9.1 Task-Based Comprehension (課題理解 - Mondai 1)
Key Takeaways
- Mondai 1 comprises approximately 8 questions testing task-based problem solving where the listener must determine the immediate next physical action a specific speaker will take.
- The standard 4-step listening structure follows a strict audio timeline: prompt question -> multi-turn dialogue -> repetition of the prompt question -> 5-second silence for final bubbling.
- Distractors are systematically engineered using four discard categories: actions already completed, actions delegated to the conversational partner, actions postponed until later, and cancelled proposals.
- Deploying a structured 2-column shorthand note-taking grid with symbols (○, ✗, 男, 女, 済, 後, 先) prevents cognitive overload during dense multi-step action sequences.
- Decisive chronological markers like まず (first), 先に (ahead), その前に (before that), and ～てから (after doing) provide definitive signposts for the immediate priority action.
Task-Based Comprehension (課題理解 - Mondai 1)
Core Principle: In JLPT N4 Listening Section 3, 問題1 (Task-Based Comprehension / 課題理解) evaluates your ability to listen to natural daily conversations, extract practical instructions or cooperative decisions, and identify the precise immediate next action (直後の行動) a target speaker must perform. Success on Mondai 1 does not require memorizing every conversational nuance; rather, it demands executing an active filtering process that tracks chronological markers and eliminates discarded or delegated tasks in real time.
1. Official Architecture & The 4-Step Audio Timeline
Mondai 1 contains approximately 8 questions, representing nearly 40% of the entire Listening section. In your test booklet, you will see either four printed text options (in Japanese) or four illustrations/diagrams (such as schedules, maps, or item layouts).
Every Mondai 1 question adheres strictly to an unvarying 4-step chronological timeline:
┌────────────────────────────────────────────────────────────────────────┐
│ Mondai 1 Standard Audio Timeline │
├─────────────────┬───────────────────┬─────────────────┬────────────────┤
│ Step 1: Prompt │ Step 2: Dialogue │ Step 3: Question│ Step 4: Final │
│ & Question │ (25–35 sec) │ Repetition │ Bubbling │
│ (Situation + Q) │ (Natural Speech) │ (Exact Re-read) │ (4–5 sec pause)│
└─────────────────┴───────────────────┴─────────────────┴────────────────┘
Detailed Breakdown of the 4 Steps
-
Step 1 — Initial Situation & Target Question (状況説明と質問):
- The announcer introduces the scenario and asks the core question before the dialogue begins.
- Example Spoken Audio: 「男の人と女の人が話しています。女の人はこの後、まず何をしますか。」 (A man and a woman are talking. What will the woman do first after this?)
- Candidate Action: Immediately identify the target person (女の人 vs. 男の人) and the target condition (まず / すぐ / 明日).
-
Step 2 — Conversational Dialogue (会話の展開):
- A multi-turn dialogue between two speakers (or occasionally a public announcement) lasting approximately 25 to 35 seconds (~100 to 140 Japanese words).
- Multiple potential tasks are introduced, negotiated, reassigned, or chronologically arranged.
-
Step 3 — Repetition of the Target Question (質問の再読):
- The announcer re-reads the exact same question heard in Step 1.
- Example Spoken Audio: 「女の人はこの後、まず何をしますか。」
-
Step 4 — Final Answer Selection & Marking (解答とマーク):
- A brief 4-to-5 second chime pause occurs before the audio track advances to the next question. You must mark your OMR bubble sheet immediately during this interval.
2. The Five Core Action Target Patterns in Mondai 1
Nearly every question in Mondai 1 falls into one of five recurring task categories. Recognizing the structural formula of each archetype allows you to anticipate the logical path of the conversation.
| Pattern Type | Typical Prompt Formulation | Core Cognitive Objective |
|---|---|---|
| 1. Immediate First Action | 女の人/男の人はこの後、まず何をしますか。 | Isolate the exact starting action among 3–4 sequential steps discussed. |
| 2. Division of Labor | 男の人はどの仕事を担当しますか。 | Differentiate tasks performed by Speaker A versus tasks delegated to Speaker B. |
| 3. Preparation Sequence | 会議の前に、何を準備しておきますか。 | Identify prerequisite actions required before a specific event occurs. |
| 4. Choice & Order Modification | 女の人はどのチケット/商品を注文しますか。 | Track changes in preferences caused by pricing, availability, or timing constraints. |
| 5. Communication Next Step | この後、誰に/どこに連絡しますか。 | Determine who receives an email, phone call, or verbal message first. |
3. Distractor Mechanics & Real-Time Elimination Protocols
JLPT test designers do not create distractors randomly. In Mondai 1, the four choices printed in your booklet typically represent every single action mentioned in the dialogue. The test checks whether you can accurately map who does what and in what chronological order.
The Four Discard Categories
┌────────────────────────────────────────────────────────────────────────┐
│ Mondai 1 Discard Categories │
├───────────────────┬────────────────────────────────────────────────────┤
│ 1. Already Done │ Mentioned as complete (もう～ました / さっき～た). │
│ 2. Partner's Task │ Performed by the other person (私がやる / ～さんに頼む). │
│ 3. Postponed Task │ Explicitly delayed (後で / 明日 / 終わってから). │
│ 4. Cancelled Task │ Proposed but rejected (やっぱりやめて / 必要ない). │
└───────────────────┴────────────────────────────────────────────────────┘
High-Frequency Distractor Traps & Verbal Cues
-
The "Already Finished" Trap (完了済みトラップ):
- Spoken Clue: 「あ、コピーならさっき私がやっておいたよ。」 (Oh, as for copies, I already made them earlier.)
- Mechanism: The listener hears the word "copy" (コピー) and is tempted to pick it. However, because it is already finished, it cannot be the next action.
-
The "I'll Handle That" Trap (相手の分担トラップ):
- Spoken Clue: 「部屋の準備は私がやっておくから、田中さんは先生に電話してくれる？」 (I'll prepare the room, so Tanaka-san, could you call the teacher?)
- Mechanism: If the question asks what Tanaka-san (the listener) will do, "room preparation" is eliminated because the first speaker claimed it.
-
The "Do That Later" Trap (後回しトラップ):
- Spoken Clue: 「それは会議が終わってからでいいよ。まずは資料を配ろう。」 (You can do that after the meeting ends. First, let's hand out the handouts.)
- Mechanism: Actions scheduled for later (後で, 明日, 終わってから) are valid future tasks, but they are incorrect for questions specifying まず (first).
-
The "Revision / Cancellation" Trap (変更・キャンセル):
- Spoken Clue: 「最初は本屋に行こうと思ったけど、やっぱり先に銀行へ寄るわ。」 (I thought I'd go to the bookstore first, but I'll actually drop by the bank first.)
- Mechanism: Initial statements (最初は...と思った) are discarded when a pivot (やっぱり / でも) introduces the revised reality.
4. Structured Shorthand Note-Taking System (聴解メモ術)
Because working memory is limited, relying purely on mental recall under test conditions leads to fatigue and careless errors. Developing a rapid, structured note-taking system in the blank margins of your test booklet is essential.
The 2-Column Note-Taking Grid
Before or during Step 1, split your margin into two simple columns or annotate directly next to the printed choices (1, 2, 3, 4):
SAMPLE MARGIN NOTE-TAKING TEMPLATE:
Question: 女・まず？ (Woman - First?)
────────────────────────────────────────
[1] 資料コピー → ✗ (男がやった - Man did it)
[2] 部屋の掃除 → 後 (会議の後 - After meeting)
[3] お茶の用意 → ○ (今すぐ！ - Right now!)
[4] 先生に電話 → ✗ (不要になった - Cancelled)
────────────────────────────────────────
Result: Select Choice 3
Standard Shorthand Symbol Glossary
| Symbol | Japanese Meaning | Shorthand Usage |
|---|---|---|
| ○ | 正解 / 実行する | Confirmed target action to be executed immediately. |
| ✗ | やらない / 却下 | Discarded, cancelled, or unneeded proposal. |
| 男 / 女 | 話者の担当 | Assigns responsibility to the male or female speaker. |
| 済 | 完了済み | Already finished prior to the conversation (もう終わった). |
| 後 | 後回し | Scheduled for later (後で, 明日, 後ほど). |
| 先 / まず | 最優先 | Immediate first priority (先に, まず, その前に). |
| → | 順序・移行 | Indicates sequential transition (AをしてからB). |
5. Authentic Dialogue Transcripts & Step-by-Step Case Studies
To see these principles in action, examine three authentic N4 listening scenarios with full transcripts, situational analyses, and note-taking breakdowns.
Case Study 1: Office Preparation Logistics
Spoken Prompt (Step 1)
音声: 会社で男の人と女の人が話しています。女の人はこの後、まず何をしますか。 (In an office, a man and a woman are talking. What will the woman do first after this?)
Spoken Dialogue (Step 2)
男: 田中さん、午後の会議の準備だけど、手伝ってくれる？ 女: はい、何をしましょうか。 男: まず、会議室の机と椅子を並べてほしいんだけど……あ、それはさっき佐藤君がやってくれたんだった。 女: じゃあ、参加者に配る資料をコピーしましょうか。 男: 資料のコピーは僕がやっておくよ。それより、部長に会議の時間が一時半に変更になったことをメールで伝えてもらえる？そのあとで、お茶を準備して会議室に運んでほしいんだ。 女: わかりました。すぐメールを送りますね。
Spoken Question Repetition (Step 3)
音声: 女の人はこの後、まず何をしますか。
Printed Options in Booklet
- 机と椅子を並べる (Arrange tables and chairs)
- 資料をコピーする (Copy the documents)
- 部長にメールを送る (Send an email to the department manager)
- お茶を準備する (Prepare tea)
Step-by-Step Resolution Analysis
- Target Person: 女の人 (The woman).
- Target Constraint: まず (First action to do immediately).
- Evaluating Option 1 (机と椅子を並べる): The man initially considers asking for this, but corrects himself: 「さっき佐藤君がやってくれたんだった」 (Sato-kun already did it earlier). Eliminated (Already Done).
- Evaluating Option 2 (資料をコピーする): The woman offers to make copies, but the man says: 「僕がやっておくよ」 (I will handle that). Eliminated (Partner's Task).
- Evaluating Option 3 (部長にメールを送る): The man asks her: 「それより、部長に...メールで伝えてもらえる？」 (Rather than that, could you notify the manager by email?). The woman agrees: 「すぐメールを送りますね」 (I will send the email right away). Confirmed as First Priority.
- Evaluating Option 4 (お茶を準備する): The man states: 「そのあとで、お茶を準備して...」 (After that, prepare the tea). Eliminated (Postponed Task).
- Correct Answer: The third option (部長にメールを送る).
Case Study 2: Travel & Packing Logistics
Spoken Prompt (Step 1)
音声: 大学で男の学生と女の学生が話しています。男の学生は今日、家に帰ってからまず何をしますか。 (At university, a male student and a female student are talking. What will the male student do first after returning home today?)
Spoken Dialogue (Step 2)
女: 明日からのゼミ合宿、準備はもうできた？ 男: うーん、新幹線の切符はネットで予約したし、着替えもカバンに入れたよ。 女: 発表で使うプレゼンのスライドは？先生に確認してもらった？ 男: あ、まだ直していなかった！先生からコメントをもらったから、修正しなくちゃ。 女: ホテルの予約確認書も印刷して持ってきてね。 男: わかった。でも、プリンターを使う前にスライドの修正を終わらせて先生に送信しなきゃ。確認書の印刷は寝る前にやるよ。 女: じゃあ、忘れずにね。
Spoken Question Repetition (Step 3)
音声: 男の学生は今日、家に帰ってからまず何をしますか。
Printed Options in Booklet
- 新幹線の切符を買う (Buy bullet train tickets)
- スライドを修正する (Revise the presentation slides)
- 確認書を印刷する (Print the reservation confirmation)
- 荷物をカバンに入れる (Pack luggage into bag)
Step-by-Step Resolution Analysis
- Target Person: 男の学生 (The male student).
- Target Constraint: 家に帰ってからまず (First thing after returning home).
- Evaluating Options 1 & 4: The male student confirms: 「切符はネットで予約したし、着替えもカバンに入れた」 (Tickets already booked, clothes already in bag). Eliminated (Already Done).
- Evaluating Option 3: The female student asks for the confirmation sheet, but the male student says: 「プリンターを使う前にスライドの修正を終わらせて...確認書の印刷は寝る前にやるよ」 (Before using the printer, I must finish the slide revisions... I'll print the confirmation before sleeping). Eliminated (Postponed Task).
- Evaluating Option 2: Modifying the slides must be done before anything else: 「プリンターを使う前にスライドの修正を終わらせて先生に送信しなきゃ」. Confirmed as Immediate Priority.
- Correct Answer: The second option (スライドを修正する).
6. High-Frequency Chronological Signposts Checklist
Master these essential listening discourse markers to immediately identify task sequencing:
| Discourse Marker | Reading | English Meaning | Chronological Function |
|---|---|---|---|
| まず | まず | First of all / To begin with | Flags the primary starting task. |
| 先に | さきに | Ahead / Beforehand | Marks an action that takes precedence over others. |
| その前に | そのまえに | Before doing that | Reverses an expected order to prioritize an urgent prerequisite. |
| ～てから | ～てから | After doing [X] | Establishes strict temporal dependency: [Action A] てから [Action B]. |
| ～ておく | ～ておく | Do in advance / For future use | Indicates preparatory action needed ahead of an event. |
| ～てしまう | ～てしまう | Finish completely | Emphasizes completing a task before moving to the next. |
| 次に | つぎに | Next / Subsequently | Marks the second step in a sequential chain. |
| 後で / 後ほど | あとで / のちほど | Later / Afterward | Flags tasks to eliminate when looking for immediate actions. |
| ついでに | ついでに | While at it / In passing | Introduces a secondary task done alongside the primary task. |
In a JLPT N4 Listening Mondai 1 problem, the announcer asks: 「女の人はこの後、まず何をしますか。」 During the dialogue, the man says: 「資料のコピーならさっき僕がやっておいたよ。それより部屋の掃除をお願いできる？」 How should the listener evaluate the action of copying documents (資料のコピー)?
During a Mondai 1 dialogue, a student is organizing study tasks and says: 「レポートを書く前に、図書館に行って本を返してこよう。漢字の練習は夜寝る前にやるつもりだ。」 What will the student do first?
Which of the following shorthand note-taking strategies is most effective for preventing information overload during a multi-step Mondai 1 action dialogue?
In Mondai 1, two colleagues discuss preparations for tomorrow's seminar. The woman says: 「アンケート用紙は私が印刷しておきます。田中さんは受付の看板を作ってください。」 The man replies: 「わかりました。あ、看板を作る前に、会場の鍵を事務室へ取りに行きますね。」 What will the man do first?