著者

高田 智子

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.23, pp.73-87, 2012-03

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The CEFR-J, a framework of reference for Japanese EFL learners based on the CEFR (Common European Framework of Reference for Languages), was publicized in the form of a temporary version in 2010 (Tono, 2010). The next research phase is two-fold: the validation of the can-do descriptors and the exploration of the possibility of its implementation. The present study focuses on the latter, estimating the readiness for the implementation of the CEFR-J in junior high schools (JHSs) in Japan. A survey was conducted to examine whether the 30 language tasks stated as Al descriptors in the CEFR-J were experienced by 447 JHS students. The results show that over 50% of the participants said that they had experienced 28 out of 30 activities, suggesting that the current pedagogical practice in JHSs is relatively compatible with the learner-centered, action-oriented approach, which is one of the tenets of the CEFR. On the other hand, results also revealed that a few language tasks students actually did in class were not perceived as having been experienced, suggesting that raising students' awareness as language users may be one of the key issues in the integration of the educational philosophy of the CEFR.