ABSTRACT
In recent years, the vigorous development of Japanese major based on meeting the market demand for Japanese talents is closely inseparable with the high importance attached by the Japanese Language Subcommittee of the Ministry of Education. At present, the contents of the courses oered for Japanese language students are diversified; the tests for verifying the ability of students in Japanese language include not only JLPT (the Japanese-Language Proficiency Test), J. TEST, but also College Japanese Test Brand 4 and College Japanese Test Brand 8. Therefore, the learning of Japanese language students is tested through all sorts of Japanese language proficiency tests in terms of listening comprehension, grammar, reading comprehension, and composition, etc. However, a great number of students learn Japanese language only for passing the tests or obtaining certificates because they have no enthusiasm for Japanese language learning and also think lightly of the practice, so that they only acquire all kinds of certificates during the period of the upcoming graduation, but know little about Japan’s economy, politics, and culture. Worse, the communication with Japanese people is beset with diculties. Finally, they are incapable of making authentic
Japanese daily communication with Japanese people although they can apply the learned grammars and sentence structures to answering sheets. Considering this existing phenomenon, the problems in Japanese language teaching are analyzed as follows according to the actual teaching conditions.
