dimitri_can
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Sing japanese songs?
learning japanese
- Thread starter v1hypersg
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dimitri_can
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terrajさん、今、日本のどこに住んでいますか。。。学費はいくらぐらいですか。
勉強したいんです
勉強したいんです
Ah_keong
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hehe.,..
who going for JCS?
The elementary (beginners) course is open to the public for enrolment in December each year. The new term commences from mid-January. Registration Date: Sunday, 21 December 2008 from 10.00am to 4.00pm.
I am thinking to enrol this one as well... so that I could get use to jap words
me talkin still no gd.... how how? what should I do.....
worst is the number... they talk so fast till i cant catch up.....
i am going..
but 1 thing 2 caution is that the style they teach is quite dry...
i am going there because i am sponsored 2 a great extend...
Ah_keong
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yeah IKOMA!!!
a very balanced approach! but a bit taxing on the wallets..
how 2 u have the time 2 study full time sia?
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Ah_keong
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ahmahippo
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hehe.... I can sing jap songs but cant read it when in class still
dont know why but when it is my turn to talk, from a word I know I cant forget how to read lol.
terraj, may I ask you, how to go jap to study or work? how much is needed o0.
Coz I am interested but dont know much info.
if my age tat time allowed me to go for sponsorship by ITE, I would have gone to jap study engineer for 3 yrs with money given to us each mth
coz my age not my result tat been rejected.
Ikoma like same as Hougang Jap sch lol...
me currently having homework to do and need to give back to sensei to mark.
I notice I might have some error.
Guys... wonder anyone can tell me, for Windows in jap is 'mado' but when I try to do myself, i use hiragana ma + do but when I looked at the book, it is ha + do.
Any idea why?
ahmahippo
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i am going..
but 1 thing 2 caution is that the style they teach is quite dry...
i am going there because i am sponsored 2 a great extend...
wow... got sponsored
so gd one hehe
Ah_keong
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wow... got sponsored
so gd one hehe
yah... actually is like that...
I going JCS to continue my intermediate because my friend ask me to accompany...
I am in IKOMA basic now is because i am sponsored...
yeah! hope i get another sponsor so i can go BUNKA!
Hey Dimitri, I'm studying at this school right now http://genkijacs.com/ I mentioned it in this thread some months before. Classes are tiny; only 3-6 people (my class has 3 people). My classes focus on conversation. So far the experience is great. For me, accommodation + air ticket + school fees cost about 4k for 4 weeks (food not included) but that was before the yen shot up (I paid earlier) so expect to pay about 15-20% more now. Food is surprisingly inexpensive in Fukuoka. Typically I pay between 400-600 yen for lunch. Definitely more expensive than Singapore food court food of course but quality of food is better (well I was in Sydney before this so Sydney is more expensive even taking the fallen currency into account).
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dimitri_can
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どのぐらい住んでいたいですか。
ahmahippo
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cool.... wonder can i go for it :
2 weeks is min. ? need to email for price?
sian... learn news words but hard to say the words... need to say again and again till i know
however, sensei said tat my hiragana write very nice dimitri_can
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じゃ。戻ってから、経験を教えて. =)
I found a translated document for the new JLPT syllabus
The site also have detailed statistics of last year's JLPT...
http://www.jees.or.jp/jlpt/en/index.htm
The site also have detailed statistics of last year's JLPT...
http://www.jees.or.jp/jlpt/en/index.htm
dimitri_can
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N1
Reading: Reads logically constructed writing, such as newspaper editorials intended for
native speakers and can follow the reasoning; reads highly abstract writing and can
comprehend configurations of abstract concepts. Reads deep-content materials in a broad
range of subjects and can comprehend both the progression of ideas and specific nuances.
Listening: Comprehends coherent conversations, news reports, lectures, and the like, spoken at natural speed in a broad variety of settings; can follow the progression of ideas and comprehend the content. Understands relationships among people discussed, logical
structures, and other such details, and can grasp essential points.
N2
Reading: Capable of reading and understanding general information manuals and other
basic written materials intended for native speakers. Can read more specialized materials
with the aid of a dictionary. Reads simply written materials on general topics and can both follow the progression of ideas and understand nuances.
Listening: Comprehends coherent conversations, news reports, and the like, spoken at
nearly natural speed, in everyday life and various other settings. Can follow the flow of
remarks and comprehend the content; understands relationships among people discussed
and can grasp essential points.
N3
Reading: Capable of reading and understanding materials written for native speakers only if they are rewritten for nonnative speakers with simplified vocabulary and kanji. Can derive a limited amount of information from article titles in newspapers intended for native
speakers. Can glean necessary information from written materials encountered in daily life
with the aid of a dictionary, if sufficient time is provided.
Listening: Comprehends coherent conversations spoken at more-or-less natural speed in
everyday life and in some settings seldom encountered in daily life; can generally follow a
particular flow of remarks as well as relationships among people discussed.
N4
Reading: Capable of reading and understanding written materials intended for nonnative
speakers on familiar topics.
Listening: Comprehends conversations encountered in daily life and can generally follow
the flow of remarks, provided they are spoken slowly and can be repeated.
N5
Reading: Capable of reading and understanding phrases and sentences written for
nonnative speakers using hiragana and very basic kanji.
Listening: Comprehends patterned conversations, consisting primarily of phrases and
simple sentences, in daily life, typical classroom situations, and other familiar settings; can glean needed information from spoken language provided it is adapted for a nonnative
speaker, spoken slowly, and can be repeated.
Reading: Reads logically constructed writing, such as newspaper editorials intended for
native speakers and can follow the reasoning; reads highly abstract writing and can
comprehend configurations of abstract concepts. Reads deep-content materials in a broad
range of subjects and can comprehend both the progression of ideas and specific nuances.
Listening: Comprehends coherent conversations, news reports, lectures, and the like, spoken at natural speed in a broad variety of settings; can follow the progression of ideas and comprehend the content. Understands relationships among people discussed, logical
structures, and other such details, and can grasp essential points.
N2
Reading: Capable of reading and understanding general information manuals and other
basic written materials intended for native speakers. Can read more specialized materials
with the aid of a dictionary. Reads simply written materials on general topics and can both follow the progression of ideas and understand nuances.
Listening: Comprehends coherent conversations, news reports, and the like, spoken at
nearly natural speed, in everyday life and various other settings. Can follow the flow of
remarks and comprehend the content; understands relationships among people discussed
and can grasp essential points.
N3
Reading: Capable of reading and understanding materials written for native speakers only if they are rewritten for nonnative speakers with simplified vocabulary and kanji. Can derive a limited amount of information from article titles in newspapers intended for native
speakers. Can glean necessary information from written materials encountered in daily life
with the aid of a dictionary, if sufficient time is provided.
Listening: Comprehends coherent conversations spoken at more-or-less natural speed in
everyday life and in some settings seldom encountered in daily life; can generally follow a
particular flow of remarks as well as relationships among people discussed.
N4
Reading: Capable of reading and understanding written materials intended for nonnative
speakers on familiar topics.
Listening: Comprehends conversations encountered in daily life and can generally follow
the flow of remarks, provided they are spoken slowly and can be repeated.
N5
Reading: Capable of reading and understanding phrases and sentences written for
nonnative speakers using hiragana and very basic kanji.
Listening: Comprehends patterned conversations, consisting primarily of phrases and
simple sentences, in daily life, typical classroom situations, and other familiar settings; can glean needed information from spoken language provided it is adapted for a nonnative
speaker, spoken slowly, and can be repeated.
dimitri_can
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In the past there have been requests for revisions to address the fact that examinees who
have passed the Level 3 test often have troubles passing the Level 2 test because of the
large gap between those two levels. Furthermore, there was the need to measure
abilities more advanced than those targeted by the current Level 1 test. In fact, advances
in Japanese-language education and societal changes have produced a more diverse
range of needs among examinees that did not exist when the test was first introduced.
To better address such needs, the test levels will be reorganized into a 5-level format,
which will replace the current 4-level format.
Nondisclosure of test questions
In the past the questions of the JLPT have been published in the spring of the year
following the administration of the test. When the new test is introduced, however, the
questions will not be made public. Sample questions and profiles of the respective
ability levels (see Table 1) will be published instead. The reason why the questions will
not be made public is to ensure the quality of the test. Thus, TOEFL and other language
tests do not make public the questions to ensure their quality. This measure is necessary
in order to make the JLPT a test whose quality is of world class standards.
Presenting reference information in the form of “can-do statements”
The new test will be accompanied by the publication of reference information listing
some of the tasks that a learner who passes a given level of the test is expected to be
able to perform. These “can-do statements” are based on copious data from selfassessments
by learners. Thus, in addition to finding out their scores and whether they
pass or fail, examinees will also be provided with a level-specific profile enabling them
to understand their respective current abilities. This, in turn, will enable them to more
easily formulate goals for future study and will provide specific images of just what the
examinee is capable of doing for consideration within the context of employment,
admission to a higher-level school, or the like.
have passed the Level 3 test often have troubles passing the Level 2 test because of the
large gap between those two levels. Furthermore, there was the need to measure
abilities more advanced than those targeted by the current Level 1 test. In fact, advances
in Japanese-language education and societal changes have produced a more diverse
range of needs among examinees that did not exist when the test was first introduced.
To better address such needs, the test levels will be reorganized into a 5-level format,
which will replace the current 4-level format.
Nondisclosure of test questions
In the past the questions of the JLPT have been published in the spring of the year
following the administration of the test. When the new test is introduced, however, the
questions will not be made public. Sample questions and profiles of the respective
ability levels (see Table 1) will be published instead. The reason why the questions will
not be made public is to ensure the quality of the test. Thus, TOEFL and other language
tests do not make public the questions to ensure their quality. This measure is necessary
in order to make the JLPT a test whose quality is of world class standards.
Presenting reference information in the form of “can-do statements”
The new test will be accompanied by the publication of reference information listing
some of the tasks that a learner who passes a given level of the test is expected to be
able to perform. These “can-do statements” are based on copious data from selfassessments
by learners. Thus, in addition to finding out their scores and whether they
pass or fail, examinees will also be provided with a level-specific profile enabling them
to understand their respective current abilities. This, in turn, will enable them to more
easily formulate goals for future study and will provide specific images of just what the
examinee is capable of doing for consideration within the context of employment,
admission to a higher-level school, or the like.
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dimitri_can
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You should meet up with me. I'll teach you. =p
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