – 学生 (gakusei): student

      Usage: Typically used in academic and educational settings.

      Example:
      彼女は成績優秀な学生として知られています。
      She is known as a high-achieving student.

      Note: The term is used to describe students who perform very well in their studies.      も実際のコミュニケーションで躓くב躓く’ (tsumazuku) means ‘to stumble’ or ‘to falter,’ often used metaphorically to describe difficulty in a situation.

      Grammar:
      – 躓 (tsumazu): to stumble
      – く (ku): verb ending

      Usage: Used when a person faces a setback or makes a mistake, particularly in a task or conversation.

      Example:
      プレゼンテーション中に言葉に躓いた。
      I stumbled on my words during the presentation.

      Note: The word is often used to show difficulties that arise unexpectedly.      ことが多い
    • 長期研究ב長期研究’ (chōki kenkyū) means ‘long-term research,’ which is a study conducted over an extended period.

      Grammar:
      – 長期 (chōki): long-term
      – 研究 (kenkyū): research

      Usage: Often used in academic, scientific, and medical research.

      Example:
      この長期研究は、健康への影響を調査します。
      This long-term research investigates the impact on health.

      Note: The term highlights that the research was done over a long time.      により、ドリル中心の学習者は自然なインプットを受けた学習者より習熟度ב習熟度’ (shūjukudo) means ‘proficiency level,’ referring to the degree of skill in a particular area, often in language.

      Grammar:
      – 習熟 (shūjuku): proficiency
      – 度 (do): degree, level

      Usage: Used in academic and language learning contexts.

      Example:
      彼女の日本語の習熟度は非常に高いです。
      Her Japanese proficiency level is very high.

      Note: This is a specific level of skill or knowledge someone possesses.      が低いことが判明ב判明’ (hanmei) means ‘to be discovered’ or ‘to be found out,’ indicating that something has become known or clear.

      Grammar:
      – 判 (han): judge, discern
      – 明 (mei): clear, bright

      Usage: Used to state results or discoveries, often in formal contexts.

      Example:
      調査の結果、原因が判明しました。
      As a result of the investigation, the cause was discovered.

      Note: It is often used in academic, scientific, or legal contexts.
    • 脳科学研究ב脳科学研究’ (nōkagaku kenkyū) means ‘brain science research,’ referring to scientific investigations into the brain and nervous system.

      Grammar:
      – 脳 (nō): brain
      – 科学 (kagaku): science
      – 研究 (kenkyū): research

      Usage: Used in medical and scientific contexts.

      Example:
      脳科学研究は、脳の機能を解明するのに役立つ。
      Brain science research helps to elucidate the function of the brain.

      Note: This focuses on studies relating to the brain and its functions.      により、記憶形成ב記憶形成’ (kioku keisei) means ‘memory formation,’ referring to the process of creating and storing memories in the brain.

      Grammar:
      – 記憶 (kioku): memory
      – 形成 (keisei): formation

      Usage: Often used in psychology and neuroscience.

      Example:
      睡眠は記憶形成に重要です。
      Sleep is important for memory formation.

      Note: This term refers to the process by which our brains create and store new memories.      には意味のある文脈が重要だと判明
    • ドリルで学んだスキルは実際の場面でב実際の場面で’ (jissai no bamen de) means ‘in real situations’ or ‘in actual settings,’ referring to practical contexts as opposed to simulated or practice settings.

      Grammar:
      – 実際 (jissai): actual, real
      – の (no): possessive particle
      – 場面 (bamen): situation, scene
      – で (de): in, at

      Usage: Often used when discussing the practical application of skills or knowledge.

      Example:
      この技術は実際の場面では役に立ちます。
      This technology is useful in real situations.

      Note: The term emphasizes the difference between theory and practice.      応用できないことが多い

    5. 「言語は条件付けできる習慣ב条件付けできる習慣’ (jōkenzuke dekiru shūkan) means ‘habits that can be conditioned,’ referring to behaviors that can be developed through repeated association with specific stimuli.

    Grammar:
    – 条件付け (jōkenzuke): conditioning
    – できる (dekiru): can do
    – 習慣 (shūkan): habit

    Usage: Often used in psychology and behavioral science contexts.

    Example:
    動物は条件付けできる習慣を身につけます。
    Animals develop habits that can be conditioned.

    Note: The word emphasizes that the habit is formed through conditioning.    の集合体ב集合体’ (shūgōtai) means ‘collection’ or ‘aggregate,’ referring to a group of things that are gathered together.

    Grammar:
    – 集合 (shūgō): collection, gathering
    – 体 (tai): body, group

    Usage: Used to describe a group or set of items, often in an abstract way.

    Example:
    このデータは情報の集合体です。
    This data is an aggregate of information.

    Note: The term suggests that multiple items or ideas form a single entity.    」という考え方

    この考え方が誤りである証拠：

    • 人間は初めて遭遇するב遭遇する’ (sōgū suru) means ‘to encounter’ or ‘to come across,’ indicating that something is met for the first time.

      Grammar:
      – 遭遇 (sōgū): encounter
      – する (suru): to do

      Usage: Used when meeting something new or unexpected.

      Example:
      森の中で、珍しい動物に遭遇した。
      In the forest, I encountered a rare animal.

      Note: This term suggests something novel or previously unknown.      文を理解・作成できる
    • 言語習得ב言語習得’ (gengo shūtoku) means ‘language acquisition,’ which refers to the process of learning a language naturally.

      Grammar:
      – 言語 (gengo): language
      – 習得 (shūtoku): acquisition, learning

      Usage: Commonly used in the context of linguistics, education, and psychology.

      Example:
      子供は自然に言語習得をします。
      Children naturally acquire language.

      Note: This term refers to the natural process of learning a language rather than formal study.      は条件付けב条件付け’ (jōkenzuke) means ‘conditioning,’ which is a process of learning through association.

      Grammar:
      – 条件 (jōken): condition
      – 付ける (tsukeru): to attach, to add

      Usage: Often used in psychology and behaviorism to describe how behavior is learned.

      Example:
      パブロフの犬は、条件付けによって唾液を分泌した。
      Pavlov’s dog salivated due to conditioning.

      Note: The term refers to a process where a certain action or behavior is linked to a specific stimulus.      に関係なく、予測可能な段階を経るב予測可能な段階を経る’ (yosoku kanō na dankai o heru) means ‘goes through predictable stages,’ indicating that a process follows a set and foreseeable pattern.

      Grammar:
      – 予測可能な (yosoku kanō na): predictable
      – 段階 (dankai): stage
      – を経る (o heru): to go through

      Usage: This phrase is often used to describe processes that happen naturally and in a sequence.

      Example:
      言語習得は予測可能な段階を経ると言われています。
      It is said that language acquisition goes through predictable stages.

      Note: This term suggests natural stages that follow a pattern.
    • 幼い子どもでも創造的なב創造的な’ (sōzōteki na) means ‘creative,’ indicating the ability to produce original and innovative ideas or things.

      Grammar:
      – 創造 (sōzō): creation
      – 的 (teki): adjective-forming suffix

      Usage: Often used to describe artistic, intellectual, or imaginative abilities.

      Example:
      彼女は創造的なアイデアを持っています。
      She has creative ideas.

      Note: This word suggests unique and innovative thought or action.      言語使用が見られる
    • 第二言語学習者ב第二言語学習者’ (dainigengo gakushūsha) means ‘second language learner,’ referring to someone who is learning a language other than their first language.

      Grammar:
      – 第二言語 (dainigengo): second language
      – 学習者 (gakushūsha): learner

      Usage: Common in educational and linguistic contexts.

      Example:
      第二言語学習者は多くの課題に直面します。
      Second language learners face many challenges.

      Note: This term is specific to learning another language after one’s native language.      は、教授法ב教授法’ (kyōjuhō) means ‘teaching method,’ referring to the specific techniques and strategies used in education.

      Grammar:
      – 教授 (kyōju): teaching, instruction
      – 法 (hō): method

      Usage: Often used in educational and academic settings.

      Example:
      教授法は、学習効果に大きく影響します。
      Teaching methods have a significant impact on learning effectiveness.

      Note: This term specifies the specific approach used in education.      が異なっても似た習得パターンを示す

    6. 「学習は模倣ב模倣’ (mohō) means ‘imitation,’ which is the act of copying or mimicking someone or something.

    Grammar:
    – 模 (mo): imitation
    – 倣 (hō): to follow, to imitate

    Usage: Used in various contexts from learning to behavior.

    Example:
    子どもは親の行動を模倣する。
    Children imitate their parents’ actions.

    Note: The word is used to describe a process of copying or mimicking.    と強化で起こる」という考え方

    この考え方の誤り：

    • 子どもは聞いたことのない文法形式ב文法形式’ (bunpō keishiki) means ‘grammatical form,’ referring to specific structures and patterns within a language.

      Grammar:
      – 文法 (bunpō): grammar
      – 形式 (keishiki): form

      Usage: Commonly used in linguistics and language education.

      Example:
      この文章では、新しい文法形式が使われている。
      A new grammatical form is used in this sentence.

      Note: This word refers to the structure or pattern in which grammar is used.      を生成できる
    • 学習者のエラーパターンは模倣ב模倣’ (mohō) means ‘imitation,’ referring to the act of copying or mimicking someone or something.

      Grammar:
      – 模 (mo): imitation
      – 倣 (hō): to follow, to imitate

      Usage: Used in discussions on learning and behavior.

      Example:
      彼は先生の発音を模倣しようとした。
      He tried to imitate the teacher’s pronunciation.

      Note: This term specifically focuses on the act of copying.      では説明できない
    • 研究により、理解可能なインプットב理解可能なインプット’ (rikai kanō na inputto) means ‘comprehensible input,’ referring to language input that learners can understand, which is slightly above their current level.

      Grammar:
      – 理解可能な (rikai kanō na): comprehensible
      – インプット (inputto): input

      Usage: Common in language learning and acquisition theories.

      Example:
      理解可能なインプットは、言語学習に不可欠です。
      Comprehensible input is essential for language learning.

      Note: This is a key term in second language acquisition theory.      への単なる接触ב接触’ (sesshoku) means ‘exposure’ or ‘contact,’ referring to the act of being in the presence of or coming into contact with something.

      Grammar:
      – 接 (setsu): contact, touch
      – 触 (shoku): to touch, to come in contact with

      Usage: Used in various contexts such as language learning, disease transmission, and social interaction.

      Example:
      多様な文化への接触は、視野を広げる。
      Exposure to diverse cultures broadens one’s horizons.

      Note: It suggests being in the presence of or directly exposed to something.      でも習得が進むב習得が進む’ (shūtoku ga susumu) means ‘acquisition progresses,’ indicating that learning is advancing or getting better.

      Grammar:
      – 習得 (shūtoku): acquisition
      – が (ga): subject marker
      – 進む (susumu): to progress, to advance

      Usage: Often used in discussions about learning and skill development.

      Example:
      語彙力の習得が進むにつれて、読解力も向上する。
      As vocabulary acquisition progresses, reading comprehension also improves.

      Note: This term describes a stage in the process of gaining new skills or knowledge.      ことが判明
    • 強化に関係なくב強化に関係なく’ (kyōka ni kankei naku) means ‘regardless of reinforcement,’ indicating that something happens without any type of encouragement or reward.

      Grammar:
      – 強化 (kyōka): reinforcement
      – に (ni): marker for direction or relationship
      – 関係なく (kankei naku): regardless of

      Usage: Used in discussions about learning or behaviour that show an independence from reinforcement.

      Example:
      彼は強化に関係なく、勉強を続けた。
      He continued studying regardless of reinforcement.

      Note: This term emphasizes that the thing described happens naturally and isn’t dependent on the giving of positive feedback.      、自然な習得順序ב自然な習得順序’ (shizen na shūtoku junjo) means ‘natural acquisition order,’ referring to the sequence in which learners typically acquire specific aspects of a language.

      Grammar:
      – 自然な (shizen na): natural
      – 習得 (shūtoku): acquisition
      – 順序 (junjo): order, sequence

      Usage: Common in the field of linguistics and language acquisition theories.

      Example:
      言語習得には、自然な習得順序が存在する。
      There is a natural order of acquisition in language learning.

      Note: This phrase suggests a fixed pattern in which language is naturally learned.      が存在する

    7. 「母語ב母語’ (bogo) means ‘native language’ or ‘mother tongue,’ referring to the first language a person learns.

    Grammar:
    – 母 (bo): mother
    – 語 (go): language

    Usage: Commonly used in linguistics, education, and discussions about language acquisition.

    Example:
    私の母語は日本語です。
    My native language is Japanese.

    Note: This term is fundamental in discussions about bilingualism and language learning.    は第二言語学習の妨げב妨げ’ (sametage) means ‘hindrance’ or ‘obstacle,’ referring to something that prevents or slows down progress.

    Grammar:
    – 妨 (samata): to disturb, to prevent
    – げ (ge): noun suffix

    Usage: Often used in discussions about challenges and difficulties.

    Example:
    騒音が勉強の妨げになる。
    Noise is a hindrance to studying.

    Note: This word implies something is being blocked or made more difficult.    になる」という考え方

    この考え方が誤りである証拠ב誤りである証拠’ (ayamari de aru shōko) means ‘evidence that it is a mistake’ or ‘proof that it is wrong.’

    Grammar:
    – 誤り (ayamari): mistake, error
    – である (de aru): to be (formal)
    – 証拠 (shōko): evidence, proof

    Usage: Used in formal contexts to present evidence against a claim.

    Example:
    このデータは、彼の理論が誤りである証拠です。
    This data is evidence that his theory is wrong.

    Note: This phrase is a clear and formal way to state that something is proven incorrect.    ：

    • 研究により、母語が第二言語習得を支援するב支援する’ (shien suru) means ‘to support’ or ‘to assist,’ indicating providing help or resources to someone.

      Grammar:
      – 支援 (shien): support, assistance
      – する (suru): to do

      Usage: Often used in contexts of education, social work, and technology.

      Example:
      政府は新しい事業を支援する方針です。
      The government’s policy is to support new businesses.

      Note: This term suggests providing help to enable success or progress.      ことが判明
    • 普遍文法ב普遍文法’ (fuhen bunpō) means ‘universal grammar,’ referring to the theory that all languages share a common underlying structure.

      Grammar:
      – 普遍 (fuhen): universal
      – 文法 (bunpō): grammar

      Usage: Primarily used in linguistics and language acquisition theory.

      Example:
      普遍文法は、言語学の重要な概念です。
      Universal grammar is an important concept in linguistics.

      Note: This is a key term in the study of theoretical linguistics.      の研究により、言語能力に共通の基盤ב共通の基盤’ (kyōtsū no kiban) means ‘common basis’ or ‘shared foundation,’ indicating a fundamental similarity or shared groundwork.

      Grammar:
      – 共通の (kyōtsū no): common, shared
      – 基盤 (kiban): foundation, basis

      Usage: Often used in discussions about underlying structures or shared principles.

      Example:
      この理論は、すべての文化に共通の基盤があると考えている。
      This theory believes that there is a common basis in all cultures.

      Note: It implies a fundamental connection or similarity between different things.      があることが示唆されているב示唆されている’ (shisa sarete iru) means ‘is suggested’ or ‘is implied,’ indicating that something is hinted at but not explicitly stated.

      Grammar:
      – 示唆 (shisa): suggestion, implication
      – される (sareru): passive form of する (to do)
      – ている (te iru): present progressive/resultant state

      Usage: Often used in academic writing and formal discussions to present indirect evidence or hints.

      Example:
      彼の発言は、辞任を示唆していると解釈できます。
      His statement can be interpreted as suggesting his resignation.

      Note: The passive voice indicates that the suggestion comes from an external source or evidence.
    • 言語転移ב言語転移’ (gengo ten’i) means ‘language transfer,’ which refers to the influence of a learner’s native language on their learning of a second language.

      Grammar:
      – 言語 (gengo): language
      – 転移 (ten’i): transfer

      Usage: Used in the field of second language acquisition.

      Example:
      言語転移は、発音に影響を与えることがあります。
      Language transfer can affect pronunciation.

      Note: This term describes the carry-over of linguistic features from one language to another.      にはポジティブな面בポジティブな面’ (pojitibu na men) means ‘positive aspects’ or ‘positive side,’ referring to the beneficial or advantageous parts of something.

      Grammar:
      – ポジティブ (pojitibu): positive
      – な (na): adjectival ending
      – 面 (men): aspect, side

      Usage: Used to highlight the good or beneficial parts of a situation or concept.

      Example:
      新しい計画には、多くのポジティブな面があります。
      The new plan has many positive aspects.

      Note: This phrase focuses on the good or beneficial parts of something.      もある
    • バイリンガルの子どもは認知能力が向上するב認知能力が向上する’ (ninchi nōryoku ga kōjō suru) means ‘cognitive abilities improve,’ indicating an enhancement in mental processes such as memory, attention, and problem-solving.

      Grammar:
      – 認知能力 (ninchi nōryoku): cognitive ability
      – が (ga): subject marker
      – 向上する (kōjō suru): to improve, to enhance

      Usage: Often used in psychology and education contexts.

      Example:
      研究によると、音楽学習は子供の認知能力が向上するとされています。
      According to research, learning music improves children’s cognitive abilities.

      Note: This phrase refers to the betterment of mental skills.

    8. 「文法の明示的な指導ב明示的な指導’ (meijiteki na shidō) means ‘explicit instruction,’ referring to teaching methods that clearly explain rules and concepts.

    Grammar:
    – 明示的な (meijiteki na): explicit, clear
    – 指導 (shidō): guidance, instruction

    Usage: Often used in educational contexts, particularly in language learning.

    Example:
    文法の明示的な指導は、学習者の理解を助ける。
    Explicit instruction in grammar helps learners understand.

    Note: This term refers to teaching in a direct and clear manner.    と暗記ב暗記’ (anki) means ‘memorization’ or ‘rote learning,’ referring to the process of committing information to memory.

    Grammar:
    – 暗 (an): dark, hidden
    – 記 (ki): to write down, to record

    Usage: Often discussed in the context of education and learning techniques.

    Example:
    試験のためには、単語の暗記が必要です。
    For the exam, memorization of vocabulary is necessary.

    Note: This term specifically refers to learning through committing to memory.    が重要」という考え方

    この考え方の問題点：

    • クラッシェンの研究により、明示的知識ב明示的知識’ (meijiteki chishiki) means ‘explicit knowledge,’ referring to knowledge that a person is consciously aware of and can articulate.

      Grammar:
      – 明示的 (meijiteki): explicit
      – 知識 (chishiki): knowledge

      Usage: Often used in psychology and education.

      Example:
      文法のルールは明示的知識の一例です。
      Grammar rules are an example of explicit knowledge.

      Note: This term is used when referring to knowledge that one is consciously aware of.      は暗示的能力ב暗示的能力’ (anji-teki nōryoku) refers to ‘implicit ability,’ which is the skill to do something automatically without conscious thought.

      Grammar:
      – 暗示的 (anji-teki): implicit
      – 能力 (nōryoku): ability

      Usage: Often used in discussions of language learning and skill acquisition.

      Example:
      言語の流暢さは、暗示的能力に依存する部分が大きい。
      Language fluency largely depends on implicit ability.

      Note: This term describes skills that are performed without conscious effort.      に変換されないことが判明
    • 文法重視ב文法重視’ (bunpō jūshi) means ‘grammar-focused’ or ‘grammar-emphasis,’ referring to an approach that places significant importance on grammar in language learning.

      Grammar:
      – 文法 (bunpō): grammar
      – 重視 (jūshi): emphasis, importance

      Usage: Often used in discussions about different language teaching methodologies.

      Example:
      文法重視の教育は、会話能力の育成には不向きであるという意見もある。
      Some argue that a grammar-focused education is not suitable for developing conversational skills.

      Note: This term describes an approach where grammar is given primary importance.      のアプローチと理解可能なインプット重視のアプローチを比較した研究では、後者の方がב後者の方が’ (kōsha no hō ga) means ‘the latter is more (effective),’ used to compare two options mentioned previously, indicating the second option is superior.

      Grammar:
      – 後者 (kōsha): the latter
      – の方 (no hō): indicates comparison, meaning ‘the side of’ or ‘more towards’

      Usage: Commonly used when comparing two items or ideas.

      Example:
      前者よりも後者の方が人気がある。
      The latter is more popular than the former.

      Note: This phrase clearly points out the superior option between two.      効果的
    • 文法指導に関係なく、自然な習得順序ב自然な習得順序’ (shizen na shūtoku junjo) means ‘natural acquisition order,’ referring to the innate sequence in which learners acquire different aspects of a language.

      Grammar:
      – 自然な (shizen na): natural
      – 習得 (shūtoku): acquisition
      – 順序 (junjo): order, sequence

      Usage: Commonly used in discussions of language acquisition theories.

      Example:
      言語習得には、自然な習得順序があると言われています。
      It is said that there is a natural order of acquisition in language learning.

      Note: This term refers to the inherent progression in learning a language.      が存在する
    • 生徒は規則ב規則’ (kisoku) means ‘rules’ or ‘regulations,’ referring to established principles or instructions.

      Grammar:
      – 規 (ki): standard, measure
      – 則 (soku): rule, law

      Usage: Often used in educational, legal, and organizational contexts.

      Example:
      学校には様々な規則があります。
      There are various rules in school.

      Note: This term is fundamental for understanding structure and order.      を「知って」いても実際のコミュニケーションで使えないことが多い

    9. 「言語産出ב言語産出’ (gengo san’utsu) means ‘language production,’ referring to the act of producing language, either spoken or written.

    Grammar:
    – 言語 (gengo): language
    – 産出 (san’utsu): production

    Usage: Commonly used in linguistics and language learning contexts.

    Example:
    言語産出の練習は、会話能力を高めるのに役立ちます。
    Practicing language production helps improve conversational skills.

    Note: This term focuses on the active creation of language.    を通じて学習が進む」という考え方

    この考え方が誤りである証拠：

    • 沈黙期ב沈黙期’ (chinmokuki) means ‘silent period,’ referring to the stage in language learning where a learner listens and absorbs information but does not yet speak.

      Grammar:
      – 沈黙 (chinmoku): silence
      – 期 (ki): period, phase

      Usage: Common in discussions about language acquisition, especially in children.

      Example:
      多くの子供は、第二言語学習の初期に沈黙期を経験します。
      Many children experience a silent period in the early stages of second language learning.

      Note: This term describes a normal phase where learners are not yet verbally active.      の研究により、産出前ב産出前’ (san’utsu mae) means ‘before production,’ referring to the stage before language output occurs.

      Grammar:
      – 産出 (san’utsu): production
      – 前 (mae): before

      Usage: Often used in discussions about language acquisition and development.

      Example:
      産出前の段階では、理解に重点が置かれます。
      In the pre-production stage, the focus is on comprehension.

      Note: This term specifically refers to the period before someone starts producing language.      でも習得が進むב習得が進む’ (shūtoku ga susumu) means ‘acquisition progresses’ or ‘learning advances,’ indicating that learning is happening and improving.

      Grammar:
      – 習得 (shūtoku): acquisition, learning
      – が (ga): subject marker
      – 進む (susumu): to progress, to advance

      Usage: Often used in the context of language learning or skill development.

      Example:
      新しい言語の習得が進むにつれて、自信もついてきます。
      As the acquisition of a new language progresses, confidence also grows.

      Note: This phrase indicates positive development in learning.      ことが判明בが判明’ (ga hanmei) means ‘has been found out’ or ‘has become clear,’ indicating a discovery or realization.

      Grammar:
      – が (ga): subject marker
      – 判明 (hanmei): to be discovered, to become clear

      Usage: Often used to report findings or results of research or investigation.

      Example:
      調査の結果、原因が判明しました。
      As a result of the investigation, the cause has been found out.

      Note: This phrase is used to state a discovery or finding.
    • 第一言語ב第一言語’ (daiichigengo) means ‘first language’ or ‘native language,’ the language a person learns from birth.

      Grammar:
      – 第一 (daiichi): first
      – 言語 (gengo): language

      Usage: Used in linguistics and education.

      Example:
      彼の第一言語は英語です。
      His first language is English.

      Note: This term is foundational in discussions of multilingualism.      でも第二言語でも、理解は産出に先行するב産出に先行する’ (san’utsu ni senkō suru) means ‘comprehension precedes production,’ indicating that understanding comes before the ability to produce language.

      Grammar:
      – 産出 (san’utsu): production
      – に (ni): indicates direction or comparison
      – 先行する (senkō suru): to precede, to come before

      Usage: Commonly used in language acquisition theories.

      Example:
      言語学習において、理解は産出に先行すると考えられています。
      In language learning, it is thought that comprehension precedes production.

      Note: This phrase describes the natural order of language learning.
    • 早期の産出強制ב早期の産出強制’ (sōki no san’utsu kyōsei) means ‘early forced production,’ referring to making learners produce language before they are ready.

      Grammar:
      – 早期の (sōki no): early
      – 産出 (san’utsu): production
      – 強制 (kyōsei): compulsion, forcing

      Usage: Used in discussions about language teaching methodologies.

      Example:
      早期の産出強制は、学習者の不安を高める可能性があります。
      Early forced production can increase learners’ anxiety.

      Note: This term refers to making students speak before they are comfortable or ready.      は不安を高めב不安を高め’ (fuan o takame) means ‘increases anxiety,’ referring to making someone more anxious or worried.

      Grammar:
      – 不安 (fuan): anxiety, unease
      – を (o): object particle
      – 高め (takame): to raise, to increase

      Usage: Often used in discussions about mental health and stress.

      Example:
      試験前の過度のプレッシャーは、学生の不安を高める。
      Excessive pressure before exams increases students’ anxiety.

      Note: This phrase describes the act of making someone feel more anxious.      、習得を遅らせるב習得を遅らせる’ (shūtoku o okuraseru) means ‘delays acquisition’ or ‘slows down learning,’ indicating that the learning process is being hindered.

      Grammar:
      – 習得 (shūtoku): acquisition, learning
      – を (o): object particle
      – 遅らせる (okuraseru): to delay, to slow down

      Usage: Often used in educational or skill-development contexts.

      Example:
      不適切な指導は、学習者の習得を遅らせる可能性がある。
      Inappropriate instruction can delay learners’ acquisition.

      Note: This phrase suggests that the progress of learning is being slowed.      可能性がある
    • リスニング・リーディングだけでも言語習得が進むことが研究で示されているב研究で示されている’ (kenkyū de shimesarete iru) means ‘shown by research’ or ‘indicated in studies,’ referring to findings that have been demonstrated through research.

      Grammar:
      – 研究 (kenkyū): research
      – で (de): by (means)
      – 示されている (shimesarete iru): passive form of ‘to show’ in the present continuous tense

      Usage: Used to cite research findings.

      Example:
      研究で示されているように、適度な運動は健康に良い。
      As shown by research, moderate exercise is good for health.

      Note: This phrase emphasizes that evidence comes from research.

    日本の英語教育への示唆ב示唆’ (しさ) means ‘suggestion’ or ‘implication’. It’s used to indirectly point out something.

    Grammar point: This is a noun that often takes the する verb to become ‘to suggest’ (示唆する – しさする).

    Example:
    彼の発言は新しい戦略の必要性を示唆している。
    His remarks suggest the need for a new strategy.

    Register: Formal

    1. 何年も英語を学習しても、基本的なコミュニケーションが困難な学習者が多い現状を考えるב多い現状を考える’ (おおいげんじょうをかんがえる) means ‘to consider the current situation where there are many…’.

      Grammar points:
      – 多い (おおい): many, numerous
      – 現状 (げんじょう): current situation
      – を考える (をかんがえる): to consider something

      Example:
      少子化の現状を考える必要がある。
      We need to consider the current situation of the declining birthrate.

      Register: Neutral      必要があります。

    2. より現代的なבより現代的な’ (よりげんだいてきな) means ‘more modern’.

      Grammar point: より (より) is used to make comparisons, meaning ‘more’. 現代的 (げんだいてき) means ‘modern’. な (な) is a na-adjective ending.

      Example:
      より効果的な方法を試すべきだ。
      We should try a more effective method.

      Register: Neutral      アプローチを採用している国々ב採用している国々’ (さいようしているくにぐに) means ‘countries that are adopting’.

      Grammar points:
      – 採用する (さいようする): to adopt, to employ
      – ている (ている): present continuous tense
      – 国々 (くにぐに): plural form of 国 (くに – country)

      Example:
      新しい技術を採用している企業は成長が速い。
      Companies that are adopting new technologies are growing faster.

      Register: Neutral      （北欧諸国ב北欧諸国’ (ほくおうしょこく) refers to ‘Nordic countries’.

      Vocabulary:
      – 北欧 (ほくおう): Northern Europe
      – 諸国 (しょこく): various countries

      Example:
      北欧諸国は福祉制度が充実している。
      Nordic countries have well-developed welfare systems.

      Register: Neutral      など）の方が良い結果を出しています。

    3. 自然なアプローチで学んだ生徒は、長期的な研究ב長期的な研究’ (ちょうきてきなけんきゅう) means ‘long-term research’.

      Grammar point: 長期的 (ちょうきてき) is a na-adjective meaning ‘long-term’. 的 (てき) is often added to nouns to make them na-adjectives.

      Example:
      長期的な視点で考えることが重要だ。
      It’s important to think from a long-term perspective.

      Register: Neutral      において従来型の教育ב従来型の教育’ (じゅうらいがたのきょういく) refers to ‘conventional or traditional education’.

      Grammar point: ～型 (がた) means ‘type’ or ‘style’. 従来 (じゅうらい) means ‘conventional’ or ‘traditional’.

      Example:
      従来型の方法には限界がある。
      There are limitations to conventional methods.

      Register: Neutral      を受けた生徒より良い成績を収めていますב良い成績を収めています’ (よいせいせきをおさめています) means ‘are achieving better results’.

      Grammar points:
      – 良い成績 (よいせいせき): good grades, good results
      – を収める (をおさめる): to achieve, to obtain (often used for results or achievements)
      – ています (ています): present continuous tense (here implying a state)

      Example:
      彼はいつも良い成績を収めている。
      He always achieves good results.

      Register: Neutral      。

    4. 行動主義的な方法ב行動主義的な方法’ (こうどうしゅぎてきなほうほう) refers to ‘behavioristic methods’.

      Grammar point: 行動主義的 (こうどうしゅぎてき) is a na-adjective meaning ‘behavioristic’. 的 (てき) is often added to nouns to make them na-adjectives.

      Example:
      行動主義的なアプローチは、特定の状況では効果的です。
      Behavioristic approaches are effective in certain situations.

      Register: Academic      は、日本人学習者の英語恐怖症ב英語恐怖症’ (えいごきょうふしょう) means ‘fear of English’.

      Vocabulary:
      – 英語 (えいご): English
      – 恐怖症 (きょうふしょう): phobia, fear

      Example:
      多くの日本人が英語恐怖症を抱えていると言われています。
      It is said that many Japanese people have a fear of English.

      Register: Neutral      の一因となっていますב一因となっています’ (いちいんとなっています) means ‘is becoming one of the causes’.

      Grammar points:
      – 一因 (いちいん): one of the causes
      – となる (となる): to become
      – ています (ています): present continuous tense (here implying a state)

      Example:
      ストレスは病気の一因となっている。
      Stress is becoming one of the causes of illness.

      Register: Neutral      。

    実践的な証拠ב実践的な証拠’ (じっせんてきなしょうこ) means ‘practical evidence’.

    Grammar point: 実践的 (じっせんてき) is a na-adjective meaning ‘practical’. 的 (てき) is often added to nouns to make them na-adjectives.

    Example:
    実践的なスキルを身につけることが重要です。
    It is important to acquire practical skills.

    Register: Neutral

    以下の点から、現代的なアプローチの優位性ב優位性’ (ゆういせい) means ‘superiority’ or ‘advantage’.

    Vocabulary:
    – 優位 (ゆうい): superiority, advantage
    – 性 (せい): suffix often used to form nouns indicating a quality or characteristic

    Example:
    この製品の優位性は価格にある。
    The advantage of this product lies in its price.

    Register: Neutral    が確認できます：

    1. 自然なアプローチと従来型の教室ב従来型の教室’ (じゅうらいがたのきょうしつ) refers to ‘conventional classrooms’.

      Grammar point: ～型 (がた) means ‘type’ or ‘style’. 従来 (じゅうらい) means ‘conventional’ or ‘traditional’. 教室 (きょうしつ) means ‘classroom’.

      Example:
      従来型の教室での授業は一方通行になりがちだ。
      Classes in conventional classrooms tend to be one-way.

      Register: Neutral      での試験スコアב試験スコア’ (しけんスコア) refers to ‘test scores’.

      Vocabulary:
      – 試験 (しけん): exam, test
      – スコア (スコア): score

      Example:
      試験スコアを上げるために勉強する。
      I study to improve my test scores.

      Register: Neutral      の比較
    2. 異なる教授法ב教授法’ (きょうじゅほう) means ‘teaching methods’ or ‘pedagogy’.

      Vocabulary:
      – 教授 (きょうじゅ): teaching, instruction
      – 法 (ほう): method, way

      Example:
      様々な教授法を学ぶことは教師にとって重要です。
      Learning various teaching methods is important for teachers.

      Register: Academic      で学んだ生徒の実際のコミュニケーション能力の比較
    3. 日本人学習者の英語能力を他国ב他国’ (たこく) means ‘other countries’.

      Vocabulary:
      – 他 (た): other
      – 国 (こく): country

      Example:
      他国の文化を学ぶことは視野を広げる。
      Learning about the cultures of other countries broadens one’s horizons.

      Register: Neutral      と比較した研究結果ב研究結果’ (けんきゅうけっか) means ‘research results’ or ‘study findings’.

      Vocabulary:
      – 研究 (けんきゅう): research, study
      – 結果 (けっか): result, outcome

      Example:
      研究結果を発表する。
      I will present the research results.

      Register: Academic
    4. 自然なアプローチで学んだ生徒の方が自信を持ってコミュニケーションを取れるבコミュニケーションを取れる’ (コミュニケーションをとれる) means ‘can communicate’.

      Grammar point: コミュニケーションを取る (コミュニケーションをとる) is a common phrase meaning ‘to communicate’. ～れる (られる) is the potential form of a verb.

      Example:
      彼は流暢にコミュニケーションを取れる。
      He can communicate fluently.

      Register: Neutral      ことを示すデータב示すデータ’ (しめすデータ) means ‘data that shows’ or ‘indicating data’.

      Grammar point: 示す (しめす) means ‘to show’, ‘to indicate’.

      Example:
      このグラフは売上の増加を示すデータだ。
      This graph is data showing an increase in sales.

      Register: Neutral

    まとめ

    従来の行動主義的アプローチには多くの問題があることが科学的に証明されています。より効果的な言語習得のためには、現代的な教授法を採用することが重要です。ただし、日本の教育文化ב教育文化’ (きょういくぶんか) refers to ‘educational culture’.

    Vocabulary:
    – 教育 (きょういく): education
    – 文化 (ぶんか): culture

    Example:
    各国の教育文化は大きく異なる。
    The educational cultures of different countries vary greatly.

    Register: Neutral    を尊重しながらב尊重しながら’ (そんちょうしながら) means ‘while respecting’.

    Grammar point: ～ながら (ながら) indicates doing two actions simultaneously. 尊重する (そんちょうする) means ‘to respect’.

    Example:
    音楽を聴きながら勉強する。
    I study while listening to music.

    Register: Neutral    、段階的にב段階的に’ (だんかいてきに) means ‘gradually’ or ‘step-by-step’.

    Grammar point: 段階 (だんかい) means ‘stage’ or ‘step’. 的 (てき) turns it into a na-adjective, and に (に) makes it an adverb.

    Example:
    段階的に進めていく計画です。
    It’s a plan to proceed step-by-step.

    Register: Neutral    新しいアプローチを導入していくことが望ましいでしょうבことが望ましいでしょう’ (ことがのぞましいでしょう) means ‘it would be desirable to…’.

    Grammar points:
    – こと (こと): nominalizer, making a verb a noun
    – が望ましい (がのぞましい): is desirable, is preferable
    – でしょう (でしょう): a polite way to express a suggestion or opinion

    Example:
    早めに予約することが望ましいでしょう。
    It would be desirable to make a reservation early.

    Register: Polite    。