Japanese as a foreign language is studied by foreigners in Japan and non-native speakers worldwide, including those with Japanese ancestry. Many major universities throughout the world provide Japanese language courses, and a number of secondary and even primary schools worldwide offer courses in the language.
International interest in the Japanese language dates from the 19th century but has become more prevalent following Japan's economic bubble of the 1980s and the global popularity of Japanese popular culture (such as anime and video games) since the 1990s. In 1940, only 65 Americans not of Japanese descent were able to read, write and understand the language. [1] As of 2015, more than 3.6 million people studied the language worldwide, primarily in East and Southeast Asia. [2] Nearly one million Chinese, 745,000 Indonesians, 556,000 South Koreans and 357,000 Australians studied Japanese in lower and higher educational institutions. [2] Between 2012 and 2015, considerable growth of learners originated in Australia (20.5%), Thailand (34.1%), Vietnam (38.7%) and the Philippines (54.4%). [2]
As of 2017, more than 267,000 foreign students study at Japanese universities and Japanese language schools, including 107,260 Chinese, 61,670 Vietnamese and 21,500 Nepalese. [3] In addition, local governments and some NPO groups provide free Japanese language classes for foreign residents, including Japanese Brazilians and foreigners married to Japanese nationals. In the United Kingdom, study of the Japanese language is supported by the British Association for Japanese Studies. In Ireland, Japanese is offered as a language in the Leaving Certificate in some schools. [4]
The Japanese government provides standardized tests to measure spoken and written comprehension of Japanese for second language learners; the most prominent is the Japanese Language Proficiency Test (JLPT), which features five levels of exams (changed from four levels in 2010), ranging from elementary (N5) to advanced (N1). The JLPT is offered twice a year. The Japanese External Trade Organization JETRO organizes the Business Japanese Proficiency Test which tests the learner's ability to understand Japanese in a business setting. The Japan Kanji Aptitude Testing Foundation, which took over the BJT from JETRO in 2009, announced in August 2010 that the test would be discontinued in 2011 due to financial pressures on the Foundation. However, it has since issued a statement to the effect that the test will continue to be available as a result of support from the Japanese government. [5] [6]
The Japanese-Language Proficiency Test, or JLPT, is a standardized criterion-referenced test to evaluate and certify Japanese language proficiency for non-native speakers, covering language knowledge, reading ability, and listening ability. The test is held twice a year in Japan and selected countries, and once a year in other regions. The JLPT is conducted by the Japan Foundation for tests overseas, and Japan Educational Exchanges and Services for tests in Japan.
English as a second or foreign language is the use of English by speakers with different native languages. Language education for people learning English may be known as English as a foreign language (EFL), English as a second language (ESL), English for speakers of other languages (ESOL), English as an additional language (EAL), or English as a New Language (ENL).
The Japan Kanji Aptitude Test evaluates one's knowledge of kanji. The test is more commonly known as the Kanji Kentei (漢字検定), or the shorter Kanken (漢検). The test is administered by the Japan Kanji Aptitude Testing Foundation.
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in English as CEFR, CEF, or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates for education admission or employment. Its main aim is to provide a method of learning, teaching, and assessing that applies to all languages in Europe.
Cambridge Assessment English or Cambridge English develops and produces Cambridge English Qualifications and the International English Language Testing System (IELTS). The organisation contributed to the development of the Common European Framework of Reference for Languages (CEFR), the standard used around the world to benchmark language skills, and its qualifications and tests are aligned with CEFR levels.
A language school is a school where one studies a foreign language. Classes at a language school are usually geared towards, for example, communicative competence in a foreign language. Language learning in such schools typically supplements formal education or existing knowledge of a foreign language.
Language proficiency is the ability of an individual to use language with a level of accuracy which transfers meaning in production and comprehension.
The Business Japanese Proficiency Test (BJT) (ビジネス日本語能力テスト, Bijinesu Nihongo Nōryoku Tesuto) is a Japanese language proficiency test designed to objectively measure a person's practical communicative skills in communicating and responding to information in a Japanese-language business environment. Unlike its counterpart Japanese Language Proficiency Test (JLPT) which focuses more on general Japanese, BJT is not designed for measuring Japanese language knowledge nor business knowledge but instead, BJT is designed to measure a person's practical communicative ability to utilize and respond to given information, ability to express thoughts and opinions, and at the same time promote ideas or projects to people of different backgrounds and expertise.
The Test of Proficiency in Korean (TOPIK) is a test to measure the Korean language proficiency of non-native speakers in South Korea. This examination system was introduced by the South Korean government in 1997 and conducted by a branch of the Ministry of Education of the country.
Japanese language education in Russia formally dates back to December 1701 or January 1702, when Dembei, a shipwrecked Japanese merchant, was taken to Moscow and ordered to begin teaching the language as soon as possible. A 2006 survey by the Japan Foundation found 451 teachers teaching the language to 9,644 students at 143 institutions; the number of students had grown by 4.8% since the previous year. Aside from one Japanese-medium school serving Japanese people in Russia, virtually all Japanese language education in Russia throughout history has been aimed at non-native speakers. As of 2021, according to the Japan Foundation, 12,426 people were learning Japanese in Russia.
Trinity College London, established in 1872, is a leading international exam board, publisher and independent education charity. Since 1938 Trinity has been offering English language assessments taken by over 850,000 candidates in over 60 countries each year.
Japanese language education in Kazakhstan dates back to 1992; the Japan Foundation's 2006 survey showed 51 teachers teaching the language to 1,569 students at thirteen institutions in Kazakhstan; the number of students increased by 38% as compared to the 2003 survey and more than triple the number in the 1998 survey. As of 2021, according to the Japan Foundation, 611 people were learning Japanese in Kazakhstan.
Japanese language education in Mongolia formally dates back to 1975, when the National University of Mongolia established an elective course in Japanese language. A 2003 survey found 199 teachers teaching 9,080 students of Japanese at 67 different institutions. As of 2021, according to the Japan Foundation, 13,334 people were learning Japanese in Mongolia.
Japanese language education in Vietnam first became widespread during the Empire of Vietnam, which was set up as a puppet state after Japan's 1941 World War II invasion of French Indochina. However, after Japan's 1945 surrender and withdrawal from Vietnam, there was little further education in the language until the 1970s. A 2006 survey showed 1,037 teachers teaching 29,982 students at 110 different institutions, an increase of 66% in the number of students since the previous year's survey. As of 2021, according to the Japan Foundation, 169,582 people were learning Japanese in Vietnam.
Japanese language education in Thailand formally dates back to the 1960s, when Thai universities began to establish Japanese language courses. A 2006 survey by the Japan Foundation found 1,153 teachers teaching the language to 71,083 students at 385 institutions; the number of students increased by 29.5% compared to the 2003 survey. As of 2021, according to the Japan Foundation, 183,957 people were learning Japanese in Thailand.
DIALANG is an online diagnostic system designed to assess a person's proficiency in 14 European languages. Competences tested are reading, writing, listening, grammar and vocabulary, while speaking is excluded for technical reasons.
The Test of Chinese as a Foreign Language is the Republic of China (Taiwan)'s standardized test of proficiency in ROC Standard Chinese for non-native speakers such as foreign students. It is administered by the Steering Committee for the Test Of Proficiency-Huayu (SC-TOP). The committee is under the direction of Taiwan's Ministry of Education. The test was formerly known as the TOP or Test Of Proficiency-Huayu.
Teaching English as a foreign language (TEFL), Teaching English as a second language (TESL) or Teaching English to speakers of other languages (TESOL) are terms that refer to teaching English to students whose first language is not English.