About This Lesson
Use Learning from a disappointing test result to practice Japanese conversation, pronunciation, vocabulary, grammar, and quizzes.
Dialogue
A
たくさん勉強したのに、テストの結果は残念でした。
tah-koo-SAHN ben-KYOH shee-TAH noh-nee, TEH-soo-toh noh kee-KEH-tsu wah ZAHN-nen deh-shee-TAH. My test result was disappointing, even though I studied a lot.
B
やる気を失う前に、どの部分が問題の原因になったか見てみてください。
yah-roo-KEE oh oo-shee-NAH-oo mah-eh nee, doh-noh BOO-boon gah mohhn-DAH-ee noh GEHN-een nee NAHT-tah kah mee-teh mee-teh koo-dah-SAH-ee. Before you lose motivation, look at which parts caused the problem.
A
私の間違いのほとんどは、リスニングと単語の形にありました。
wah-tah-SHEE noh mah-chi-GAH-ee noh hoh-TOHN-doh wah, ree-soo-NEEN-goo toh TAHN-goh noh kah-tah-CHEE nee ah-ree-mah-shee-TAH. Most of my mistakes were in listening and word forms.
B
その傾向は、どこに集中すればよいかを示してくれるので役に立ちます。
soh-noh keen-KOH wah, doh-koh nee shoo-CHOOH soo-reh-bah yoh-ee kah oh shee-meh-shee-teh koo-reh-roo noh-deh yah-koo nee tchee-MAHSS. That pattern is useful because it shows where to focus.
A
もっと長く勉強すれば十分だと思っていました。
moht-toh nah-gah-koo ben-KYOH soo-reh-bah joo-BUN dah toh oh-MOHT-teh ee-mah-shee-TAH. I thought studying longer would be enough.
B
勉強した時間の長さよりも、やり方のほうが大切なこともあります。
ben-KYOH shee-TAH JEE-kahn noh nah-gah-sah yoh-ree-moh, yah-ree-KAH-tah noh hoh-GAH tah-ee-SEHT-soo nah koh-toh moh ah-ree-MAHSS. Sometimes the strategy matters more than the number of hours.
A
それなら、次回は時間制限をつけてリスニングを練習すべきです。
soh-reh nah-RAH, JEE-kah-ee wah JEE-kahn seh-GEN oh tsoo-keh-teh ree-soo-NEEN-goo oh ren-SHOOH soo-BEH-kee dehss. Then I should practice listening under time pressure next time.
B
それを試して、単語を一つずつではなく、同じ語からできた単語のまとまりを復習してみてください。
soh-reh oh tah-MEH-shee-teh, TAHN-goh oh hee-TOH-tsoo zoo-tsoo deh-wah nah-koo, oh-NAH-jee goh kah-RAH deh-KEE-tah TAHN-goh noh mah-toh-MAH-ree oh fook-SHOOH shee-teh mee-teh koo-dah-SAH-ee. Try that, and review word families instead of isolated vocabulary.
A
それでも、この結果はまだつらく感じます。
soh-reh-deh-MOH, koh-noh kee-KEH-tsu wah mah-dah tsoo-RAH-koo kahn-JEE-mahSS. This result still feels bad.
A
でも、少なくとも何を直せばよいかは教えてくれます。
deh-MOH, soo-kah-NAH-koo toh-MOH, nah-nee oh nah-oh-seh-bah yoh-ee kah wah oh-SHEH-eh-teh koo-reh-MAHSS. But at least it shows me what to fix.
B
これで、次に受けるときの具体的な計画ができました。
koh-reh-deh, TSOO-gee nee oo-KEH-roo toh-kee noh goo-TAH-ee-teh-kee nah kee-KAH-koo gah deh-kee-mah-shee-TAH. Now you have a concrete plan for the next attempt.Word by Word
たくさん
In 「たくさん勉強した」, 「たくさん」 means “a lot” and describes the amount of studying. It commonly comes before a verb to show a large amount, and you might use it when describing how much you studied or practiced.
勉強した
In 「たくさん勉強した」, 「勉強した」 means “studied.” The form refers to the studying that was completed before the speaker discusses the result; use it to describe completed study or learning activity.
のに
In 「たくさん勉強したのに」, 「のに」 means “even though” and introduces a result that is unexpected in light of the preceding fact. It is useful when expressing disappointment or contrast, such as working hard but not getting the expected result.
テスト
In 「テストの結果」, 「テスト」 means “test.” It is a loanword used for an examination or assessment, and it can combine with 「の結果」 to talk about the result of a test.
の
In 「テストの結果」, 「の」 links 「テスト」 to 「結果」 and gives the meaning “the result of the test.” This noun-linking pattern is useful whenever one noun describes or specifies another noun.
結果
In 「テストの結果」, 「結果」 means “result,” specifically the outcome of the test. It is commonly used with 「の」 to identify what produced the result, and it is useful when discussing outcomes or consequences.
は
In 「テストの結果は残念でした」, 「は」 marks 「テストの結果」 as the topic being described. It helps frame the result as the main subject of the statement, especially when giving an evaluation or reaction.
残念
In 「テストの結果は残念でした」, 「残念」 describes the result as disappointing or unfortunate. Here it gives an evaluation of the test result, and it is useful when reacting politely to an outcome that was worse than hoped.
でした
In 「残念でした」, 「でした」 is the polite form used to state that something was the case in the past. Here it politely presents the result as disappointing, and it can follow a description when reporting a past evaluation.
やる気
In 「やる気を失う」, 「やる気」 means “motivation” or the desire to make an effort. The expression is built from 「やる」, “to do,” and 「気」, “feeling or spirit,” but the whole expression means motivation; it is commonly used as the object of 「失う」 when someone loses motivation.
を
In 「やる気を失う」, 「を」 marks 「やる気」 as the object affected by 「失う」. This object-marking pattern is useful when saying that someone loses, changes, or handles something.
失う
In 「やる気を失う」, 「失う」 means “to lose,” with 「やる気」 as the thing that is lost. It is useful for describing the loss of motivation or another important thing, especially after a difficult experience.
前
In 「やる気を失う前に」, 「前」 means “before,” referring to an earlier point in time. The pattern places an action or event before 「前に」, and it is useful when giving advice about what to do before something happens.
に
In 「やる気を失う前に」, 「に」 marks the time point expressed by 「前」. Here it means “before” in a time relationship, and it commonly follows a time expression to locate when an action should happen.
どの
In 「どの部分」, 「どの」 means “which” and identifies one choice from possible parts. It must come before a noun, so it is useful when asking or discussing which specific item, section, or part is relevant.
部分
In 「どの部分が問題の原因になったか」, 「部分」 means “part” or “section.” It refers to a particular area of the test, and it is useful when identifying one section of a larger task or situation.
が
In 「どの部分が問題の原因になったか」, 「が」 marks 「どの部分」 as the subject of the embedded question. It identifies which part had the relevant role, and it is commonly used to mark the subject when asking what caused something.
問題
In 「問題の原因」, 「問題」 means “problem.” It is linked to 「原因」 by 「の」 to identify the cause of the problem, and it is useful when discussing an issue that needs to be understood or fixed.
原因
In 「問題の原因になった」, 「原因」 means “cause.” The phrase says that something became the cause of the problem, and this word is useful when explaining why an unwanted result happened.
なった
In 「問題の原因になった」, 「なった」 means “became” and shows that the part came to have the role of the problem’s cause. The pattern 「Nになった」 is useful when describing a change into a role, state, or condition.
か
In 「どの部分が問題の原因になったか」, 「か」 marks the preceding clause as an embedded question, meaning “which part became the cause.” This form is useful when a question is included inside a larger sentence rather than asked directly.
見て
In 「見てみてください」, 「見て」 means “look at” or “examine,” referring to the test sections. The te-form connects this action to the request that follows, and it is useful when asking someone to inspect something.
みてください
In 「見てみてください」, 「みてください」 makes the whole expression a polite request to try doing the preceding action. 「みて」 contributes the idea of trying, while 「ください」 makes it a polite request; this pattern is useful when encouraging someone to try an action.
私
In 「私の間違い」, 「私」 means “I” or “my” because it is followed by 「の」 and specifies whose mistakes are meant. This possessive pattern is useful when identifying the person connected with an experience or item.
間違い
In 「私の間違い」, 「間違い」 means “mistake.” It refers to the errors made on the test, and it is useful when reviewing an incorrect answer or identifying something that needs correction.
ほとんど
In 「間違いのほとんど」, 「ほとんど」 means “most” or “nearly all.” It describes the large majority of the mistakes, and it commonly follows a noun with 「の」 when referring to most of a group.
リスニング
In 「リスニングと単語の形」, 「リスニング」 means “listening,” referring to the listening part of the test. It is useful in educational contexts when identifying listening practice or a listening section.
と
In 「リスニングと単語の形」, 「と」 connects two items: listening and word forms. This use is the ordinary “and” pattern for listing nouns, and it is useful when naming multiple areas together.
単語
In 「単語の形」, 「単語」 means “word” or “vocabulary item.” It is linked to 「形」 to discuss the form of a word, and it is useful when talking about individual vocabulary items in language study.
形
In 「単語の形」, 「形」 means “form,” referring to the shape or form a word takes. In this lesson it concerns word forms, and it is useful when discussing how a word appears or changes in language study.
ありました
In 「間違いのほとんどは、リスニングと単語の形にありました」, 「ありました」 states that the mistakes existed in or were found in those areas. It is the polite past form used to report where a problem or feature was present.
その
In 「その傾向」, 「その」 means “that” and refers back to the pattern of mistakes just mentioned. It comes before a noun, and it is useful for connecting a previously discussed idea to the next comment.
傾向
In 「その傾向」, 「傾向」 means “tendency” or “pattern.” It summarizes the repeated direction seen in the mistakes, and it is useful when identifying a recurring feature in results or behavior.
どこ
In 「どこに集中すればよいか」, 「どこ」 means “where.” It asks about the place or area that should receive attention, and it is useful when identifying the location or area for an action.
集中
In 「どこに集中すればよいか」, 「集中」 means “focus” or “concentration.” It refers to directing attention toward a particular area, and it is useful when deciding what part of a task deserves attention.
すれば
In 「集中すればよいか」, 「すれば」 presents the condition “if one does” the action, here focusing. The pattern expresses a question about what action is appropriate, and it is useful when asking what someone should do.
よい
In 「集中すればよいか」, 「よい」 contributes the idea of what is good or appropriate, so the expression asks where one should focus. The pattern 「Vすればよい」 is useful for asking or explaining the recommended action.
示して
In 「どこに集中すればよいかを示してくれる」, 「示して」 means “showing” or “indicating” where to focus. Its te-form connects the showing action with 「くれる」, and it is useful when explaining that evidence points to a conclusion.
くれる
In 「示してくれる」, 「くれる」 shows that the result provides the helpful benefit of indicating where to focus for the speaker. It commonly follows a te-form to describe someone or something doing something helpful for the speaker.
ので
In 「役に立ちます」 preceded by 「示してくれるので」, 「ので」 means “because” or “since” and gives the reason for usefulness. It is useful when explaining a reason in a relatively gentle and clear way.
役に立ちます
In 「その傾向は、どこに集中すればよいかを示してくれるので役に立ちます」, 「役に立ちます」 means “is useful” or “helps.” The whole expression combines 「役」, a useful role, 「に」, which marks that role, and 「立ちます」, “stands,” to express usefulness; it is commonly used to say that information or an object helps in a situation.
もっと
In 「もっと長く勉強すれば」, 「もっと」 means “more” and increases the degree or amount of studying. It is useful when comparing the current amount with a greater amount.
長く
In 「もっと長く勉強すれば」, 「長く」 means “for longer” and describes the duration of studying. It modifies the verb by expressing length of time, and it is useful when saying that an activity should continue for a longer period.
勉強すれば
In 「もっと長く勉強すれば十分だ」, 「勉強すれば」 means “if one studies.” It introduces a condition linked to the idea of being enough, and this conditional form is useful when discussing what result follows from an action.
十分
In 「十分だ」, 「十分」 means “enough” or “sufficient.” It evaluates the amount of studying as meeting the needed level, and it is useful when saying that no more of something is needed for a purpose.
だ
In 「十分だと思っていました」, 「だ」 is the plain copula stating that studying longer was sufficient. It links 「十分」 to the thought that follows, and it is useful in informal statements or inside reported thoughts.
思っていました
In 「十分だと思っていました」, 「思っていました」 means “thought” or “had believed.” It reports the speaker’s earlier belief about what would be enough, and the pattern 「Xと思っていました」 is useful when explaining a former assumption.
時間
In 「勉強した時間の長さ」, 「時間」 means “time,” referring to the time spent studying. It is linked to 「長さ」 to discuss duration, and it is useful when measuring or comparing the time used for an activity.
長さ
In 「時間の長さ」, 「長さ」 means “length,” here the length or duration of the study time. It is useful when comparing how long something lasts rather than simply naming the amount of time.
よりも
In 「時間の長さよりも、やり方のほうが大切」, 「よりも」 marks the first item in a comparison and means “than” or “rather than.” 「より」 sets the comparison point and 「も」 adds emphasis; the pattern is useful when saying that one factor matters more than another.
やり方
In 「やり方のほうが大切」, 「やり方」 means “way of doing” or “method.” It refers to the study strategy rather than the amount of time, and it is useful when discussing how an activity is carried out.
ほう
In 「やり方のほうが大切」, 「ほう」 identifies the method as the side that is more important in the comparison. It is commonly used with 「より」 or 「よりも」 when contrasting two options or factors.
大切
In 「やり方のほうが大切」, 「大切」 means “important” or “valuable.” It evaluates the study method as having greater importance, and it is useful when explaining which factor deserves priority.
な
In 「大切なこと」, 「な」 links the な-adjective 「大切」 to the noun 「こと」. It allows the meaning “important” to describe the following matter, and it is useful before a noun after this type of adjective.
こと
In 「大切なこともあります」, 「こと」 means “thing” or “matter,” referring to cases in which the strategy is important. It is useful for turning an idea or situation into a general matter that can be discussed.
も
In 「大切なこともあります」, 「も」 adds the meaning “also” or “there are cases too.” Here it softens the statement into the idea that this is one possible situation, and it is useful for adding an additional case or possibility.
あります
In 「大切なこともあります」, 「あります」 means “there are” or “exist.” Together with 「ことも」, it says that such cases occur, and it is useful when stating that a situation or possibility exists.
それなら
In 「それなら、次回は」, 「それなら」 means “if that is the case” or “then,” responding to the previous explanation. 「それ」 refers to what was just said and 「なら」 sets it as the condition; this expression is useful when drawing a conclusion or proposing a next step.
次回
In 「次回は」, 「次回」 means “next time,” referring to the next attempt or test. It is useful for discussing what someone will do on the following occasion.
時間制限
In 「時間制限をつけて」, 「時間制限」 means “time limit.” It refers to a fixed amount of time within which the listening practice must be done, and it is useful when simulating test conditions.
つけて
In 「時間制限をつけて」, 「つけて」 means “set” or “add,” so the speaker will practice with a time limit applied. It is useful with an object such as a limit or condition when adding that feature to an activity.
練習
In 「リスニングを練習すべきです」, 「練習」 means “practice.” It refers to deliberate training in listening, and it is useful for talking about repeated activity intended to improve a skill.
すべき
In 「練習すべきです」, 「すべき」 means “should” or “ought to,” presenting practice as the appropriate action. It commonly follows a verb form and is useful when giving clear advice or stating a recommended responsibility.
です
In 「練習すべきです」, 「です」 makes the statement polite and presents the recommendation formally. It follows 「すべき」 here, and it is useful when giving advice in a respectful conversation.
それ
In 「それを試して」, 「それ」 means “that” or “it,” referring to the proposed listening practice with a time limit. It is useful for pointing back to an action or idea already mentioned.
試して
In 「それを試して」, 「試して」 means “try” and asks the learner to put the proposed method into practice. Its te-form connects this action to the following instruction, and it is useful when suggesting that someone test an idea in practice.
一つずつ
In 「単語を一つずつ」, 「一つずつ」 means “one at a time” or “one by one.” 「一つ」 identifies one item and 「ずつ」 distributes the action equally across items; this pattern is useful when handling items individually.
ではなく
In 「一つずつではなく、同じ語からできた単語のまとまり」, 「ではなく」 means “not … but rather …” and rejects studying words individually in favor of groups. 「で」 frames the rejected option, 「は」 contrasts it, and 「なく」 negates it; the whole pattern is useful for replacing one method with another.
同じ
In 「同じ語からできた単語」, 「同じ」 means “same” and describes the shared source word. It comes before the noun it modifies, and it is useful when grouping items that share an identity or origin.
語
In 「同じ語からできた単語」, 「語」 means “word” in a language-learning context. It identifies the source word from which the vocabulary group is formed, and it is useful when discussing relationships among language forms.
から
In 「同じ語からできた」, 「から」 means “from” or “made from,” identifying the source of the word group. It is useful for showing origin or material, especially in a pattern describing something formed from something else.
できた
In 「同じ語からできた単語」, 「できた」 means “formed” or “made,” describing words that came from the same source word. It is useful in a noun-modifying clause when explaining how something was formed.
まとまり
In 「単語のまとまり」, 「まとまり」 means “group” or “unit,” referring to vocabulary treated together rather than separately. It is useful when organizing related items into one manageable set for study.
復習して
In 「復習してみてください」, 「復習して」 means “review” or “go over again,” referring to the word families. Its te-form connects the review action to the polite request construction, and it is useful when telling someone to revisit previously learned material.
それでも
In 「それでも、この結果は」, 「それでも」 means “even so” or “nevertheless,” marking a contrast with the useful plan just discussed. 「それ」 refers to the preceding situation and 「でも」 adds the contrast; it is useful when acknowledging a positive point while keeping a negative feeling.
この
In 「この結果」, 「この」 means “this” and points to the test result being discussed. It comes before a noun, and it is useful when referring to something close in the current conversation.
まだ
In 「まだつらく感じます」, 「まだ」 means “still,” showing that the feeling has not gone away. It is useful when describing a condition that continues up to the current point.
つらく
In 「つらく感じます」, 「つらく」 means “painfully” or “as difficult to bear,” describing how the result feels to the speaker. It modifies 「感じます」, and this pattern is useful when expressing an emotional reaction to a difficult experience.
感じます
In 「この結果はまだつらく感じます」, 「感じます」 means “feel” or “experience emotionally.” Here the speaker describes the result as still painful to experience, and it is useful when reporting a personal reaction rather than an objective evaluation.
でも
In 「でも、少なくとも」, 「でも」 means “but” and introduces a balancing point after the speaker’s negative feeling. It is useful at the beginning of a sentence when shifting from a problem to a positive or limiting consideration.
少なくとも
In 「少なくとも何を直せばよいか」, 「少なくとも」 means “at least,” setting a minimum positive point despite the disappointing result. 「少なく」 suggests a small or minimum amount and 「とも」 adds the limiting emphasis; it is useful when acknowledging one benefit or certainty among difficulties.
何
In 「何を直せばよいか」, 「何」 means “what,” asking which thing needs to be fixed. It is useful when the specific object is not yet identified and the question is embedded in a larger sentence.
直せば
In 「何を直せばよいか」, 「直せば」 means “if one fixes” or “what one should fix” within the embedded question. It presents fixing as the condition for deciding the appropriate action, and it is useful when asking what needs correction.
教えて
In 「何を直せばよいかは教えてくれます」, 「教えて」 means “tell” or “show,” referring to what the result reveals about needed corrections. Its te-form connects the telling action to 「くれます」, and it is useful when saying that information tells someone something.
くれます
In 「教えてくれます」, 「くれます」 shows that the result gives the helpful information to the speaker. It is the polite form used after the te-form of another verb, and it is useful when describing a person or thing doing something beneficial for the speaker.
これ
In 「これで、次に受けるとき」, 「これ」 means “this,” referring to the understanding and strategy established in the discussion. It is useful for pointing to the current plan, information, or result that will be used.
で
In 「これで」, 「で」 means “with this” or “by means of this,” showing that the current understanding is the basis for the next step. This use is useful when indicating the means or situation that enables an outcome.
次に
In 「次に受けるとき」, 「次に」 means “next” and modifies the following action. It is useful when arranging actions in sequence or referring to the next occasion.
受ける
In 「次に受けるとき」, 「受ける」 means “take” or “sit for,” referring here to taking the next test. It is useful when describing participation in an examination or another formal assessment.
とき
In 「次に受けるとき」, 「とき」 means “time” or “when,” identifying the occasion on which the next test is taken. It is useful after an action or event when specifying when something happens.
具体的
In 「具体的な計画」, 「具体的」 means “concrete” or “specific,” describing a plan with clear details rather than a vague intention. It is useful before a noun when discussing practical steps or clearly defined arrangements.
計画
In 「具体的な計画」, 「計画」 means “plan,” referring to the study actions for the next attempt. It is useful when organizing future steps toward a goal.
できました
In 「具体的な計画ができました」, 「できました」 means “was made” or “came into existence,” stating that a concrete plan has now been formed. It is useful for reporting that a plan, arrangement, or other result has been completed or established.
Grammar Points
〜ば、〜
集中すれば、具体的な計画が役に立ちます。
shoo-CHOOH soo-reh-bah, goo-TAH-ee-teh-kee nah kee-KAH-koo gah yah-koo nee tchee-MAHSS.If you concentrate, a concrete plan will be useful.
「〜ば」は条件を表し、「もし〜なら」に近い意味です。
〜てみてください
次回、一つずつ復習してみてください。
JEE-kah-ee, hee-TOH-tsoo zoo-tsoo fook-SHOOH shee-teh mee-teh koo-dah-SAH-ee.Next time, please try reviewing one by one.
「〜てみてください」は、相手に何かを試すよう丁寧にすすめる表現です。
Japanese Vocabulary
たくさん
adv
tah-koo-SAHN
a lot; much
テスト
noun
TEH-soo-toh
test
ほとんど
adv
hoh-TOHN-doh
most; almost all
やる気
noun
yah-roo-KEE
motivation; willingness
リスニング
noun
ree-soo-NEEN-goo
listening
間違い
noun
mah-chi-GAH-ee
mistake; error
結果
noun
kee-KEH-tsu
result
残念でした
adj
ZAHN-nen deh-shee-TAH
was disappointing; was unfortunate
失う
verb
oo-shee-NAH-oo
to lose
部分
noun
BOO-boon
part; section
勉強した
verb
ben-KYOH shee-TAH
studied
問題の原因
phrase
mohhn-DAH-ee noh GEHN-een
cause of the problem
Quiz
Spelling
Tap the letters to spell the word.
a lot; much
Show Answer
たくさんstudied
Show Answer
勉強したwas disappointing; was unfortunate
Show Answer
残念でしたcause of the problem