---
title: "AP Japanese Language Unit 2 Practice Test"
description: "A timed AP Japanese Language Unit 2 (Language and Culture) practice test in the AP format, drawn from 432 multiple-choice questions and 40 FRQs written for the unit. The standard version takes about 54 minutes."
canonical: "https://fiveable.me/ap-japanese/unit-test/2"
type: "unit-test"
subject: "AP Japanese Language"
unit: "Unit 2"
---

# AP Japanese Language Unit 2 Practice Test

## Overview

A timed AP Japanese Language Unit 2 (Language and Culture) practice test in the AP format, drawn from 432 multiple-choice questions and 40 FRQs written for the unit. The standard version takes about 54 minutes.

## Test Format

- 20 Multiple Choice Questions (24 minutes)
- 1 FRQ – FRQ 3 – Story Narration (15 minutes)
- 1 FRQ – FRQ 4 – Email Response (15 minutes)

## Unit FRQs by Type

- [FRQ 3 – Story Narration](/ap-japanese/frqs/story-narration?unit=2): 20 questions
- [FRQ 4 – Email Response](/ap-japanese/frqs/email-response?unit=2): 20 questions

## Practice Questions

### Question 1

**変わりゆく日本の祭り文化**

> 日本の伝統的な祭りが変化している。総務省の調査によると、地方の祭りの数は過去20年間で約30パーセント減少した。特に若者の参加者が減り、祭りを支える担い手不足が深刻化している。
>
> 静岡県の小さな町では、300年以上続いてきた夏祭りが昨年中止された。町の高齢化率は45パーセントを超え、祭りの準備や運営を担う若い世代がいなくなったためだ。「子供の頃は祭りが楽しみだったが、今は誰も手伝ってくれない」と、祭り実行委員会の田中さん(68歳)は語る。
>
> しかし、伝統を守ろうとする動きもある。京都市では、大学生ボランティアが地域の祭りに参加するプログラムを始めた。学生たちは祭りの歴史を学び、地域住民と一緒に準備作業を行う。参加した学生の一人は「最初は難しそうだと思ったが、実際にやってみると面白い。伝統文化の大切さが分かった」と話す。
>
> また、SNSを活用して祭りの魅力を発信する取り組みも増えている。若い世代に向けて写真や動画を投稿し、新しい参加者を呼び込もうとしている。専門家は「伝統を完全に保存するのは難しいが、時代に合わせて変化させることで、次の世代に引き継ぐことができる」と指摘している。

Source: 『地域文化研究』2024年3月号より改編

According to the Ministry of Internal Affairs and Communications survey, how has the number of local festivals changed?

- (A) It decreased by about 30 percent over the past 20 years
- (B) It decreased by about 45 percent over the past 20 years
- (C) It increased by about 30 percent over the past 20 years
- (D) It decreased by about 30 percent over the past 300 years

**Answer: (A)** This question asks students to read the statistics stated in paragraph 1 literally and accurately—distinguishing those numbers from other figures elsewhere in the article.

### Question 2

A social media post includes the following message: 「日本のマンガを字幕なしで読みたいですか。オンラインでN4の文法を一緒に勉強しましょう！」 Based on the content and tone, who is the most likely intended audience for this message?

- (A) Japanese language learners interested in pop culture
- (B) Native Japanese speakers studying foreign languages
- (C) Japanese language teachers looking for new materials
- (D) International students applying to Japanese universities

**Answer: (A)** Saying they want to read manga without subtitles (字幕なし) and study N4 grammar shows the flyer is aimed at foreign learners motivated by Japanese media.

### Question 3

A community center bulletin board in São Paulo, Brazil, displays a flyer stating: 「今週末のフェスタで、おじいちゃんやおばあちゃんと日本語で話してみませんか。継承語のクラスの申し込みはこちら。」 Who is the specific intended audience for this flyer?

- (A) Younger generations of Japanese descent living in Brazil
- (B) Elderly Japanese immigrants seeking Portuguese lessons
- (C) Brazilian tourists planning to visit Japan for a vacation
- (D) Japanese expatriates working temporarily in South America

**Answer: (A)** References to São Paulo, おじいちゃんやおばあちゃん, and 継承語 show the flyer targets Nikkei youth who want to communicate with immigrant grandparents.

### Question 4

An advertisement in a Southeast Asian business magazine reads: 「日系企業でのキャリアアップを目指す方へ。ビジネス敬語とN1対策の特別セミナーを開催します。」 Which group is the primary intended audience for this advertisement?

- (A) Local professionals seeking employment at Japanese companies
- (B) Japanese corporate executives relocating to Southeast Asia
- (C) High school students preparing for university entrance exams
- (D) Tourists looking to learn basic Japanese for their travels

**Answer: (A)** Mentions of 日系企業でのキャリアアップ, ビジネス敬語, and N1 prep indicate the audience is advanced non-native professionals seeking workplace improvement.

### Question 5

An official email newsletter contains the following announcement: 「海外の教育機関で教鞭をとる皆様へ。新しい『まるごと』の指導法ワークショップの参加者を募集しています。」 Based on the text, who is the intended audience for this newsletter?

- (A) Japanese language instructors teaching outside of Japan
- (B) Foreign exchange students currently studying in Japan
- (C) Government officials developing new educational policies
- (D) Authors writing textbooks for Japanese elementary schools

**Answer: (A)** The opening line addresses teachers at overseas institutions and mentions a 指導法ワークショップ, making the audience clearly educators.

### Question 6

A brochure found at an international airport includes the text: 「和食、温泉、そして伝統文化。あなたの知らないクールジャパンを体験するツアーに今すぐ予約を！」 Who is the most likely intended audience for this promotional brochure?

- (A) International tourists interested in experiencing Japanese culture
- (B) Japanese citizens planning domestic travel during their holidays
- (C) Restaurant owners looking to import traditional Japanese foods
- (D) Academic researchers studying the history of Japanese hot springs

**Answer: (A)** Listing Washoku, onsen, and Cool Japan alongside a "book now" call shows the brochure promotes tours to foreign visitors seeking cultural experiences.

### Question 7

A university website features a page with the following heading: 「日本留学試験（EJU）で高得点を目指す皆さんへ：理系科目の日本語サポートプログラム」 Who is the specific intended audience for this webpage?

- (A) International students planning to study science in Japan
- (B) Japanese high school students preparing for science exams
- (C) Foreign researchers publishing science papers in Japanese
- (D) Japanese university professors teaching science in English

**Answer: (A)** Mentioning the EJU and 理系科目 identifies the audience as international students preparing for STEM entrance to Japanese universities.

### Question 8

A flyer on a university campus reads: 「日本語のネイティブスピーカーと会話の練習をしませんか。毎週金曜日のカフェで、言語交換のパートナーを見つけましょう！」 Based on the synthesized meaning, who is the intended audience?

- (A) Non-native students wanting to practice speaking Japanese
- (B) Native Japanese students looking for part-time cafe jobs
- (C) Language teachers seeking new conversational textbooks
- (D) Local cafe owners wanting to attract international students

**Answer: (A)** Inviting people to practice conversation with a native Japanese speaker indicates the event is for non-native speakers who want to improve their speaking skills.

### Question 9

A government document states: 「外国人材の受け入れ拡大に伴い、地域社会における『生活者としての外国人』に対する日本語教育の体制整備が急務である。」 Who is the primary intended audience for this formal document?

- (A) Policymakers and local government officials in Japan
- (B) Foreign workers seeking employment in Japanese cities
- (C) International tourists visiting rural areas of Japan
- (D) Japanese language learners preparing for proficiency tests

**Answer: (A)** The formal language about 体制整備 and 急務 and building a Japanese education framework for foreign residents points to administrators and policymakers.

### Question 10

Read the following statement from a Brazilian student of Japanese descent discussing their heritage language experience: 「子どもの時、毎週末、両親に日本語学校に行かされました。」 What does this statement indicate about the student's experience?

- (A) The student was forced to attend a Japanese school by their parents.
- (B) The student willingly asked their parents to attend a Japanese school.
- (C) The student's parents were forced to attend a Japanese school with them.
- (D) The student's parents willingly attended a Japanese school with them.

**Answer: (A)** The causative-passive 行かされました shows the speaker was forced to go, indicating they lacked agency—typical when children are made to study a heritage language.

## Review the Unit

- [2.1 Customs and Celebrations | 習慣と祝祭](/ap-japanese/unit-2/customs-and-celebrations/study-guide/En9gx7KNyAK33rQuk79N)
- [2.2 Linguistics | 言語学](/ap-japanese/unit-2/linguistics/study-guide/ZTnGmZGLeGurGgSTxeMT)
- [2.3 Japanese in the World | 世界の中の日本語](/ap-japanese/unit-2/japanese-in-the-world/study-guide/WRaxJVstIp02ztHVIf7A)

## Other Unit Tests

- [Unit 1: Families and Communities](/ap-japanese/unit-test/1)
- [Unit 3: Art and Creativity](/ap-japanese/unit-test/3)
- [Unit 4: Science and Technology](/ap-japanese/unit-test/4)
- [Unit 5: Contemporary Life](/ap-japanese/unit-test/5)
- [Unit 6: Global Contexts](/ap-japanese/unit-test/6)

## About This Document

Canonical Fiveable pages are available as Markdown at the same path plus `.md`.

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- [llms-full.txt](https://fiveable.me/llms-full.txt): complete subject and unit listing
- [MCP server](https://fiveable.me/mcp): call Fiveable as tools instead of fetching pages (`https://fiveable.me/api/mcp`)
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