Designs for the Application of the CEFR-J in Junior High School in Japan
211M039 R. K.
The purpose of this study is to examine the structure and function of the Can-do List through an analysis of researches on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (hereafter CEFR), and to explore the potentiality of the Japanese version of the CEFR (hereafter CEFR-J) for the application to English language education in Japan.
The CEFR was published in 2001 by the Council of Europe to overcome various issues occurring under globalization. One of the purposes of the CEFR is to promote mutual understanding among educational institutions in different countries by providing the common reference levels on language proficiency. In addition, the CEFR urges teachers and learners to consolidate and co-ordinate their accomplishments.
The CEFR-J was formally shown in 2012 as the Japanese version of the CEFR. The CEFR-J to be reinforced by empirical data based on SLA research will help Japanese teachers and learners of English because it clarifies a procedure of language teaching or learning from the viewpoint of language use. By utilizing the CEFR-J, teachers may be able to reconsider the Drill Method and the Grammar Translation Method which are still widely used in Japan. Students may be able to develop their communicative competences, and build up their confidence in communicating in English through the experiences of language use.
Chapter 1 gives a brief introduction to the historical background and purposes of the CEFR. This chapter also mentions some examples of introduction of the CEFR in Japan. The chapter clarifies the need to learn foreign languages as far as people continue to live in Europe.
In Chapter 2, the structure of the CEFR, the systems on Six Levels of language learners and Global Scale are described. The CEFR has the feature of flexibility. Depending on various uses or situations, educational institutions can arrange the form of the Six Levels and Global Scale.
Chapter 3 describes the nature of the CEFR from the viewpoints of Sociocultural Approach and Learner Autonomy. The Council of Europe has intended to build scaffoldings to foster learners’ autonomy because globalization demands that people should exert their autonomy in various aspects of life.
In Chapter 4, the utility of the Can-do List is discussed in order for teachers and students to develop and improve their teaching or learning methods. The assessment and application by users lead to the reinforcement or modification of their own competence. This chapter explains that learning cannot be completed only by teachers’ subjective judgment and iterative learning for consolidating learning materials.
Chapter 5 indicates the issues of the CEFR from the viewpoints of precaution and implementation. Although the CEFR has a positive impact on education sectors, pedagogists and teachers who are engaged in Language Education, the CEFR itself has also been criticized. By developing an awareness of the issues of the CEFR, Japanese teachers of English can gain appropriate support from the CEFR.
Chapter 6 suggests the introduction of the CEFR-J and its potentiality for the application to English language education in Japan. This chapter may give some hints on assessment, objectivity and validity of the framework through the examination of the CEFR-J.