University Japanese Level 4 Examination Achievement Training. Text. Vocabulary

Author: Zhang Jing
Publisher:
Publish Date: 2003-06-01
Features: There are already many books available in the market for Japanese proficiency exams, but books specifically tailored to the questions and scope of the University Japanese Proficiency Test (Level 4) are scarce. This book is strictly compiled according to the requirements of the "University Japanese Proficiency Test (Level 4) Syllabus." The Written and Vocabulary section of the University Japanese Proficiency Test (Level 4) consists of 30 questions. The first major section includes 10 sub-questions that involve selecting the correct reading based on spoken Japanese characters, and one sub-question each year assesses learners' spelling of foreign words. The second major section includes 5 sub-questions that involve selecting Japanese characters based on their pronunciation. The third major section includes 15 sub-questions that cover vocabulary application, including the meaning and usage of words and fixed phrases. The theoretical part of the book is organized and written according to the requirements of the three major sections in the Written and Vocabulary section. The vocabulary examples in the "Word Explanations" section are based on the 1-4 level words specified in the "University Japanese Teaching Syllabus," excluding "vocabulary that students already master upon enrollment." The example sentences are designed to be diverse and typical while remaining within the requirements of the University Japanese Proficiency Test (Level 4). Special "Distinguishing" notes are provided for questions that often confuse candidates. Some words are accompanied by their antonyms, some by their corresponding intransitive or transitive verbs, and others by their noun forms.
▲ Marks are used for special reminders, requiring learners to pay attention during review. Additionally, as much as possible, the grammatical particles preceding individual words are provided to help learners fully and correctly grasp the usage of the word. For example sentences, to reduce learners' workload, the number of noun example sentences is controlled, while most verbs and adverbs have example sentences for each meaning, allowing readers to become familiar with the forms of conjugated verbs and the usage contexts of adverbs while reading the examples.