著者

吉島,茂

出版者

大学英語教育学会関東支部(紀要編集委員会)

雑誌

JACET関東支部紀要

巻号頁・発行日

no.1, 2014-03-31

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When we import something from one culture to another, there is a tendency to focus on single parts rather than the whole. These parts are usually the visible, formal ones, while the enabling background social factors are often ignored. When considering the CEFR we need to analyze the societal factors behind the CEFR and compare these with the social context in Japan in order to find the optimal conditions to implement those concepts we would like to adopt. Within the context of the CEFR, the issues that have attracted the most attention are Can-do Statements and the European Language Portfolio. This Can-do Statement method of evaluation is not an innovative one, as it has been already implemented in fields, such as the world of diplomacy, where actual, practical language competences are desired. If the sole function of measuring competences is selecting and categorizing citizens, then this method is not necessary, as evaluators are already comfortable with traditional methods of evaluation. The need to adopt this method of evaluation in Europe can explained through social developments there. In my paper I will analyze this background and consider to what extent we Japanese share these developments or preconditions. I will do so from the perspectives of the knowledge society, lifelong learning, population mobility, and supported by some pedagogical/educational considerations including the quatre savors concepts.