Orthoepic Competence Descriptors in Japanese Language Education: CEFR Levels B1 to C2

Hideaki ITO

doi:10.4312/ala.10.1.49-66

Authors

Hideaki ITO University of Tsukuba https://orcid.org/0000-0001-5172-8315

DOI:

https://doi.org/10.4312/ala.10.1.49-66

Keywords:

orthoepic competence, letter knowledge, CEFR, co-occurrence relations

Abstract

The Council of Europe’s 2001 Common European Framework of Reference for Languages (CEFR) has shown rapid global adoption, and now includes Japanese language education though it primarily aimed at alphabetically transcribed languages. It basically acknowledges that orthoepic competence relates to comprehension of characters yet does not indicate descriptors. Descriptors examining A1 and A2 levels, using altered techniques, have already been set. In this paper, I re-examine descriptors for levels B1 to C2, which have not yet been attempted, and combine them with the results for levels A1 and A2 to present descriptors for levels A1 to C2 in overall.

Downloads

Download data is not yet available.

References

Bellassen, J., & L. Zhang. (2008). Ou zhou yu yan gong tong can kao kuang jia xin li nian duihan yu jiao xue de qi shi yu tui dong– chu yu jue ze guan tou de han yu jiao xue [The CEFR: New concept and its implications and impetus – Chinese language teaching at its critical moment]. Shi jie han yu jiao xue [Chinese Teaching in the World], 85, 58–73.

Chéng, Y. (2017). Chūka sekai ni okeru CEFR no juyō to bunmyakuka [The introduction and contextualization of CEFR in the Chinese speaking world]. Tokyo, Japan: Coco Publishing.

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.

Higuchi, K. (2014). Shakaichōsa no tameno keiryō tekisuto bunseki—naiyō bunseki no keishō to hatten o mezashite [Quantitative textual analysis for social surveys: Aiming for the succession and development of content analysis]. Sapporo, Japan: Nakanishiya Publishing.

Ito, H. (2017). Kakuchō seichika no tameno dokuji nōryoku kijutsubun shian sakusei -CEFR/JFS no gengo kōzōteki nōryoku o sankō ni- [Devising tentative descriptors of orthoepic competence for extension and refinement: With reference to CEFR/JFS linguistic competence]. Nihongo kyōiku [Journal of Japanese Language Teaching], 168, 55–62.

Ito, H. (2019a). Dokuji nōryoku no hyōka shakudo no saikō- “kiso dankai no gengo shiyōsha” ni chūmoku shite- [Reconsidering can-do descriptors for orthoepic competence with a focus on the CEFR’s “Basic Language User]. Kiso kyōiku hoshōgaku kenkyū [The Journal of the JASBEL], 3, 72–86.

Ito, H. (2019b). CEFR no juyōteki katsudō dewa naniga jûshi sareteirunoka- shikakutekina juyōteki katsudō no kaku reberu no bunseki- [What is important in receptive activities of CEFR? An analysis of visual receptive activities for different levels]. Nihongo kyōiku [Journal of Japanese Language Teaching], 173, 69–76.

Kumano, N., Ito, H., & Hachisuka, M. (2013). JFS/CEFR ni motozuku JFS nihongo kōza reberu nintei shiken (A1) no kaihatsu [Level certification test (A1) development for JFS Japanese-language courses based on JFS/CEFR]. Kokusai kōryū kikin nihongo kyōiku kiyō [The Japan Foundation Japanese-Language Education Bulletin], 9, 73–88.

Länsisalmi, R. (2012). Conquering the world with “cutting-edge curricula”: Global Citizens learning East Asian Languages. In D. Smakman & L. Willemsen (Ed.), Proceedings of the 2012 “Van Schools tot Scriptie” Colloquium (pp. 99-111). Leiden, Netherlands: University Library, Leiden University.

Majima, J. (2018). CEFR no kokunaigai no nihongo kyōiku eno inpakuto [The domestic and international impact of CEFR on Japanese language education]. In H. Sensui (Ed.), Kotoba o oshieru kotoba o manabu fukugengo fukubunka yōroppa gengo kyōtsū sanshōwaku [Teaching language, learning language: Language education and the Common Framework of Reference for Languages for a multi-lingual, multi-cultural Europe (CEFR)] (pp. 249–274). Shiga, Japan: Kōrosha.

Meyer, F. (2010, August). Some considerations on the new HSK. Does it help spreading Chinese as a foreign language (CFL)? Paper presented at the 16th Meeting on Chinese as a Foreign Language. Zürich, Switzerland: University of Zürich.

North, B. (2014). The CEFR in Practice. Cambridge, UK: Cambridge University Press.

Shigemori Bučar, C., Ryu, H., Moritoki Škof, N., Hmeljak Sangawa, K. (2014). The CEFR and teaching Japanese as a foreign language. Linguistica, 54 (1), 455-469. https://doi.org/10.4312/linguistica.54.1.455-469 DOI: https://doi.org/10.4312/linguistica.54.1.455-469

Ushizawa, K. (2018). Yatte miyō tekisuto mainingu jiyū kaitō ankēto no bunseki ni chōsen! [Let’s try text mining: Learn free answer questionnaire analysis!] Fukuoka, Japan: Asakura Shoten.