e

th e Ja p a n ese-Languag
Guide to est (JLPT)
Proficiency T States
in the United
 What is the Japanese-Language Proficiency Test?

The largest Japanese-language test in the world

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

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

Japan: 33 prefectures

Korea: 22 cities

206 cities in
54 countries
and areas
around
the world

Number of examinees and cities where the JLPT was administered

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

(year)
 Serves a variety of purposes

According to the Survey of Overseas Organizations

Involved in Japanese-Language Education Number of Japanese-language
conducted by the Japan Foundation every three (persons)
students overseas
years, the number of students studying Japanese
outside of Japan grew from 127,000 in 1979 to 3.65
million in 2009.
Along with the increase in students, the number of
JLPT examinees has increased. Today, people of
various ages, from elementary school students to
working individuals, take the JLPT. In addition, the
JLPT is used not only to measure ability but also for a
variety of purposes, including employment screening
and evaluation for pay raises and promotions as well
(year)
as to recognize qualifications. Source: Survey of Overseas Organizations Involved in Japanese-Language
Education, the Japan Foundation (provisional figures)

Breakdown of examinees

Elementary-school student (primary education)

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

Reasons for taking the JLPT

Necessary for admission into university or graduate school in my
own country
Necessary for admission into university or graduate school in Japan
Necessary for admission or as proof of proficiency for other
educational institution in my own country
Necessary for admission or as proof of proficiency for other
educational institution in Japan
Useful for my work or will be useful in obtaining employment,
securing salary increase or promotion in my own country
Useful for my work or will be useful in obtaining employment,
securing salary increase or promotion in Japan
To measure my own level of proficiency for reasons other than
listed above
Other
No response

* Respondents: Overseas examinees taking the December test in 2009 (valid samples: N=423,961) in 170 cities in 52 countries where the
Japan Foundation administered the JLPT.
What is the Japanese-Language Proficiency Test?
 Characteristics of the New JLPT

The new JLPT started in 2010.

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

Four key points of the new JLPT

POINT
Increased focus on communicative competence

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

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

POINT
Five levels offered; examinees can select the right level

The new test offers five levels (N1, N2, N3, N4, N5). Each level has different test items in order to measure each
examinee’s Japanese-language proficiency as accurately as possible.
The old test offered four levels (Level 1, Level 2, Level 3, Level 4). The new test adds one new level that falls between
Levels 2 and 3 in the old test; with a total of five levels, the new test allows examinees to select the level that is right
for them.

Summary of linguistic competence required for each level &

corresponding levels of new and old tests
Level Summary of linguistic competence required for each level Corresponding levels of new and old tests

The ability to understand Japanese used in a variety of Approximately the same level as the old Level 1 test, but
circumstances. designed to measure slightly more advanced abilities.
difficult

The ability to understand Japanese used in everyday

situations, and in a variety of Approximately the same level as the old Level 2 test.
circumstances to a certain degree.

The ability to understand Japanese used in everyday Positioned at a level bridging the old Level 2 and Level
situations to a certain degree. 3 tests. Newly established

The ability to understand basic Japanese. Approximately the same level as the old Level 3 test.
easy

The ability to understand some basic Japanese. Approximately the same level as the old Level 4 test.

* Please see Page 6 for details of linguistic competence required for each level.
 POINT
More accurately measures Japanese-language competence

The new test adopted a new scoring method to more accurately reflect examinees’ Japanese-language competence
in scores. Scores are calculated as “scaled” scores instead of raw scores.
Scores in the old test were raw scores calculated by the number of questions answered correctly. It is inevitable that
the level of difficulty of the test changes slightly from session to session no matter how carefully questions are
designed. Depending on test difficulty, this sometimes results in different scores for the same competency when raw
scores are used.
With scaled scores of the new test, how individual examinees answer particular questions (which questions are
answered correctly and incorrectly) is reviewed and scores are calculated based on scales for each level. The same
scale is always used for the same-level test. Therefore, regardless of difficulty of tests at different times, examinees
with the same proficiency have the same score.
As outlined here, scaled scores can more accurately and fairly indicate Japanese-language competence at the time of
tests.

Score report
Score report (Sample: For N1-N3)
Examinees receive a Score Report that shows pass or fail, scores of
scoring sections and total score (scaled scores) as well as reference
information. (See Page 5 for scoring sections.)
The reference information indicates the percentages of correct
responses* for each component (ex. Vocabulary and Grammar)
according to three levels, A, B and C, when a scoring section has multiple
components (ex. Language Knowledge [Vocabulary/ Grammar ]). This
allows examinees to learn how well they performed in each component
and plan for their future Japanese-language study.
Criteria
* The percentage of correct responses is the ratio of correctly answered
A: Number of correct responses is 67%
questions to the total number of questions in each component. The
or higher
reference information indicates “the number of questions answered B: Number of correct responses is
correctly,” which differs from scaled scores. It is not used to determine between 34% and 66%
pass or fail. C: Number of correct responses is
less than 34%

Scoring sections (scaled scores) Reference information

(percentages of correct responses)

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

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

POINT
Insights on Japanese-language activities that can be performed

A survey is being conducted on what Japanese-language activities (listening, speaking, reading, writing) successful
examinees of each level believe they can do. The result will be titled “Japanese-Language Proficiency Test Can-do
Self-Evaluation Report” and released as an interim report in July 2011 and the final report will be due out in March
2012. Examinees and others will be able to refer to this report to get an idea of “how people who successfully passed
this level are able to use Japanese in academic, living and work situations.”
Characteristics of the New JLPT
 Test Composition and Linguistic Competence
Required for Each Level

Test sections and test times, scoring sections and range of scores

Test sections at the time of tests are shown in the “Test sections and test times” table at left.
Scoring sections in test results are shown in the “Scoring sections and range of scores” table at right.

Test sections and test times Scoring sections and range of scores

Range of scores
Level Test sections Test times Scoring sections (scaled scores)
Language Knowledge
Language Knowledge 0 – 60 points
( Vocabulary/Grammar)
(Vocabulary/Grammar) 110 min
• Reading
Reading 0 – 60 points

Listening 60 min Listening 0 – 60 points

Language Knowledge
Language Knowledge 0 – 60 points
( Vocabulary/Grammar)
(Vocabulary/Grammar) 105 min
• Reading
Reading 0 – 60 points

Listening 50 min Listening 0 – 60 points

Language Knowledge
Language Knowledge (Vocabulary) 30 min 0 – 60 points
( Vocabulary/Grammar)
Language Knowledge (Grammar)
• Reading
70 min Reading 0 – 60 points

Listening 40 min Listening 0 – 60 points

Language Knowledge (Vocabulary) 30 min Language Knowledge

( Vocabulary/Grammar) 0 – 120 points
Language Knowledge (Grammar) • Reading
60 min
•Reading

Listening 35 min Listening 0 – 60 points

Language Knowledge (Vocabulary) 25 min Language Knowledge

( Vocabulary/Grammar) 0 – 120 points
Language Knowledge (Grammar) • Reading
• Reading
50 min

Listening 30 min Listening 0 – 60 points

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

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

Level Summary of linguistic competence required for each level

The ability to understand Japanese used in a variety of circumstances.

Reading • One is able to read writings with logical complexity and/or abstract writings on a variety of topics, such as
newspaper editorials and critiques, and comprehend both their structures and contents.
• One is also able to read written materials with profound contents on various topics and follow their narratives as
well as understand the intent of the writers comprehensively.

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

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

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

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

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

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

The ability to understand basic Japanese.

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

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

The ability to understand some basic Japanese.

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

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

Test Composition and Linguistic Competence Required for Each Level

 New JLPT Test Item Examples

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

Japanese-language competence measured by the new JLPT

(communicative competence required to perform tasks)

(1) Level of knowledge of Japanese- (2) Ability to use the knowledge (1) in
language vocabulary and grammar actual communication

Three test sections

Language Knowledge
Reading Listening
(Vocabulary/Grammar)

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

Language Knowledge (Vocabulary/Grammar) Vocabulary Level: N3

Test item type: Usage

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

!
かわいがる   1 山田さんは子どもをとてもかわいがっています。
Test item on determining
  2 あの人は親をとてもかわいがっています。 accurate use of a word in a
  3 田中さんは、いただいた時計をとてもかわいがっています。
sentence. Test item also
found in the old test.
  4 あの人は自分の家をとてもかわいがっています。
[Answer: 1 ]

Language Knowledge (Vocabulary/Grammar) Grammar Level: N2

Test item type: Text grammar

問題 次の文章を読んで、文章全体の内容を考えて、 1 から 5 の中に入る最もよいものを、1・2・3・4 から一つ選びなさい。

 街にはおもちゃがあふれています。贈り物におもちゃを買おうと思っても、おもちゃ屋に並ぶ多種多様なおもちゃの前でどれを選んだらいいか迷ってしま

ったという方もいるかもしれません。

 そこで、ある団体が、おもちゃを選ぶ時の参考にしてもらおうと、毎年、 1 の中から優良なおもちゃ、「グッド・トイ」を選定しています。お店で見

てすぐにわかるように、選定されたグッド・トイには  2 ので、おもちゃを買うときにも参考になります。

 グッド･トイ 3 、「遊び力」を引き出してくれるものだそうです。「遊び力」というのは、見る力、聞く力、感じる力、コミュニケーションする力、

夢見る力。人が生きていくのに必要な力のことです。
すいせん
 グッド・トイの選考では、まず推薦されたおもちゃをいろいろな年代の人に実際に遊んでみてもらい、専門家が遊ばれ方を見て評価をします。その後も
様々な視点から何度も検討を重ねてグッド・トイは選定されています。

 おもちゃというと、ただ子どもが遊ぶためだけのものだと 4 。塾や参考書は熱心に選んでも、おもちゃを真剣に選ぶという方はあまり多くないのでは

ないでしょうか。  5 、おもちゃには大きな力を持つものがあります。次におもちゃを選ぶ時は、グッド･トイのように、生きる力を引き出してくれるもの

を探してみてはいかがでしょうか。

07
 1 1 たくさんの贈り物     2 選んだ贈り物     3 数あるおもちゃ     4 迷ったおもちゃ

2 1 グッド・トイマークがつけられていきました    2 グッド・トイマークがつけられています
3 グッド・トイマークをつけておきました      4 グッド・トイマークをつけてみます

3 1 が     2 に     3 とか     4 とは !

Test item on sentence composition while taking overall
4 1 考えられつつあります   2 考えられがちです text flow into consideration. Instead of focusing only on
3 考えられてはいません   4 考えられなければいけません or the particular sentence, sentences before and
after the sentence and overall text need to be carefully
read to answer. New test item.
5 1 しかし          2 それどころか
3 すなわち         4 さらに
[Answer: 1 3 2 2 3 4 4 2 5 1]

Reading Level: N1
Test item type: Integrated comprehension

問題 次のＡとＢはそれぞれ別の新聞のコラムである。ＡとＢの両方を読んで、後の問いに対する答えとして
   最もよいものを、1・2・3・4 から一つ選びなさい。
Ａ
1 ＡとＢのどちらの記事にも触れられている内容はどれか。
ていた。 

た。若者には常識なんでしょうけど﹂と話し

もわからない言葉がいくつもあり判断に困っ

る担当者の一人は﹁選定の過程では、私自身

に四割近くを占めた。長年改訂に携わってい

 今回採用された新語のうちカタカナ語が実

っていて仲がよい様子﹂と説明されている。

説明。﹁ラブラブ﹂については﹁互いに愛し合

また、﹁イケメン﹂は﹁かっこいい男性﹂と

に怒り出してしまうこと﹂と書かれている。

 ﹁ 逆 切 れ ﹂ に つ い て は ﹁ 怒 ら れ た 人 が 反 対

メン﹂﹁ラブラブ﹂といった若者言葉など。

﹁逆切れ﹂など世相を反映した語の他、﹁イケ

  出 版 社 に よ る と 、 新 た に 盛 り 込 ま れ た のは

りと、同種の辞書の中では最多を誇る。

られたという。収録語数は総計二十四万件余

変わりを反映した言葉約一万項目が新たに加え

十年前の改訂 ︵注１︶以降の社会や生活の移り

 国語辞典﹃大言典﹄の第四版が発売された。
1 新たに盛り込まれた語の意味
2 選定する時検討された語の数
3 今回新たに収録された語の数
4 今回不採用だった語の具体例
︵中央経政新聞︶

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

1 ＡもＢも、ともに明確にしていない。
2 ＡもＢも、ともに批判的である。
3 Ａは批判的であるが、Ｂは明確にしていない。

B 4 Ａは明確にしていないが、Ｂは批判的である。
が見送られたのは賢明であろう。

い範囲だけで使われている﹂として採用

の服装︶﹂などは、﹁一時的な流行や狭

号︶﹂﹁クールビズ︵＝夏のビジネス用
  そ れ ゆ え 、 ﹁ 家電 ︵ ＝ 自 宅 の 電 話 番

ばよい。
のは自然に忘れ去られるまで放っておけ

しょせん一時のもの。いずれ消えゆくも

り以上のものがあるだろうか。流行とは

えば響きはいいが、宣伝のための話題作

 時代の流れに即した新感覚の辞書と言

たそうだ。

﹁イケメン﹂など約一万語が新たに増え

認められる新語を厳選。﹁ラブラブ﹂

行にとどまらず、人々の間に定着したと

から収集した約十万語のうち、一時の流

は、マスメディアやインターネットなど

 全面改訂された﹃大言典﹄第四版で
いえでん

!
Test item on reading while comparing
︵毎朝日報︶

and matching multiple texts in order

ほう

to understand. New test item.

[Answer: 1 3 2 4]

（注1）改訂：本や辞書を直して新しく出版すること

Level: N4
Listening
Test item type: Utterance expressions
み き ひと なん い

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

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

(Script) !
し ごと お かえ なん い

仕事が終わって帰ります。何と言いますか。
Test item on determining the appropriate
response of the person indicated with an
じゃ ま arrow ( ) in a particular situation. While
１ お邪魔します。 looking at an illustration, explanation and
だい じ

２ お大事に。 questions must be listened to carefully in

さき しつれい
order to grasp the situation. New test item.
３ お先に失礼します。
[Answer: 3 ]

New JLPT Test Item Examples 08

 Test Registration Process: Taking in the United States

July through August Check with AATJ (see back page) to find out how to register

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

November Receive test voucher and vital information sheet

First Sunday in December Take the test

Late February Receive the test results through the mail

FAQ

Q1
The JLPT is open to all non-native Japanese speakers. There are no age restrictions for the JLPT.

Q2 When will the JLPT be held?

Once a year on the first Sunday in December.
Please check the JLPT Website (www.aatj.org/jlpt) for more information.

Q3 At the time of registration, I will not be in the country/area where I want to take the test.
What should I do?
You can register online as long as you have a valid credit card.

09
 Q4 How should I decide on which test level to take?
Please see the summary of linguistic competence required for each level on Page 6 and corresponding levels
of new and old tests on Page 3.

Q5 How is pass or fail determined?

In order to pass the JLPT, (1) the total score needs to be at or above the point required for passing (overall
pass mark) and (2) the scores of each scoring section need to be at or above the minimum point required for
passing (sectional pass mark). If there is even one scoring section where the score is below the sectional pass
mark, examinees are determined to have failed, no matter how high the total score he/she might have.

Overall pass marks and sectional pass marks for each level are shown in the table below. (N1, N2 and N3 have
three scoring sections each: (1) Language Knowledge (Vocabulary/Grammar), (2) Reading, and (3) Listening.
N4 and N5 have two scoring sections each: (1) Language Knowledge (Vocabulary/Grammar)・Reading, and
(2) Listening.)
Scores by scoring section
Total score Language Knowledge Language Knowledge
Level (Vocabulary/Grammar)
(Vocabulary/Grammar) Reading Listening
· Reading
Range of Overall pass Range of Sectional Range of Sectional Range of Sectional Range of Sectional
scores marks scores pass marks scores pass marks scores pass marks scores pass marks
0 – 180 100 0 – 60 19 0 – 60 19 0 – 60 19
points points points points points points ー ー points points
0 – 180 90 0 – 60 19 0 – 60 19 0 – 60 19
points points points points points points ー ー points points
0 – 180 95 0 – 60 19 0 – 60 19 0 – 60 19
points points points points points points ー ー points points
0 – 180 90 0 – 120 38 0 – 60 19
points points ー ー ー ー points points points points
0 – 180 80 0 – 120 38 0 – 60 19
points points ー ー ー ー points points points points

Q6 When and how will I receive my test results?

All examinees will receive their own Score Report. Successful examinees will receive a Certificate of
Proficiency. These will be sent out using USPS first class mail at the end of February or early March. If you do
not receive your report by the end of march, please contact the Japan Foundation, Los Angeles.

Book Information

New Japanese-Language Proficiency Test Guidebook: An Executive Summary and

Sample Questions for N1, N2 and N3
B5, 129 pages, 1 CD included
Price: 900yen (+tax)
Publisher: Bonjinsha Inc.
ISBN: 978-4-89358-734-3

New Japanese-Language Proficiency Test Guidebook: An Executive Summary and

Sample Questions for N4 and N5
B5, 87 pages, 1 CD included
Price: 800yen (+tax)
Publisher: Bonjinsha Inc.
ISBN: 978-4-89358-735-0

Test Registration Process / FAQ / Book Information 10

The Japanese-Language Proficiency Test In The United States

Apply early!
Test date: First Sunday in December

Levels offered: Five levels from N1 to N5

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

Latest test
information is
available here!

JLPT USA Website

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

Note: Information will be posted as it becomes available.

http://www.aatj.org/jlpt

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

AATJ-JLPT
University of Colorado
Campus Box 366
Boulder, CO 80309-0366
Tel: 303-492-5487
Fax: 303-492-5856
Email: [email protected]

2011.06