JF Standard for Japanese-Language Education
Guidebook for Users [New Edition]

JF Standard for Japanese-Language Education
Guidebook for Users [New Edition]

Table of Contents
Introduction

1

Chapter 1 Background Information
1.1 JF Standard for Japanese-Language Education........................................................................ 5
1.2 Understanding the JF Standard Tree......................................................................................... 7
1.3 Understanding the Six Levels of Language Proficiency............................................................ 12
1.4 Understanding the Can-do Concept....................................................................................... 14
1.5 Understanding the Portfolio..................................................................................................... 25

Chapter 2 Putting It Into Practice
2.1 Designing a Course................................................................................................................. 39(1) Considering course principles and objectives..................................................................... 40(2) Considering learning contents in line with the objectives..................................................... 41(3) Considering assessment of learning achievements ............................................................ 44
2.2 Applying Can-dos to Course Design....................................................................................... 49(1) Creating a learning objective list and self-assessment checklist.......................................... 49(2) Creating assessment standards and assessment sheets to assess
speaking proficiency.......................................................................................................... 55

Reference Materials
1. CEFR Common Reference Level: Self-Assessment Grid............................................................. 68
2. List of Categories for Language Competences and Language Activities...................................... 70
3. List of Characteristics for Each Can-do Level.............................................................................. 72
4. List of Competence Can-dos...................................................................................................... 78
5. Common Reference Levels: Qualitative Aspects of Spoken Language Use................................. 83
References ..................................................................................................................................... 84[Disclaimer regarding the use of the JF Standard]• The Japan Foundation is committed to ensuring the accuracy of the content of the JF Standard. Furthermore, the JapanFoundation has taken much care in the creation of different kinds of content, such as text, photographs and illustrations that areincluded in the JF Standard. However, please be aware that the Japan Foundation does not guarantee the completeness of thecontent.
• When using the JF Standard for course design, curriculum writing, creation and implementation of tests, please be awarethat the Japan Foundation and the Council of Europe do not bear any responsibility over their accuracy and efficacy. The
responsibility lies solely with the implementing entities.

Introduction

Against the backdrop of the diversification of values and increase of interpersonal contact in modern society,mutual understanding is becoming more and more important. We believe two competences are required inorder to achieve mutual understanding through language: competence in accomplishing tasks, which involves
what a person can do using language, and competence in intercultural understanding, which involves increasing
understanding of and respect for other cultures through encounters with various cultures.
The JF Standard is primarily focused on the competence that involves what a person can do using Japanese,and presents levels of Japanese-language proficiency. It also highlights the importance of recording andpreserving each learner’s learning process so that they may reflect on it. By using the same framework to
describe language proficiency in a wide variety of Japanese-language teaching and learning contexts, learners
and teachers of the Japanese language around the world can see the level at which they are learning or teaching,wherever they are in the world. In addition, by assessing the learners’ level of proficiency and reflecting on therecords of their linguistic and cultural experiences, their competences in accomplishing tasks and intercultural
understanding can be developed and assessed. If learners move to different places for college, study abroad
programs, or employment, they can communicate their learning achievements and proficiency accurately. The‘JF Standard for Japanese-Language Education, Guidebook for Users [New Edition]’ was created with a view
to supporting such educational practices.
The development of the JF Standard began with a reexamination of the numerous research findings and educational
practices accumulated over the years. Since then, we have received a great deal of advice and cooperation fromJapanese-language education experts and institutions inside and outside the Japan Foundation, and appliedthese in Japanese-language teaching and learning contexts. We would like to express our heartfelt gratitude for
their kind support. Going forward, we aim to enhance the content and improve the user-friendliness of the JF
Standard based on the feedback received from a broad range of users around the world.
Against the backdrop of a rapidly globalising world, we sincerely hope that by providing, through the JF Standard,
a common framework not only for learners and teachers of the Japanese language, but also for all people whoare interested in communicating in Japanese, Japanese will become an easier language to learn and teach.
Furthermore, through making the usefulness of the JF Standard clearer, we also hope to contribute to thefurther development of Japanese-language education and the promotion of international mutual understanding.

The Japan Foundation

1

Introduction

This is a guidebook for users of the JF Standard for Japanese-Language Education (hereafter referred to as
the ‘JF Standard’) published by the Japan Foundation since 2010 based on the principle of ‘Japanese formutual understanding’. In promoting the Japanese language overseas, the Japan Foundation aims to achieve
greater internationalisation of the Japanese language, and to that end, has worked toward developing various
resources to support Japanese-language education. The JF Standard plays a central role in the developmentof such resources.

Chapter 1

Background Information

Chapter1
1.1

Background Information

JF Standard for Japanese-Language Education

1.1.1 What does a ‘standard’ for language education entail?

1.1.2 European initiatives that served as a reference when developing the JF Standard
The Japan Foundation (hereafter referred to as ‘JF’) developed the JF Standard based on the concepts that
underpin the CEFR, which serves as the basis of language education in Europe. CEFR stands for Common
European Framework of Reference for Languages: Learning, Teaching, Assessment, and presents a framework
shared by language education and learning institutions in Europe.

1.1.3 The JF Standard and ‘Japanese for mutual understanding’
The JF developed the JF Standard based on the principle of ‘Japanese for mutual understanding’, with theaim of positioning the Japanese language as one of many languages within a society where people of different
cultures have to live alongside one another.
‘Japanese for mutual understanding’ has the following four characteristics.

(1) Considering communication as concerted action
Concerted action takes place when the sender and recipient of communications use the Japanese language
to perform a specific task jointly in a certain area or place. The competence necessary for performing this task
jointly is called the ‘competence in accomplishing tasks’. Competence in accomplishing tasks is a concept thatcovers not only knowledge of the Japanese language, but also encompasses a wide range of competences
focused on the language behaviour involved in doing something using the Japanese language.

(2) Areas or places where concerted action takes place
In areas or places where language users perform communicative tasks, they choose to use the Japanese
language from among a wide range of options, such as various languages and their dialects.

(3) Encouraging communication among Japanese-language users regardless of nationality andrace
Such communication includes not only communication between native speakers and non-native speakers,
but also communication in the Japanese language among non-native speakers. Diverse use of the Japanese
language that is not based on an idealised model of the Japanese language spoken by native speakers, isconsidered in a positive light.

5

JF Standard for Japanese-Language Education

Since its publication in 2001, the CEFR has attracted attention not only in Europe, but also on a global scale,and has seen practical application with various languages. The development of the JF Standard was based on
the concepts that underpin the CEFR, and Japanese-language proficiency levels are addressed using a similar
approach.

1 Background Information

Here, ‘standard’ for language education is broadly defined as ‘a guidepost that provides some form of frameworkor guideline that is necessary for designing the environment for the teaching and learning of the language inquestion, in line with certain objectives and principles related to the teaching and promotion of the language’. In
this context, what is of importance is the idea that a ‘standard’ provides a framework or guideline for designing
the educational environment of a language, but is not mandatory and does not have any binding force.

(4) Through the study and use of ‘Japanese for mutual understanding’, learners gain
opportunities for exposure to languages and cultures that are different from their own
native tongue
In this way, learners are able to gain new viewpoints by considering multiple perspectives and looking at theirown cultures in a new light. The competence required to achieve this is called ‘competence in intercultural
understanding’.

1.1.4 The development of competences in accomplishing tasks and intercultural
understanding

1 Background Information

The competences in accomplishing tasks and intercultural understanding are two competences necessary
for learning ‘Japanese for mutual understanding’. Here, competence in intercultural understanding refers to
the ability of senders and recipients of communications in the Japanese language to coordinate and makeadjustments mutually in a flexible manner. The JF Standard believes that these competences can contribute to
the creation of a society rich in diversity and can enable us to gain a spirit rich in humanity.
As shown in Figure 1-1, the JF Standard does not perceive the development of the two competences—competence in accomplishing tasks and competence in intercultural understanding—as a straight line that
extends forward, but as a spiral that moves forward and backward. Furthermore, it considers that the twocompetences develop in a loosely intertwining relationship with each other.
Figure 1-1 View of the development of competences in accomplishing tasks
and intercultural understanding

JF Standard for Japanese-Language Education

Competence in accomplishing tasks
Competence in intercultural understanding

In particular, the important elements of the JF Standard are the JF Standard Tree and the six levels of language
proficiency, including the Can-do database for each level, which place the focus on the development of thecompetence in accomplishing tasks; and the portfolio, which is intended to foster competence in intercultural
understanding. These elements will be explained in greater detail on the following pages.

6

JF Standard for Japanese-Language Education

1.2

Guidebook for Users [New Edition]

Understanding the JF Standard Tree1

The JF Standard was developed with the principle of ‘Japanese for mutual understanding’ at its heart. To achieve
mutual understanding, it is necessary to have the following two competences: competence in accomplishingtasks and competence in intercultural understanding. The former considers what one can do using the Japanese
language and how one does it, and the latter considers how to increase one’s understanding of and respect forother cultures through encounters with various cultures.
Based on this idea, the relationship between the CEFR concepts of ‘communicative language competences’and ‘communicative language activities’ has been organised and expressed as a single tree as shown
below. The purpose of this is to facilitate educational practice that is aimed at improving learners’ competencein accomplishing tasks in various teaching and learning contexts. The diagram shown in Figure 1-2 is called the‘JF Standard Tree’.

1 Background Information

Figure 1-2 JF Standard Treeproductive
activities

strategies

interactive
activities

texts

Understanding the JF Standard Tree

receptive
activities

strategies
strategies

communicative
language
activities

communicative
languagecompetences
linguisticcompetences

sociolinguisticcompetences

pragmaticcompetences**

Communicative language competences are depicted as the roots of the tree, and they support communication
through language. The JF Standard Tree shows examples of the components of communicative language
competences. Communicative language activities have their foundation in communicative language
competences, and spread like the branches of the tree. Actual language use activities are widely varied, andexamples of the main communicative language activities are shown in the JF Standard Tree.
The components of communicative language competences and main communicative language activities
expressed by the individual roots and branches of the JF Standard Tree are described as ‘categories’. There
are 53 categories of communicative language competences and communicative language activities in total.
1 The concepts and structure of communicative language competences and communicative language activities are based on those set out
in the CEFR.

7

1.2.1 Communicative language competences (hereafter referred to as ‘language
competences’)
There are various ways of thinking about language competences. Based on the CEFR concept, language
competences in the JF Standard Tree are composed of the following three components: linguistic competences2,
sociolinguistic competences, and pragmatic competences3.

• Linguistic competences
Linguistic competences are competences related to elements such as vocabulary, grammar, phonology,
Japanese characters, and orthography. Language education has traditionally placed emphasis on thesecompetences. They comprise the following six areas of competences: lexical competence, grammaticalcompetence, semantic competence, phonological competence, orthographic competence and orthoepic
competence4.

1 Background Information• Sociolinguistic competences
Sociolinguistic competences are concerned with the appropriate use of language according to the relationshipwith the other party or situation, and in accordance with various rules.

• Pragmatic competences
Pragmatic competences are captured by two competences: discourse competence and functional competence.
Discourse competence is the ability to assemble and control discourse (conversations). Functional competenceis the ability to use language appropriately in communication based upon an understanding of the roles andobjectives of language use (for example, to report facts, to persuade others, etc.).

1.2.2 Communicative language activities (hereafter referred to as ‘language activities’)

Understanding the JF Standard Tree

When learning and using a language, language competences are expressed in the form of language activities
that take place in real-life situations where language is used. These activities are classified into receptive activities(hereafter referred to as ‘reception’) such as reading and listening, productive activities (hereafter referred toas ‘production’) such as a ‘long turn’ when speaking and when writing individually, and interactive activities(hereafter referred to as ‘interaction’) such as engaging in conversations and exchanging letters5. Examplesof the respective language activities of reception, production, and interaction have been classified into detailed
categories and presented in the JF Standard Tree.
There are also two language activities that are difficult to classify under reception, production, or interaction.
These are note-taking and summarising or transcribing of texts. These have been included as text-related
language activities (hereafter referred to as ‘texts’), as examples of language activities that involve both reception
and production.
Examples of communicative strategies (hereafter referred to as ‘strategies’), which facilitate the performanceof language activities through the effective use of language competences, are also shown for each of the three
categories of reception, production, and interaction. The role of strategies is to connect language competences
and language activities.

2 While ‘linguistic competences’ can be translated into various Japanese terms including ‘言語構造的能力’, ‘言語能力’ and ‘言語学的能力’, theJF Standard uses ‘言語構造的能力’.
3 While ‘pragmatic competences’ can be translated into various Japanese terms including ‘語用能力’, ‘語用論的能力’ and ‘言語運用能力’, theJF Standard uses ‘語用能力’.
4 Lexical range and reading ability are included as elements of linguistic competences, but there are no Can-do descriptions of thesecompetences for now.
5 In the CEFR, in addition to these three categories, there is a fourth category of mediation, which includes translation and interpretation
activities.

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JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

1.2.3 Applications of the JF Standard Tree
In different teaching and learning contexts, thinking about which part of the JF Standard Tree to set as thelearning objective helps to clarify educational goals and makes it easier to capture the needs and learningachievements of diverse learners. For example, it can help beginner learners of the Japanese language wholive overseas and have few opportunities to use the Japanese language to make progress with their learning,
while remaining aware of what they can or want to do using the Japanese language. Based on the needs andobjectives of the learners, there may also be situations where it is necessary to learn by focusing intensively ona section of the branches or roots.

Furthermore, when thinking about Japanese-language competences needed by university students studying
specialised disciplines in Japanese, for example, the JF Standard Tree can also be used to set out the concrete
language activities necessary for the target learners, and to set learning goals that are related to the language
competences supporting these activities.
Hence, we consider it important to apply the JF standard flexibly to suit the learning environment and needs ofdiverse learners in various teaching and learning contexts.

Moreover, when learners use language to communicate, they will have to accomplish tasks not only throughthe language-related competences set out in the JF Standard Tree, but also through a complex combinationof non-linguistic abilities, such as the various knowledge and skills they have acquired through their personal
experiences. In Japanese-language education, there is a need to handle these competences in a flexible mannersuited to the learning environment and the requirements of the learners in each teaching and learning context.

9

Understanding the JF Standard Tree

Note that the language competences and language activities shown as the branches and roots of the JF
Standard Tree are not intended to be exhaustive or cover all aspects of communication through language;
rather, they are examples aimed at making it easier to understand and cope in language education settings.
Corresponding to the needs and learning environment of each teaching and learning context, new branches
and roots may be added to create new categories, while branches and roots that are considered to be nolonger necessary may be removed.

1 Background Information

Among the learners, there may also be some who, despite acquiring separate competences and knowledge,
find it difficult to accomplish tasks through the complex combination of separate competences and knowledge
to suit the situation and context of language use. This is because they have not had sufficient opportunities to
use the Japanese language in real-life situations. In such cases, teachers can use the JF Standard Tree to checkthe competences and knowledge that learners have already acquired, come up with a concrete idea of thelanguage activities that they can carry out using these competences and knowledge, and create more practice
opportunities for the learners.

JF Standard for Japanese-Language Education
JF Standard Tree

Cat
com

1 Background Information

productive
activities

strategies

receptive
activities

interactive
activities

texts

strategies
strategies

communicative
language
activities

Understanding the JF Standard Treecommunicative
languagecompetences
linguisticcompetences

sociolinguisticcompetences

pragmaticcompetences

*
*

*1

About the category numbers of language competences and language activities
The category numbers of communicative language competences and communicative language activities in the JF Standard
Tree start from the branches, which represent language activities, and increase towards the roots of the tree, which represent
language competences. Also, the numbers enclosed in squares signify general or comprehensive activities or competences,while the numbers enclosed in circles stand for categories in which the activities and competences are further classified in moredetailed groups. (receptive activities: 1–11, productive activities: 12–19, interactive activities: 20–31, strategies: 32–38, texts: 39,
40 competences: 41–53)
The JF Standard presents sentences that describe the levels of Japanese-language proficiency as what the learner ‘can do’ inJapanese, which are classified in the abovementioned categories. Can-dos within each category are further divided into six levels.
‘*1 semantic competences’ and ‘*2 orthoepic competences,’ which are categorised as linguistic competences, are listed but
presently have no Can-do entries.

10

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

Categories for communicative language competences andcommunicative language activities
production
activities

strategies

1 Background Information

receptioninteraction

activities

activities

Understanding the JF Standard Treestrategies
strategies

texts

linguistic competences*1 意味的能力*2 読字能力
sociolinguistic competences

pragmatic competences
discourse competences

functional competences

turn-taking

11

1.3

Understanding the Six Levels of Language Proficiency

This section aims to deepen understanding about the Common Reference Levels of the CEFR, which havebeen adopted as a scale for measuring learners’ Japanese-language proficiency in the JF Standard.
The components of the language competences and the examples of the main language activities, shown oneach branch and root of the JF Standard Tree, are called categories. The JF Standard presents sentences that
describe levels of Japanese-language proficiency as what the learner ‘can do’ in Japanese, which are classified
according to the above-mentioned categories. The Can-dos within each category are further divided into six
levels in line with the CEFR.

1 Background Information

Language proficiency is broadly categorised into the three stages of ‘A: Basic User’, ‘B: Independent User’,and ‘C: Proficient User’. Each stage is further divided into two levels to make a total of six levels ( A1 , A2 , B1 ,B2 , C1 , and C2 ). These six levels, which serve as a scale for measuring language proficiency, are not spacedout at equal intervals from one another. Instead, the width of A2 , B1 , and B2 is greater than that of A1 , C1 ,and C2 respectively, so A2 , B1 , and B2 are sometimes divided further into A2.1/A2.2, B1.1/B1.2, and B2.1/
B2.2 to make a total of nine levels. Figure 1-3 applies the Can-do levels to show how the language activity ofdelivering a lecture or presentation changes across the different levels. The Can-do at each level helps us tounderstand the language proficiency at that level, and what learners can achieve at different levels.
Figure 1-3 The six Can-do levels

Understanding the Six Levels of Language Proficiency

Can read a very
short, rehearsed
statement − e.g. tointroduce a
speaker, propose atoast.

12

Can give a short,rehearsed, basicpresentation on afamiliar subject.

Can give a
preparedstraightforward
presentation on afamiliar topic
within his/her field.

Can give a clear,
preparedpresentation.

Can give a clear,well-structured
presentation of acomplex subject.

Can present acomplex topic
confidently andarticulately to an
audience unfamiliar
with it.

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

The ‘CEFR Common Reference Levels: global scale’ shown in the following figure is helpful when you wish
to grasp a general idea of what the six levels cover. Also, the CEFR’s self-assessment grid is helpful whenchecking the proficiency levels of learners (Reference Material 1).
Figure 1-4 CEFR Common Reference Levels: global scale
Can understand with ease virtually everything heard or read.
Can summarise information from different spoken and written sources, reconstructing
arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely, differentiating finer
shades of meaning even in more complex situations.
Can understand a wide range of demanding, longer texts, and recognise implicit meaning.

1 Background Information

Can express him/herself fluently and spontaneously without much obvious searching for
expressions.
Can use language flexibly and effectively for social, academic and professional purposes.
Can produce clear, well-structured, detailed text on complex subjects, showing controlled
use of organisational patterns, connectors and cohesive devices.
Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialisation.
Can interact with a degree of fluency and spontaneity that makes regular interaction withnative speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.

Understanding the Six Levels of Language Proficiency

Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc.
Can deal with most situations likely to arise whilst travelling in an area where the languageis spoken.
Can produce simple connected text on topics which are familiar or of personal interest.
Can describe experiences and events, dreams, hopes and ambitions and briefly givereasons and explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas of mostimmediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment).
Can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters.
Can describe in simple terms aspects of his/her background, immediate environment andmatters in areas of immediate need.
Can understand and use familiar everyday expressions and very basic phrases aimed at
the satisfaction of needs of a concrete type.
Can introduce him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she has.
Can interact in a simple way provided the other person talks slowly and clearly and isprepared to help.

13

1.4

Understanding the Can-do ConceptCan-dos are sentences that describe levels of Japanese-language proficiency as what the learner ‘can do’ inJapanese. In contrast with methods of measuring proficiency that are based on assessing the sentence forms
and grammar that the learner understands or the number of words or kanji characters they know, Can-dos
present examples of language competences and language activities that learners can accomplish at specificlevels of language proficiency, such as ‘can explain what he/she likes or dislikes about something’. This serves
as a guideline for measuring language proficiency.
This section introduces the Can-do levels, types of Can-dos, how to use them, and how to create Can-dos fordifferent situations.

1.4.1 What are Can-dos?

1 Background Information(1) Can-do levels
The six levels in the order of A1 , A2 , B1 , B2 , C1 , and C2 , from the lowest to highest proficiency, are used asa scale for measuring language proficiency. By looking at the Can-do for each level, we can understand what
each level entails and what learners can achieve at different levels.
Here, we shall look at one activity example. Figure 1-5 is an example of the Can-dos for the language activity of⑯ Addressing audiences. Based on this, we can see the type of lecture or presentation that the learner candeliver as they move to each new level.

Figure 1-5 The six Can-do levels (⑯ Addressing audiences)

Understanding the Can-do Concept

C2

Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring
and adapting the talk flexibly to meet the audience’s needs.
Can handle difficult and even hostile questioning.

C1

Can give a clear, well-structured presentation of a complex subject, expanding and supporting pointsof view at some length with subsidiary points, reasons and relevant examples.
Can handle interjections well, responding spontaneously and almost effortlessly.

B2

Can give a clear, prepared presentation, giving reasons in support of or against a particular point ofview and giving the advantages and disadvantages of various options.
Can take a series of follow-up questions with a degree of fluency and spontaneity which poses no
strain for either him/herself or the audience.

B1

Can give a prepared straightforward presentation on a familiar topic within his/her field which is clear
enough to be followed without difficulty most of the time, and in which the main points are explainedwith reasonable precision.
Can take follow up questions, but may have to ask for repetition if the delivery is rapid.

A2

Can give a short, rehearsed basic presentation on a familiar subject.
Can answer straightforward follow up questions if he/she can ask for repetition and if some help withthe formulation of his/her reply is possible.

A1

Can read a very short, rehearsed statement – e.g. to introduce a speaker, propose a toast.

14

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition](2) Types of Can-dos
Can-dos are illustrative descriptions of the language competences and language activities shown in the JF
Standard Tree. There are four types of Can-dos: Competence Can-dos, which indicate language competences;Can-dos for Activities, which indicate language activities; Can-dos for Texts; and Can-dos for Strategies.
Can-dos that illustrate language competences• Competence Can-dos	���are the Can-dos represented by the roots of the JF Standard Tree, and illustrate
the language competences that are necessary for language activities. They areclassified into linguistic competences, sociolinguistic competences, and pragmaticcompetences.
Can-dos that illustrate language activities

Each of the four types of Can-dos described in (2) above are further divided into smaller categories. Some examples
of categories for Activity Can-dos are the aforementioned ⑯ Addressing audiences as well as ⑬ Sustainedmonologue: describing experience and ⑲ Reports and essays in relation to production; ④ Listening toannouncements and instructions and ⑩ Reading instructions in relation to reception; and ㉓ Informal
discussion (with friends) and ㉗ Information exchange in relation to interaction.
The contents of Can-dos vary depending on the category. As an example, let us look at the B1 level Can-dos
for the activities ㉓ Informal discussion (with friends) and ㉗ Information exchange.

㉓ Informal discussion (with friends)㉗ Information exchange• Can make his/her opinions and reactions
understood as regards solutions to problems orpractical questions of where to go, what to do, or
how to organise an event (e.g. an outing).

• Can find out and pass on straightforward factual
information.
• Can ask for and follow detailed directions.

In contrast with communicating with other people about one’s own opinions and agreement/disagreementwith certain views in the case of ㉓ Informal discussion (with friends), ㉗ Information exchange involves
communication about information that is based on facts.
Competence Can-dos, Text Can-dos, and Strategy Can-dos can also be further divided into smaller categories.
To read more about which language activities and language competences are covered in each category, pleaserefer to the List of categories for language competences and language activities (Reference Material 2). You
can also gain a more in-depth understanding of the contents of the categories by reading the Can-dos for eachcategory.

15

Understanding the Can-do Concept(3) Can-do categories

1 Background Information• Activity Can-dos	������������are the Can-dos represented by the branches spreading from the JF Standard
Tree, and illustrate the specific language activities that take place in real life. They
are classified into reception, production, and interaction.
• Text Can-dos	�����������������are the Can-dos that interact between the branches for reception and production
on the JF Standard Tree, and illustrate the activities related to the summarisingor rewording of texts, such as note-taking and summarising. These are language
activities that mediate between reception and production, and it is difficult to classify
them under only reception, production, or interaction.
• Strategy Can-dos	����������are the Can-dos represented by the base of the branches for reception, production,and interaction on the JF Standard Tree, and illustrate the strategies needed to use
the language competences to carry out the language activities effectively. They areclassified into reception, production, and interaction.

(4) Contents of Can-dos
Reading the Can-dos facilitates understanding not only of the characteristics of the categories described,
but also of the changes that occur as the learner’s proficiency advances. For details on the contents of theCompetence Can-dos, please refer to the List of competence Can-dos (Reference Material 4).
Looking at the contents of Activity Can-dos, we can see that they have the following structure. By understanding
Can-dos through looking at the structure of the Activity Can-dos, it will be easier to grasp the characteristics ofthe descriptions for each category and level.

Structure of Activity Can-dos

Can-do = Condition + Topic/Setting + Object + Action
1 Background Information

Activity Can-dos are composed of the four elements of condition, topic/setting, object, and action, which aredescribed below.
Condition: Conditions needed to conduct the activity, such as consideration by the other party (speaking
slowly, etc.) and whether or not any preparations were made beforehand
Topic/Setting: Topics that are addressed and situations in which language activities are carried out, suchas everyday topics and meeting places
Object: Things that are listened to, read, spoken or written, such as letters, essays, news reports, lectures,
etc.
Action: Language activities such as listening and understanding, reading and understanding, speaking,writing, and engaging in conversations
Here, let us look at the Can-dos related to levels A2 and B1 of ⑪ Watching TV and film, which comes underreception.

Understanding the Can-do Concept

Condition
B1

A2

話し方が比較的
ゆっくりと、
はっきりとしていれば映像が実況のほとんどを説明してくれるならば++

Topic/Setting
本人の関心事である話題について出来事や事故を+ 伝える+

Object

インタビュー、
短い講演、ニュース+
レポートなど多くのテレビ番組のテレビのニュース
+ 番組の

+

+

Action
内容をおおかた理解できる

要点がわかる+For example, if we look at the topic/setting and object, we see that a learner at A2 level can understand the key「テレビのニュース番
points from news programmes on TV reporting events or incidents（「出来事や事故を伝える」
組」）. In comparison, a learner at B1 level can understand most of the contents from many TV programmessuch as interviews, short talks, news reports, etc.（「インタビュー、短い講演、ニュースレポート」などの「多くのテレビ番組」）about topics that the learner is interested in or concerned about（「本人の関心事である話題」）.
By looking at the characteristic expressions of these four elements, we can gain an understanding of the levels
for Activity Can-dos. For details about the characteristics at all levels, please refer to the List of characteristics
for each Can-do level (Reference Material 3).

(5) Links between each type of Can-do
As shown in the JF Standard Tree, Competence Can-dos, Activity Can-dos, Text Can-dos, and Strategy Candos are interlinked.

16

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

Considering the case of the language activity ⑯ Addressing audiences covered earlier, for example, language
competences such as competences related to vocabulary and grammar, as well as the ability to construct andcompose discourse, will probably be necessary. Furthermore, language activities can be carried out more effectively
through the use of strategies such as thinking about methods of expression and monitoring one’s own speech.
Figure 1-6 shows the relevant Can-dos in the language activity ⑯ Addressing audiences at the B1 level. In
this case, three types of Can-dos are related: Activity Can-dos, Strategy Can-dos, and Competence Can-dos.
As an example of different language activities, in the case of taking notes while listening to a lecture, Text Candos, which involve summarising and rewording texts, will also be relevant.
Figure 1-6 Links between types of Can-dos

1 Background Information

Can-doCan give a prepared straightforward
presentation on a familiar topic within

Can-dohis/her field.
y Addressing audiences

Can work out how to communicate theproductive
activities

main point(s) he/she wants to get across,
exploiting any resources available andlimiting the message to what he/she canstrategies

recall or find the means to express.
interactive
c Planning

receptive
activities

activities

texts
strategies
strategies

Understanding the Can-do Concept

communicative
language
activities

communicative
languagecompetences
Has a sufficient vocabulary to
express her/himself with somelinguisticcompetences

sociolinguisticcompetences

pragmaticcompetences

circumlocutions on most topics
pertinent to his/her everyday

Can reasonably fluently

life such as family, hobbies

relate a straightforward

and interests, work, travel andnarrative or description as acurrent events.
㊷ Vocabulary range

Can-dolinear sequence of points.
㊿ Thematic development

Hence, the language competences required as well as the strategies and texts for the effective use of thesecompetences vary depending on the contents of the language activity. In other words, we can think about
language activities as a dynamic combination of different Can-dos in areas such as language competences,
strategies and texts. We can also consider the types of language activities that learners can carry out when they
have language competences and strategies of a certain level.

171.4.2 Using Can-dos(1) Using Can-dos to set learning objectives and assess learning achievements
i. Using Can-dos to set learning objectives
For mutual understanding in Japanese, it is necessary to have the competence in accomplishing tasks, which isthe ability to do something in a certain way using language. Activity Can-dos, which illustrate specific language
activities, can be used to set learning objectives aimed at developing the competence in accomplishing tasks.
While any type of Can-do can be used to set objectives, Activity Can-dos, which illustrate the language activities
that take place in real life, are especially easy to understand for learners and people who do not specialise inlanguage education, and therefore make it easy for teachers to objectively conceptualise class activities.

ii. Using Can-dos to assess learning achievements

1 Background Information

For assessing learning achievements, the Competence Can-do category can be used as a reference whenestablishing assessment criteria. Competence Can-dos can also be used to draw up assessment standards
and assessment sheets to measure the learner’s progress in attaining learning objectives. In addition, Can-dos
can be used in the self-assessment checklist that is carried out before and after a course, which allows not
only the teacher, but also the learner, to be aware of the objectives and assessment. This makes it possible forboth the teacher and the learner to see what the latter is able to do at the current point, what he/she wants tobecome able to do, or what he/she has become able to do after the class.
Chapter 2 covers the methods of applying Can-dos to course objectives and assessments in detail.

(2) Points to note when using Can-dos
Take note of the following points when using Can-dos.

i. In addition to Can-dos, create other necessary elements

Understanding the Can-do Concept

It is not possible to set objectives and conduct assessments using Can-dos alone. It is necessary to create thelanguage materials (lists of vocabulary, grammar items, etc.) required in order to carry out the actual educational
activities in each teaching and learning context. It will also be necessary to consider competences and otherelements that are not currently described in the Can-dos, such as specialised knowledge and learning ability, in
relation to the learners’ needs and objectives in various teaching and learning contexts.

ii. Comparing multiple types of Can-dos
Can-dos cannot be utilised effectively if only one type of Can-do is considered. It is important to take a broad
view encompassing multiple types of Can-dos, spanning different levels and categories.
By looking at multiple Can-dos for slightly different language activities at the same level, it will be possible tounderstand the aspects of proficiency at that level and utilise the Can-dos accordingly. As seen in Figure 1-5,
taking a broad view of Can-dos for the same language activity in the same category, but across different levelsof proficiency, can help in envisioning specific language activities to suit the learning objectives and levels.

iii. Creating Can-dos that are suitable for your own teaching and learning context
Can-dos ultimately set out examples of language activities and language competences, and are not allencompassing. The categories of language competences and language activities are also not exhaustive.
Hence, it will be necessary to create new Can-dos to suit your own teaching and learning context while using
the categories of language competences and language activities as well as the existing Can-dos as a reference.

18

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition](3) The role of JF Can-dos
The Can-dos provided through the JF Standard comprise Can-dos supplied by the CEFR (hereafter referred
to as ‘CEFR Can-dos’) and unique Can-dos created by the JF (hereafter referred to as ‘JF Can-dos’). CEFR
Can-dos consist of universal sentences that are highly abstract and extensive in breadth, and may sometimes
be difficult to apply to language activities in the Japanese language. In the JF Standard, we have created JF
Can-dos as Can-dos that set out specific language activities in the Japanese language, based on assumptions
about the scenarios where the Japanese language is used.

(4) Minna no Can-do website‘Search for Can-dos’
You can search for Can-dos by specifying the search criteria, such as the kind of Can-do (CEFR or JF), level( A1 , A2 , B1 , B2 , C1 , C2 ), type (activity, competence, text, etc.), and category (transactions to obtain goods
and services, reading instructions, etc.), and so on. You can also print out the selected Can-do list in Excel orother formats.

‘My Page’
You can create a Can-do folder based on your purpose for using the Can-dos. In the folder, you can sort anddisplay Can-dos by level, category, and topic, create lists of Can-dos, view Can-dos across multiple levels, andsee the increase in language activities and complexity of topics as the learner advances in proficiency.
The Can-dos that you have created can be saved in ‘My Page’.

19

Understanding the Can-do Concept

The ‘Minna no Can-do website’ is a database of Can-dos that have been developed for the JF Standard withthe convenience of users in mind. It is assumed that the main users will be those in the field of Japaneselanguage education, such as Japanese-language teachers and programme coordinators. Using this site forcourse design, lesson planning, and teaching material development makes it possible to incorporate Can-dos
into Japanese-language study that is aimed at accomplishing concrete tasks. The Minna no Can-do website
provides both CEFR Can-dos and JF Can-dos.
On the Minna no Can-do website, there is a section to search for Can-dos based on search criteria such aslevels and categories, as well as a ‘My Page’ section where users can edit their selected CEFR Can-dos and
JF Can-dos on their own.

1 Background Information

JF Can-dos cover Activity Can-dos from levels A1 to B2 . As the topics are given, the situations in which thelanguage activities take place are specific, making it easier to envision these activities based on the Can-dosentences. For this reason, JF Can-dos are easier to use in Japanese-language teaching and learning contexts
in comparison with the abstract CEFR Can-dos. The following are the 15 topics covered in the JF Can-dos.
‘Me and my family’, ‘My home and around my home’, ‘Free time and entertainment’,‘Lifestyle and life’, ‘Work and career’, ‘Travel and transport’,‘Health’, ‘Shopping’, ‘Eating habits’, ‘Nature and the environment’, ‘Human relations’,‘School and education’, ‘Language and culture’, ‘Society’ and ‘Technology’

1.4.3 Creating MY Can-dos(1) What are MY Can-dos?
The CEFR Can-dos and JF Can-dos provided on the Minna no Can-do website can be used as they are invarious teaching and learning contexts, but it is also possible to create new Can-dos to suit each context. The
new and original Can-dos created by users for each teaching and learning context are called MY Can-dos.
Creating MY Can-dos makes it possible to set objectives for diverse contexts in a flexible manner.
To create MY Can-dos for setting objectives, it is necessary to have an understanding of the Activity Can-dos.
However, how do Activity Can-dos differ from commonly used statements of learning objectives and other
Can-dos?
As an example, assume that a teaching and learning context wishes to fulfil the following objectives.

1 Background Informationa. Can read a narrative about an experience and talk about one’s experience on a holiday.
b. Can listen to a tape of a conversation taking place in a restaurant and understand its
contents.
c. Can use the sentence form ‘verb-たことがある’ and the past tense of adjectives.

These are all examples of statements of objective that are frequently seen, but there is room for improvement
on several points when using them as Activity Can-dos.

Understanding the Can-do Concept

The example of a. describes a language activity that takes place in real life, while b. and c. set out the goals tobe achieved as lesson activities so it is difficult to understand what the learner will achieve as the outcome oflearning. In particular, a sentence about grammar such as c. is difficult to understand in real life outside of theclassroom. If we were to think about what kind of real-life language activity the lesson activity in b. translates to,
and what kind of language activity can be carried out by using the grammar item in c., then it will be possible torecreate the objectives as Activity Can-dos.
The activity itself is not a problem in a., but the inclusion of two activities, ‘reading’ and ‘talking’, in a single
statement makes it difficult to use it when considering the relative emphasis accorded to each activity orassessing the progress in attaining the objective. Hence, it would be useful to divide this into two Can-dos.
None of the statements describe the degree of attainment, or the extent to which the learner can achieve theobjective. There are cases where this is omitted due to a tacit understanding between the persons involvedthat ‘learners will have attained this level in this class’. However, there is a need to describe the level basedon a common scale of language proficiency if we aim to make the statement understandable to everyone
reading it. Examples of such descriptions include ‘can talk about it using short and simple words’ or ‘can talkabout it in detail’.
As explained above, it is useful if you have knowledge of the structure of Activity Can-dos as described in
section 1.4.1 (4) ‘Contents of Can-dos’, when you wish to review objective statements that have already been
established in the teaching and learning context, rewrite statements to link them with real-life language activities,
and create new MY Can-dos. Verifying the four elements of Activity Can-dos, which are condition, topic/setting,object, and action, helps to clarify the objectives, and enables the creation of Activity Can-dos covering topics
and settings that suit the situation of the teaching and learning contexts and learners, and that indicate thelevels corresponding to the learners.

20

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition](2) Creating a MY Can-do
Let us now look at how to create a new Activity Can-do (MY Can-do) using the structure of Activity Can-dos.
There may be occasions when you want to create a MY Can-do using a Can-do on the Minna no Can-do
website, and when you want to create a MY Can-do by revising an existing course or lesson objective.
The general process is shown in Figure 1-7.
Figure 1-7 Process for creating a new Activity Can-do

Is there a specific course or lesson objective?

Yes

Method 1

1 Background Information

No

Method 2

Create a MY Can-do using a Can-do on the
Minna no Can-do website

Create a MY Can-do by revising an
existing objective

1. Verify the course overview and theexisting objective

2.	Use the Minna no Can-do website
to search for a Can-do that you
can refer to

2. Verify the language activity

3. Consider if the selected Can-do
is suitable for your teaching andlearning context

3. Verify the category of the language
activity

4. Rewrite the selected Can-do tosuit your teaching and learning
context

Understanding the Can-do Concept

1. Envision the course that you want
to design

4. Verify the level

5. Completion of a MY Can-do

21Method 1 Creating a MY Can-do using a Can-do on the Minna no Can-do website
Let’s look at the steps for creating a MY Can-do when you wish to set a new course or lesson objective.
1. Envision the course that you want to design
For example, in the case of the following course:‘The learners are university students from Thailand with proficiency levels ranging fromintermediate to advanced. The overall objective of the course is to improve their verbal
competency (particularly presentation skills)’.

1 Background Information

2. Use the Minna no Can-do website to search for a Can-do that you can refer to
For example, you can find this Can-do on the Minna no Can-do website:
Can give a simple well-organised presentation describing one's country, town, etc. to agroup that is studying about one's country, for example, if preparations are made in advance.
Level: B1
Category: Production - ⑯ Addressing audiences
Topic: Language and culture

3. Consider if the selected Can-do is suitable for your teaching and learning context
Consider if the topic and language activities described in the selected Can-do are suitable forthe situation in your teaching and learning context. If so, you can use the Can-do as it is. If not,you will need to rewrite it on your own to adapt it to your teaching and learning context. Here,
we assume that you are rewriting the selected Can-do, so proceed to the next step.

Understanding the Can-do Concept

4. Rewrite the selected Can-do to suit your teaching and learning context☝ Points to verify when creating a MY Can-do
Activity Can-do = Condition +Topic/Setting + Object + Action

Object + Action … Is the activity and category what you want to do in the course or lesson?
Do you want to work on presentations?
Or do you want to work on conversations with friends?
…Does
it match the needs of the learners?
Topic/Setting
Is it likely to occur in the real lives of the learners?
Condition + Overall Can-do…Is the level too difficult or too simple?

5. Completion of a MY Can-do
You have created the following MY Can-do!
Can give a simple well-organised presentation describing Thailand (geography, history,
culture, etc.) to a Thai culture study group comprising Japanese members, if preparations
are made in advance.
The following points were rewritten while keeping the level and category the same as theCan-do used as reference.
* Made it easier to envision the specific situation by changing ‘group that is studying about
one’s country’ to a real ‘Thai culture study group’.
* Made it easier to envision what to talk about by making the topic more specific with ‘Thailand(geography, history, culture, etc.)’.

22

JF Standard for Japanese-Language Education

Method 2

Guidebook for Users [New Edition]

Creating a MY Can-do by revising an existing course or lesson objective

Let’s look at the steps for revising an existing objective that is already in use at the teaching and learning context.
1. Verify the course overview
For example, in the case of the following course:‘The learners are high school students from Australia who are learning Japanese in Australia,
with levels ranging from certified beginners to intermediate. The overall objective of thecourse is to improve their verbal competence (particularly presentation skills)’.
Verify the existing objective
For example, in the case of the following objective:(E.g.) Can read a narrative about an experience and talk about one’s experience on a holiday.

1 Background Information

2. Verify the language activity
Activity Can-do = Condition + Topic/Setting + Object + Action
Firstly, focus on the Object and Action . Clarify if the target activity is reception, production,or interaction. Describe basically one activity for one Can-do. By doing this, you can make iteasier to think about the assessment method and also use a Can-do in combination with other
Can-dos. For example, the learning objective statement in the example shown above can bedivided into the following two statements.
(a) Can read and understand a narrative about an experience.
(b) Can talk about one’s experience on a holiday.

Understanding the Can-do Concept

The language activity in (a) is reception (reading). (b) can be considered from the perspectiveof production in the sense of talking on one’s own, and from the perspective of interaction in
the sense of engaging in conversation with another party. Here, we shall select the language
activity in (b) and proceed to the next step.

3. Verify the category of the language activity
Activity Can-do = Condition +Topic/Setting+ Object + Action

The language activity of ‘talking’ can possibly take place in various situations and scenarios.
To clarify if the language activity in (b) falls under production or interaction, let us consider the
Setting .
• Talking on one’s own? Having an exchange with someone else?
• Who is the other party? One person? Many people?
• What kind of situation is it? A casual conversation with a friend? A formal event?
Here, let us assume the situation of delivering a prepared presentation in front of a crowd,
to match the broad objective of the course set out in Step 1. In this case, the category willbe ⑯ Addressing audiences, which comes under production (oral production). An actualclassroom activity for the learners of this course is assumed to be a scenario where they haveto speak in front of their classmates.
In this way, we have decided on the category of the language activity and clarified thelanguage activity.
Can make a presentation in front of classmates about one’s experience on a holiday.

23

4. Verify the level
Activity Can-do = Condition + Topic/Setting + Object + Action
Although the activity became more specific in Step 3, the target level of proficiency—that is,
how well the learner can do it—remains unclear. The level of proficiency can be indicated byincorporating the characteristic expressions for the corresponding level into the four elementsof the Can-do structure (for details, refer to Reference Material 3: List of characteristics for eachCan-do level).
For example, taking reference levels A2 and B1 as a reference, we have the following
characteristic expressions for production (oral production).
Condition

Topic/Setting

ObjectAction1 Background Information• 聞き手が集中して聞 • 家族、住居環境、学 • 短い、練習済みのプ • 簡単な言葉で述べる
いてくれれば、練習
歴、現在やごく最近
レゼンテーション
ことができるした上でまでしていた仕事に• 要点を短く述べるこ
ついて
とができる
A2
• 自分の毎日の生活に直接関係ある話題についてUnderstanding the Can-do Concept• アクセントやイント • 自分の関心事の身近 • ある程度の長さの、 • 順序立てて詳細に述
ネーションには、かな話題について簡単な記述やプレゼ
べることができるなり耳慣れない部分 • 自分の分野に関する
ンテーション• 事実関係を述べ、理B1もあるが話題について由を説明することができる

Here, the target level is assumed to be A2 , so the expressions ‘with practice in advance, andif the listener is concentrating（「聞き手が集中して聞いてくれれば、練習した上で」）’ and ‘can givea simple descriptions（「簡単な言葉で述べることができる」）’ are used.

5. Completion of a MY Can-do
You have created the following MY Can-do by revising and rewriting an existing objective.
Can make a presentation in front of classmates about one’s experience on a holiday, using
simple words, with practice in advance, and if the listener is concentrating.
The following are the level, category, and topic for this MY Can-do.
Level: A2
Category: Production - ⑯ Addressing audiences
Topic: Language and culture

We have introduced the methods for creating new Activity Can-dos and revising existing objective
statements. Please use these as a reference for revising existing objectives and creating MY
Can-dos.

24

JF Standard for Japanese-Language Education

1.5

Guidebook for Users [New Edition]

Understanding the Portfolio

A portfolio is a tool to record and preserve materials for the learner to reflect on their own learning process. The
learner conducts a self-assessment of their Japanese-language proficiency, records their own linguistic andcultural experiences, collects relevant materials, and stores them in the portfolio. Based on these materials, they
can reflect on their own learning process and achievements.

1.5.1 Effect of using a portfolio

1.5.2 Structure of the portfolio
To enable the use of the portfolio as an evaluation tool in the teaching and learning context, it is important toprovide a structure and format that allow the learner to record, preserve, and reflect on their learning process. Inview of that, the JF Standard considers the portfolio as being based on the following three constituent elements:
assessment tables, record of linguistic and cultural experiences, and learning achievements6.

Understanding the Portfolio

Figure 1-8 Structure of the the JF Standard portfolio(1) Assessment
tables(2) Record of linguistic
and cultural experiences

Selfassessment
checklist

Linguistic
and culturalexperiences andlearning

Assessment
standards
Assessment
sheetsObjectives
Learning plans
Reflections

1 Background Information

Using a portfolio is effective in the following ways:• Enables the teacher and learner to share the learning objectives and learning process.
• Enables the learner to convey their learning achievements to date accurately when they move to a different
educational institution.
• Through the recording of self-assessment and experiences by the learner, it enables the learner to improvetheir competence in accomplishing tasks and competence in intercultural understanding as well as theirautonomous learning ability and motivation toward learning.
• Enables the assessment of the learner’s achievements not only in Japanese-language proficiency, but also invarious knowledge and skills learnt in and outside the classroom.

(3) Learningachievements
List ofachievements
Essays, reports,
presentation
scripts, etc.
Project
outcomes

6 The JF Standard has created these three elements based on the European Language Portfolio, which is a tool for putting into practice
the CEFR approach in teaching contexts. For details on the European Language Portfolio, please refer to the JF Standard for JapaneseLanguage Education (Trial Version) (2009, pp.68-91).

25

(1) Assessment tables(2) Record of linguistic andcultural experiences(3) Learning achievements

i. Self-assessment checklist
Self-assessment checklists enable the learner to check their own Japanese-language proficiency at thestart and end of the course, as well as during the course.

ii. Assessment standards and assessment sheets for learning activities
The portfolio contains ‘assessment standards’ created by the teacher, and ‘assessment sheets for oralpresentations’ and ‘assessment sheets for essay activities’ that are completed after assessment activities.
The assessment sheets include not only those completed by the teacher, but also self-assessment sheetscompleted by the learner and assessment sheets completed by other parties such as classmates.

1 Background Information(1) Assessment tables(2) Record of linguistic andcultural experiences(3) Learning achievements

i. Linguistic and cultural experiences and learning
By recording their linguistic and cultural experiences, learners can gain a greater awareness of languages
and cultures that are different from their own. This contributes to the acquisition of multiple perspectives
as well as new viewpoints and attitudes about their own culture, and the fostering of the intercultural
understanding competence. Even overseas, where learners have few opportunities to use the Japanese
language, learners can record indirect experiences such as reading comic books written in Japaneseand reading Japanese articles online.

ii. Objectives, learning plans and reflections

Understanding the Portfolio

To accomplish communication tasks using language, it is necessary to have various competences
and knowledge other than language, such as cultural knowledge, specialised knowledge, asense of values and aesthetics, and problem-solving methods. Giving a learner opportunities toestablish objectives based on their own needs and interests, implement them, and reflect on theirachievements throughout the course, can help to develop learners who are able to continue learningthese competences and knowledge independently.

(1) Assessment tables(2) Record of linguistic andcultural experiences(3) Learning achievements

Learning achievements in line with the course objectives and the learner’s own objectives are put into theportfolio, including essays, audio materials such as presentations, tests, and project outcomes. In the caseof essays, everything written in class (such as notes to facilitate writing, original essays, rewritten essays,etc.) are saved in the folder in some cases, while in other cases the learners select works they are proud of
to save in the portfolio. These learning achievements also serve as material for the next phase of learning. It
is useful to add a table of contents, such as ‘List of Achievements’, to categorise and organise the learningachievements.

26

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

1.5.3 Points to note when using the portfolio
Let us summarise the points to note when using the portfolio for educational purposes.
• Design the portfolio flexibly to suit the learner’s age, educational purpose, and objectives. Structure it taking
into consideration the links between the respective components, and devise a filing system that is easy to use
in various teaching and learning contexts.
• Teachers should conduct a full review among themselves on the assessment standards for learning activities,
and use and improve upon them repeatedly. This enables the enhancement of validity and reliability.
• Reflecting on learning achievements should not be left entirely to the learner’s individual initiative, but should
be incorporated as an activity within the course. Creating opportunities for a learner to reflect together withteachers and classmates helps to continuously develop the learner’s ability to learn autonomously.

1.5.4 Concrete examples of portfolios

Case

1

Programme for Japanese-language learners from overseas universities● Number of learners:● Learner profile:

25 – 40
Japanese-language learners from overseas universities● Japanese-language proficiency: A2 , B1 , B2

6 weeks● Number of teachers:

7 – 10● Purpose:

To make the best use of a short-term visit to Japan toprovide opportunities for Japanese-language learningand the deepening of understanding about Japanesesociety

Understanding the Portfolio● Course duration:

1 Background Information

Let us look at examples of portfolios that were actually used in two training programmes that took placein Japan—a programme for Japanese-language learners from overseas universities organised by the JF
Japanese-Language Institute, Kansai; and a programme for foreign Japanese-language teachers organised by
the JF Japanese-Language Institute, Urawa.

● Programme objectives		

The following three points were established as the programme objectives to be linked tocontinued learning after the learners return to their home country.
(1) Gain greater confidence in using the Japanese language(2) Consolidate previous learning and make new discoveries about Japanese culture andsociety(3) Think specifically about the objectives and methods of Japanese-language learning● Main contents of programme• Experiences/Exchange activities: Exchange sessions with university students, visits toprimary schools, home visits, etc.
• Japanese-language classes:
Content that is linked organically to experiences andexchange activities. Activities centred on discussions,interviews, presentations, etc.
● Purposes of using the portfolio

To support autonomous learning that encourages learners to take the initiative in coursesthat are centred on experiences and exchange activities.

27

(1) Components of the assessment tables
Example 1 Self-assessment sheet for presentations
Presentations were delivered twice on this course. Self-assessment was carried out for the first and second
presentations using a self-assessment sheet (Example 1). By comparing these, learners were able to confirm
their own improvements and problems. The objective for this class was to attain the B1 level.
Example 1 Self-assessment sheet for presentations

1 Background Information

年

26

年

Understanding the Portfolio(1) Structure andcontents• Can select and put together an appropriate number of points for a 3-4 minute presentation, and speak

in a coherent manner• Can give specific examples and reasons, and state one’s opinions• Can speak using fixed form expressions that are usually used at the beginning and end of presentations,(2) Expressions
used in thepresentation

as well as speak to the audience using question phrases• Can speak using expressions that facilitate the easy understanding of the sequence of the narrative,

comparisons, and the relationship between cause and effect• Can speak without mixing informal expressions into the presentation• Can make eye-contact while speaking(3) Speaking style• Can speak with generally clear and easy-to-understand intonation and pauses although there aresome mistakes in pronunciation• Can listen to presentations by other people, and check understanding of the contents as well as ask(4) Q&A

for details• Can answer questions although it may take some time((5) Visual Aids)

28(• Can explain keywords in the presentation that the listeners are not familiar with by showing images,
such as a photograph)

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition](2) Components of the records of linguistic and cultural experiences
Example 2 Activity record
When students notice something new about culture, society and the Japanese language, they are asked to takenotes in the Japanese language or in their mother tongue using sticky notes. These are pasted in the ‘Notes’
column of the Activity Record. Every two weeks, they choose the items that have left a particular impression onthem, and write about them in detail in the columns ‘About culture/society’ and ‘About the Japanese language’.
Discussions and reflections on experiences with classmates in class, and further thoughts, are also recordedin these columns.
Example 2 Activity record (Example of a completed record)

1 Background Information
Understanding the Portfolio

29

Example 3 Learner’s objectives on this programme, and self-assessment
Learners discussed with the teacher and their classmates about the Japanese language and their experiences,established their own objectives, and did assessments based on those. Firstly, at the start of the programme,
they filled in the things they wanted to do and learn on the programme, and established these as their objectives.
Then, at the end of the programme, they filled in the things they had accomplished and realised, and assessed
if they had attained their objectives. They also filled in their objectives after returning to their home country.
Example 3 Objectives on this programme and self-assessment (Example of a completed assessment)(Filled in at the start of the programme)

1 Background Information(Filled in at the end of the programme)

Understanding the Portfolio
30

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition](3) Components of learning achievements
Example 4 Presentation scripts
This is an example of a presentation script created during the programme.
Example 4 Presentation script

1 Background Information
Understanding the Portfolio

In addition, interview presentation scripts and materials were also saved into the portfolio.

31

Case

2

Essay activity on the programme for foreign Japanese-language teachers● Number of learners:● Learner profile:13
Japanese-language teachers who are non-native
Japanese speakers● Japanese-language proficiency: A2 , B1

1 Background Information● Hours of learning:

40 hours● Number of teachers:

2● Purpose:

To provide opportunities for Japanese-language
learning and the deepening of understanding about
Japanese society, and to provide opportunities for
improving Japanese-language teaching competences● Programme objectives		

The following four points were established as the programme objectives.
(1) Improve ability to use the Japanese language(2) Consolidate existing knowledge and introduce and apply new perspectives and methods
to improve Japanese-language teaching competences(3) Deepen understanding of Japanese culture and society(4) Encourage self-study after returning to their home country● Main contents of programmeJapanese-language (General Japanese, grammar), teaching methods, Japanese culture andsociety, Japanese cultural experience programme

Understanding the Portfolio● Overview of ‘General Japanese’• A lesson aimed at achieving the programme objectives (1) Improve ability to use theJapanese language, and (3) Deepen understanding of Japanese culture and society.
• Contributes to programme objective (2) Consolidate existing knowledge and introduce
and apply new perspectives and methods to improve Japanese-language teachingcompetences, through self-assessment of learning achievements and the creation ofopportunities to reflect on learning activities.
• Learning activities related to topics such as ‘Me and my Family’, ‘Travel and transport’,‘School and education’, ‘Nature and the environment’ and ‘Intercultural exchange’ are
implemented in a way that ensures a balance of the four skills of reading, listening,speaking, and writing.
• Presentation and essay activities are incorporated to summarise what was learned about
each topic.
● Purposes of using the portfolio

To evaluate learning achievements for the overall programme.
Here, we will look only at the section where the portfolio is utilised to assess an essay activity
in the General Japanese lessons.

32

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition](1) Components of assessment tables
Example 5 Assessment standards for opinion essays and explanatory essays
In this class focusing on essays, activities were carried out on the writing of opinion essays and explanatory
essays. Teachers considered the objectives of the essay activity for each topic using Can-dos, and produced
assessment standards for opinion essays and explanatory essays, as shown in Example 5. Details on theprocedures for using Can-dos to draw up assessment standards and assessment sheets are explained in
Chapter 2.
Example 5 Assessment standards for opinion essays and explanatory essays
Level achieved

Almost there

Work harder

3

2

1

Content

Writes accurate anddetailed explanations about
the information that isrequired for what he/shewants to convey (wants toassert).

Writes concrete
explanations in some detailabout the information thatis required for what he/shewants to convey (wants toassert).

Can generally understandwhat he/she wants toconvey (wants to assert).
There are points thatneed to be clarified for anadequate understanding.

Can vaguely understandwhat he/she wants toconvey (wants to assert),
but explanations are
inadequate and it is difficult
to understand overall whathe/she wants to convey.

Structure

Gives easy-to-understanddescriptions and writes
detailed information,
concrete examples orreasons in support of thepoints he/she wants to
make.

Writes several sentences
continuously. Writes simple
stories and descriptions
using paragraphs, so
the structure is easy tounderstand and read.

There are sections where
the relationship between
sentences is difficult
to understand, but it ispossible to comprehend
the overall flow.

Writes isolated sentences
and words. Text is
unstructured.

Consideration for readers

Writes detailed explanations
and information required by
the reader. Uses creativemeans to attract thereader's interest.

Writes explanations andinformation required by
the reader to convey themessage mostly accurately.

Does not provide
adequate explanations
and information requiredby the reader, so there
are sections where themessage is not conveyed.

Writes fragmented
information, so it is difficult
to understand what he/shewants to convey.

Vocabulary, grammar, etc.

Expresses his/herthoughts and gives
clear explanations using
appropriate vocabulary
and expressions for the
topic, as well as complex
sentence structures.
There are no grammaticalerrors that cause
misunderstandings.

Uses words and phrases,
expressions, and sentence
structures that are linked
to the topic correctly.
Style and orthgraphy areappropriate for written
language.

There is unsuitablevocabulary andgrammatical errors, butthese do not affect theunderstanding of the text.

There are considerable
grammatical errors andunsuitable words, phrases,
and expressions, making
it difficult to understandthe text.

33

Understanding the Portfolio

You did it! (B1)

4

1 Background Information

Excellent

Assessment criteria

Example 6 Essay assessment sheet
Based on the assessment standards in Example 5, teachers created the essay assessment sheet shown in
Example 6, and learners conducted self-assessments of their own essays. Teachers corrected the essays, used
this essay assessment sheet to conduct an assessment, and input their comments. Teachers and learners thenmet to discuss any gaps between the assessments by the learners and the teachers, and the teachers gave
advice to enable learners to continue with the learning process.
Example 6 Essay assessment sheet (example of a completed sheet)

1 Background Information

Score

Content

4

Writes concrete explanations in some detailabout the information that is required for whathe/she wants to convey (wants to assert),
making it very easy to understand for the reader.

3

Can generally understand what he/she wants
to convey (wants to assert). As explanations are
inadequate, there are points that need to beclarified for an adequate understanding.

2

Can vaguely understand what he/she wants toconvey (wants to assert), but explanations are
inadequate and it is difficult to understand overall
what he/she wants to convey.

1

It is difficult to understand what he/she wants
to convey because the information required forwhat he/she wants to convey (wants to assert) is
inaccurate or unrelated to the topic.

Score

Structure

Understanding the Portfolio

4

Writes several sentences continuously.
Writes simple stories and descriptions using
paragraphs, so the structure is easy tounderstand and very easy to read.

3

There are sections where the relationshipbetween sentences is difficult to understand, but
it is possible to comprehend the overall flow.

2

Writes what he/she wants to convey in point
form, using short sentences and phrases withbasic connectors to link sentences.

1

Writes isolated sentences and words. Text is
unstructured.

Score

Consideration for readers

4

Writes detailed explanations and information
required by the reader. Uses creative means to
attract the reader's interest.

3

Writes explanations and information requiredby the reader to convey the message mostly
accurately.

2

Does not provide adequate explanations andinformation required by the reader, so there aresections where the message is not conveyed.

1

Writes fragmented information, so it is difficult tounderstand what he/she wants to convey.

Score

Vocabulary, grammar, etc.

4

Uses words and phrases, expressions, andsentence structures that are linked to the topic
correctly. Style and orthgraphy are appropriate
for written language.

3

There is unsuitable vocabulary and grammaticalerrors, but these do not affect the understandingof the text.

2

There are relatively many grammatical errors andunsuitable words, phrases, and expressions,sometimes making it difficult to understandthe text.

1

Writes isolated expressions and sentencesthat have been memorised. Does not use thenecessary words and expressions, and there
are many grammatical errors, making the text
difficult to understand.

34

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition](2) Records of linguistic and cultural experiences
Example 7 Reflecting on the essay activity
Using the following sheet, learners reflected on the overall essay activity and shared it with the class.
Example 7 Reflecting on the essay activity (example of completed reflection)

1 Background Information
Understanding the Portfolio

This section introduced the JF Standard portfolio, and examples of how the portfolio was actually usedin teaching and learning contexts as an assessment tool for learning achievements. It is important todesign a portfolio that is suitable for the course objectives and contents of the respective teaching
and learning contexts, and to improve on it while keeping in mind the educational effect.
There may be some learners who may initially be perplexed by the portfolio. However, they will
gradually become more accustomed to using it, and their self-assessment ability will improve overtime. Teachers can also actually use the portfolio to verify its effectiveness and significance.

35Chapter 2

Putting It Into PracticeChapter2

Designing a Course

2.1

Putting It Into PracticeDesigning a Course

Chapter 1 covered an explanation of the concepts underlying the JF Standard. Chapter 2 covers the proceduresfor designing a course using these concepts. Figure 2-1 shows an overview of the course-design process.
Figure 2-1 Overview of course-design process(1) Consider course principles
and objectives
Establish course objectives
Establish target level(2) Consider learning content
in line with the objectives
Allocation of content for each class
Setting up learning objectives for eachclass
Examination of learning content

Use the portfolio to record andpreserve what was learned
during the course

Learning
objective list
(syllabus)

Assessment
standards
Assessment
sheets(1) Assessment
tables(2) Record of linguistic
and cultural experiences

Selfassessment
checklist

Linguistic
and culturalexperiences andlearning

Assessment
standards
Assessment

sheetsObjectives
Learning plans
Reflections

Can read a very
short, rehearsed
statement − e.g. tointroduce a
speaker, propose atoast.

Can give a short,rehearsed, basicpresentation on afamiliar subject.

Can give a
preparedstraightforward
presentation on afamiliar topic
within his/her field.

Can give a clear,
preparedpresentation.

Can give a clear,well-structured
presentation of acomplex subject.

Can present acomplex topic
confidently andarticulately to an
audience unfamiliar
with it.

2 Putting It Into Practice(3) Consider assessment oflearning achievements
When to assess
How to assess
What assessment items andassessment standards to use
Consider possible uses of theportfolio

Self-assessment
checklist

Minna noCan-dowebsite(3) Learningachievements
List ofachievements
Essays, reports,
presentation
scripts, etc.
Project
outcomes

39

As shown in Figure 2-1, the process of designing a course is divided into the following three stages:

Designing a Course(1) Considering course principles and objectives(2) Considering learning content in line with the objectives(3) Considering assessment of learning achievements
The three stages and their content are interrelated. As shown by the arrows in Figure 2-1, course design isconducted while reflecting on the contents considered in the preceding stage and checking if it is related to thepresent stage. Consistency of the process, from objectives to assessment, is ensured by engaging in course
design while considering factors such as whether the learning contents are in line with the objectives, whether
the assessment criteria and methods are appropriate for assessing the learning achievements, and whether theobjectives and assessments are linked.
When designing an actual Japanese-language course, how are the JF Standard Tree, Can-dos, and portfolio
used? Let us look at the process in detail based on the following hypothetical course.

Country A XXX Japanese Language School
Japanese-language Course for Adults

2 Putting It Into PracticeInformation on the learners● Learners
A total of 12-20 adults, consisting of teachers, businessmen, college students, and others.
Some of the learners have visited Japan in the past and others have not. Even those who have visited
stayed only for a short period from two weeks to one month.
● Learning backgroundAll participants on the course have previous experience studying Japanese. Some studied Japanese at
this school, some studied at other schools in the past, and some studied on their own.
The participants can carry out very basic conversations with Japanese people although with somestruggles.
● Learning objectives and motivation• To enhance one’s understanding of Japanese society and culture.
• To become able to smoothly communicate in Japanese with the Japanese people one meets throughwork or in other situations.
• To be able to converse in a well-informed and easy-to-understand manner not only about simple
familiar issues, but on a variety of topics.
Information on the curriculum● Course duration
Total hours: 42 hours (3 hours x 14 lessons)However, in the first lesson learners go through orientation, and the last lecture is a summary of thecourse. Therefore, the actual learning hours are 3 hours x 12 lessons.
● Teaching materials
There are no prescribed teaching materials. Teaching materials produced independently by theteachers are used.

(1) Consider course principles and objectives
Firstly, decide on the course principles and objectives. Bearing in mind the social needs for the Japanese language
and learning objectives of the learners, consider which section of the JF Standard Tree to put the emphasis on.
Consider the course principles and objectives that suit the current situation and characteristics of the teachingcontext, learning objectives of the learners, and other factors. For example, you can focus on production among thelanguage activities represented by the branches of the JF Standard Tree, or on developing language competencessuch as vocabulary and grammar that are represented by the roots of the tree.
Next, check the level that learners are currently at by looking at the global scale (p.13) and the self-assessment
grid (Reference Material 1), and set the target level for the course.

40

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]■ In the case of ‘Country A XXX Japanese Language School
Looking at the global scale and self-assessment grid, the current level of the course learners was assumed to
be about level A2 , and the target level is set as level B1 . In consideration of the given information about thelearners and curriculum, the following two points are set as the course objectives.
Course objectives

Designing a Course

Japanese-language Course for Adults’• To develop an ability to discern differences and similarities between one’s own way of thinking and theJapanese mentality, as well as between the customs and culture of Country A and Japan by enhancing
one’s understanding of Japanese ways of thinking, customs and culture, and of the knowledge andimpressions the Japanese have of Country A.
• To develop one’s ability to converse, at length and in an easy-to-understand manner, with Japanesepeople one meets through work, etc., not only about simple familiar issues, but on a variety of topics,
touching upon social and cultural differences and similarities between the two countries.
The ability to ‘converse, at length and in an easy-to-understand manner’ is captured in the JF Standard as
production (oral production) instead of interaction (spoken interaction). Therefore, by referring to the Can-dos
for production (oral production) at the B1 level and the learning contents in commercial teaching materials thatseem applicable to the B1 level, ‘stating procedures, describing, and comparing’ was selected as a necessary
item for achieving the objective ‘converse, at length and in an easy-to-understand manner’.

(2) Consider learning content in line with the objectives

Once the specific learning objectives for the lessons have been decided on, first, come up with an image of the
discourse model (including conversations and monologues) as an example for the realisation of the objectives. It
would be a good idea to come up with multiple discourse models for the target levels, instead of just one model.
The objective is for learners to use the discourse models as reference to enable them to develop discourse on
their own.
Next, based on the discourse models for the target level, consider the vocabulary, expressions, sentence forms,
and other elements that are necessary for achieving the objectives. Consider language items such as vocabulary,
expressions, and sentence forms by referring to existing teaching materials and the Competence Can-dos on the
Minna no Can-do website. Then, while gathering input materials, such as listening and reading comprehension,
decide on the combination and sequence of input materials, language items, and learning activities.
This is how you can conceptualise the learning contents. During this process, constantly reconsider and review
how a learning content connects with objectives and assessment, as well as with other learning contents.

When thinking about the vocabulary, expressions, and sentence forms for the learning
objectives based on Can-dos, you can refer to Marugoto: Japanese Language andCulture (levels A1 , A2 , B1 ), produced in line with the JF Standard.
https://www.marugoto.org/en

41

2 Putting It Into Practice

Here, while bearing in mind the course objectives, consider specifically the contents to cover, the order in whichto assign the contents on the course, and the contents learners will learn in each lesson and the objectives they
will work toward. When doing this, the Can-dos on the Minna no Can-do website serve as a useful reference. In
particular, as the JF Can-dos present specific language activities for situations in which the Japanese language
is used, they make it easier to envision the objectives.

■ In the case of ‘Country A XXX Japanese Language School
Designing a Course

Japanese-language Course for Adults’

1. Consider the assignment of learning items to each lesson
In this course, six topics are selected from among the JF Can-do topics with consideration given to the course
objectives and learning objectives, among other factors. These topics are ‘Me and my family’, ‘Work and career’,‘Shopping’, ‘Travel and transport’, ‘Eating habits’, and ‘Language and culture’. These topics are covered over
14 lessons, with 3 hours × 2 lessons assigned to each topic. Among the six topics, ‘Me and my family’ isused as a warm up. The language items are assigned to each topic as follows: ‘Stating procedures’ for ‘Work
and career’, ‘Describing’ for ‘Shopping’ and ‘Travel and transport’, and ‘Comparing’ for ‘Eating habits’ and‘Language and culture’.
Table 2-1 List of learning contents for the ‘Country A XXX Japanese Language School’s’ course[Course objectives] ■ To develop an ability to discern differences and similarities between one’s own way of thinking and the Japanese mentality, as well
as between the customs and culture of Country A and Japan by enhancing one’s understanding of Japanese ways of thinking,customs and culture, and of the knowledge and impressions the Japanese have of Country A.
■ To develop one’s ability to converse, at length and in an easy-to-understand manner, with Japanese people one meets throughwork, etc., not only about simple familiar issues, but on a variety of topics, touching upon social and cultural differences andsimilarities between the two countries.
[Target levels] B1
Learning objectives

Learning activities

Vocabulary/Sentence
forms

Social and cultural
knowledge

3
hours Me and myfamily3hours

Can talk in some detail to a
Japanese person one has recently
met about one’s good points andbad points.

…

…

…

3
hours

• Learn the necessary vocabulary
and presentation format(discourse structure) by watchingsome videos of employees• 会議、出張、営業、貿易
explaining their work to new staff
Can explain in some detail to a
会社、担当します…
Japanese person who has recently
members, as well as reading the• Expressions that
scripts of these videos.
been dispatched from Japan about
indicate procedures • Japanese corporate
the work of one’s department,• Consider the overall structure ofculture(まず、〜てから、〜場
their own presentations.
conveying information the Japanese• Work values of the
合、…)
person should know and touching• Write a scripit for a presentation
Japanese people• Expressions thatupon differences and similarities
explaining their work to new staff
show contrast andmembers.
between one’s firm and a Japanesecomparison (Aは〜でcompany.
• In pairs, explain their work to
すが、Bは〜です。…)
another person.
• Explain their work within a group.
(Audio recording)• Reflection

Class Hours
12
3
4

2 Putting It Into Practice5

3(Orientation)
hours

Work andcareer
3
hours

6

3
hours

7

3
hours

8
9
10

11

12

13

14

42

Topic

Shopping

When shopping with Japanesepeople, can explain in some detailabout popular specialty goods andfashion in one’s own country, while
touching upon differences andsimilarities with Japanese specialty
goods and fashion.

…

…

…

3
hours Travel andtransport
3
hours

Can explain in some detail about
famous tourist spots to Japanese
tourists, taking into consideration
the information they have.

…

…

…

3
hours

When eating with Japanese people,
can explain in some detail about thesimilarities and differences between
one’s own country and Japan interms of dietary customs (manners
and food) by providing specificexamples.

…

…

…

When entertaining Japanese visitors
at one’s home, can explain in somedetail similarities and differences
between the lifestyle and customs(wedding ceremonies, regularannual events, etc.) of one’s own
country and Japan by providing
specific examples.

…

…

…

Eatinghabits
3
hours
3
hours
Languageand culture
3
hours
3
(Summary)hours

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

2. Setting the learning objectives for each lesson
Based on the course objectives and the learning objective of ‘Stating procedures’, the learning objective for the
topic ‘Work and career’ is established as follows.
Learning objective

Designing a Course

Now, let us look at how the learning objectives are established, and the learning contents are reviewed, using
the topic ‘Work and career’ as an example.

Can explain in some detail to a Japanese person who has recently been dispatched from Japan about thework of one’s department, conveying information the Japanese person should know and touching upon
differences and similarities between one’s firm and a Japanese company.

Section 2.2 provides a detailed explanation of how to draw up a list of learning objectives using Can-dos.

3. Reviewing the learning contents
At the end of the lessons for learning about the topic ‘Work and career’, learners are required to deliver anoral presentation based on the situation of ‘explaining in some detail to a Japanese person who has recently
been dispatched from Japan about the work of one’s department, conveying information the Japanese person
should know and touching upon differences and similarities between one’s firm and a Japanese company’. The
specific discourse model for the oral presentation is based on the B1 level, and the learning contents necessary
for attaining that are determined. The flow of lessons totaling six hours (3 hours × 2 lessons) is set out below.

Present the learning objective

2 Putting It Into Practice

Study of input materials such as listening/reading
comprehension, and language items, social andcultural knowledge and discourse structureFirst three hours

Consider the overall structure of one's own
presentation
Create a script…Homework assignment

Practice in pairs
Oral presentation

Next three hours

Reflecting on presentation

43

Flow of lesson (first three hours)
Designing a Course

1)

Learners write what they know and their interests into the reflection sheet (p.46 Figure 2-3), including theworking style of the Japanese people, their attitudes toward work, etc., partly for the purpose of activatingbackground knowledge.
Watch a video (scenes of a Japanese person and a person from Country A, who works with Japanesepeople, talking in the Japanese language about the contents of his/her work and attitudes toward work, etc.).
Check if learners have understood the contents of the video (after learners fill in the task sheet, they workin pairs to check if the contents match, then check again with the rest of the class).
While referring to the script of the video, learners study the vocabulary and expressions related to work, aswell as sentence forms for describing procedures and comparisons, etc.
Learners discuss, in their mother tongues and simple Japanese, the differences in attitudes toward work.
Organise the information that a Japanese person should know when working in a company in Country A,
as well as the differences and similarities between Country A and Japan.
Learners study the vocabulary, expressions, and discourse structure for making a presentation.
Learners write their presentation scripts while considering the overall structure of their presentations (if theycannot finish it within the given time, it is completed as a homework assignment).

2)
3)
4)
5)

6)
7)

Flow of lesson (next three hours)
8)

Based on the presentation script, learners pair up and explain to their partners the contents of their work.
They listen to each other’s presentations and ask questions.
9) Based on the questions, learners revise their presentation scripts, such as by supplementing the contents,changing the vocabulary or expressions, and improving the connection between sentences. Once they
have completed the revisions, they practice speaking while looking occasionally at their scripts.
10) Learners explain the contents of their work within their groups. The parties who are listening ask questions(the presentations are recorded and used for self-assessment and other purposes later).
11) Learners write in the reflection sheet about what they have realised or thought about through learning
about the topics, and share their reflections with their groups.

(3) Consider assessment of learning achievements

2 Putting It Into PracticeConsider when and how to assess the learning achievements. As the learning objectives, learning contents,
and assessment of learning achievements are interrelated, there may be cases when you return to step (2)during the process of considering the assessment in order to make changes to the learning contents.

■ In the case of ‘Country A XXX Japanese Language School Japanese-language Course for Adults’
The learning achievements for this course are set as follows.
Assessment of learning achievements
1.
2.

3.

4.

5.

Learners use the self-assessment checklist to conduct self-assessments at the start and end of thecourse.
During the lessons, they deliver oral presentations on three topics (‘Travel and transport’, ‘Work andcareer’, ‘Language and culture’), and conduct assessments using the assessment standards andassessment sheet. For the remaining three topics (‘Me and my family’, ‘Shopping’, ‘Eating habits’), they
are only required to fill in the reflection sheets.
As the final assessment of the course, an oral test is conducted in the form of two role-play sessions. Thisis used to assess the production (oral production) competence established as the objective of the course.
Regarding the assessment standards, the same standards as those used for the oral presentations
carried out in lessons are used.
For each topic, learners write down in the reflection sheets about the new things they have realised
through the course, and their thoughts about the mentality, customs and culture of the Japanese people,
as well as their own mentality, customs and cultures.
Learning achievements are assessed using the portfolio.

* The self-assessment checklists and the assessment standards and assessment sheets for the oral presentations are preservedin (1) Assessment tables of the portfolio. The reflection sheets are preserved in (2) Records of linguistic and cultural experiencesof the portfolio. The presentation scripts and submitted materials, as well as the recorded audio materials are preserved in (3)Learning achievements of the portfolio.

44

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

1. Self-assessment through the self-assessment checklist

2. Assessment of oral presentations for each topic
Of the six topics, learners are required to make oral presentations for the three topics of ‘Work and career’,‘Travel and transport’, and ‘Language and culture’. These presentations are subjected to assessment. The JF
Standard Tree is used to determine the assessment criteria. Firstly, verify the categories of language activities
to be applied to the learning objectives and learning activities. Next, consider the categories of language
competences to support these language activities. Figure 2-2 shows the language activities to be coveredin the lessons, from among the language activities for production (oral production) at the B1 level, as well as
the categories of language competences selected as those necessary for the realisation of these language
activities. The method for drawing up the assessment sheet is covered in Section 2.2 ‘Applying Can-dos to
Course Design’.

Designing a Course

Learners use the self-assessment checklist to conduct self-assessments at the start and end of the course.
Section 2.2 ‘Applying Can-dos to Course Design’ covers details on how to draw up the lists.

Figure 2-2 Categories selected as the assessment criteria for production (oral production)

Can-doProduction ⑯ Addressing audiences

productive
activities

strategies

receptive
activities

interactive
activities

texts

strategies
strategies

communicative
language
activities

Linguistic competences㊷ Vocabulary range㊸ Vocabulary control㊹ Grammatical accuracy㊺ Phonological control

linguisticcompetences

sociolinguisticcompetences

pragmaticcompetences

Can-doPragmatic competences㊿ Thematic development
œ Coherence and cohesion∑ Spoken fluency

3. Final course assessment (oral tests)
A one-to-one oral test between the teacher and learner is carried out as the final course assessment. One
role-play set in a workplace is carried out to determine if the learner is able to ‘state procedures’, while anotherrole-play is selected from among the topics of ‘Shopping’, ‘Travel and transport’, ‘Eating habits’, or ‘Language
and culture’ to determine if the learner is able to ‘describe and compare’. The two role-plays should take about
10 minutes to complete.
Using role cards, the teacher plays the role of a Japanese person in the conversational test. The learner aims
to explain, cohesively, in some detail, and in a monologue style, to the Japanese person information that thisperson should know, touching upon differences and similarities between one’s firm and a Japanese company.
The test is recorded, and assessment as well as self-assessment are conducted by the teacher and the learnerrespectively using the assessment sheet created in step 2.
Learners are likely to feel that the topics of ‘Travel and transport’ and ‘Language and culture’, which they
made oral presentations for in class, are easier to handle, while the topics of ‘Shopping’ and ‘Eating habits’ arelikely perceived to be somewhat more difficult. The teacher can choose which topics to use depending on thelearner’s level, or the learner can also choose on their own based on consideration of the topics that are more
relevant and necessary for themselves.

45

2 Putting It Into Practicecommunicative
languagecompetences

4. Reflection sheet
Designing a Course

To verify the achievement of the course objective, which is to ‘develop an ability to discern differences andsimilarities between one’s own way of thinking and the Japanese mentality, as well as between the customs andculture of Country A and Japan by enhancing one’s understanding of Japanese ways of thinking, customs andculture, and of the knowledge and impressions the Japanese have of Country A,’ learners fill in the reflection
sheet shown in Figure 2-3 every lesson. After that, they share their reflections in pairs and groups.
Figure 2-3 Reflection sheet

2 Putting It Into Practice

5. Assessment through the portfolio
The self-assessment checklist, assessment standards, assessment sheets, reflection sheets, and presentation
scripts as well as recordings of oral presentations, and other items are stored in the portfolio. With regard
to storage methods, it is possible to organise the respective elements into files as shown in Figure 2-4 or tosummarise them in sheets based on the topics.
Figure 2-4 Structure of portfolio for this course(1) Assessment
tables
Selfassessment
checklist
Assessment
standards
Assessment
sheets46(2) Record of linguistic
and cultural experiences(3) Learningachievements

Reflection
sheetsPresentation
scripts

Audio
recordings

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

Figure 2-5 summarises the assessment methods used in this course.

Course objectives

Objectives• To develop an ability to discern differences and similarities between one’s own wayof thinking and the Japanese mentality, as well as between the customs and cultureof Country A and Japan by enhancing one’s understanding of Japanese ways ofthinking, customs and culture, and of the knowledge and impressions the Japanese
have of Country A.
• To develop one’s ability to converse, at length and in an easy-to-understand manner,with Japanese people one meets through work, etc., not only about simple familiar
issues, but on a variety of topics, touching upon social and cultural differences andsimilarities between the two countries.

Target level B1Learning
activities
Me and myfamilyReflection
sheet

Self-assessment
checklist

Stating proceduresWork and career
Assessment
standards
Assessment
sheet

Describing
Shopping

Reflection
sheetComparing
Eating habits

Reflection
sheet

Describing
Travel and transportComparing
Language and culture

Reflection
sheet

Final course assessment (oral test)

Assessment
standards
Assessment
sheet

Assessment
standards
Assessment
sheet

2 Putting It Into Practice

Reflection
sheet

Assessment
standards
Assessment
sheet

Assessment

Designing a Course

Figure 2-5 Overview of the course assessment for ‘Country A XXX Japanese Language School’s’ course

Reflection
sheet

Self-assessment
checklist

Reflection
ふり返り
ふり返り
sheet

シート
シート

47

Designing a Course

Reference 1: Assessment criteria
For interaction (spoken interaction) at the B1 level, instead of ㊿ Thematic development andœ Coherence and cohesion, it may be better to include assessment criteria such as ㊼ Sociolinguistic
appropriateness and ㊾ Turn-taking.
Figure 2-6 Categories selected as the assessment criteria for interaction (spoken interaction)

Can-doproductive
activities

Interaction d Informal discussion (with friends)

strategies

receptive
activities

interactive
activities

texts

strategies
strategies

communicative
language
activities

Can-doLinguistic competences㊷ Vocabulary range㊸ Vocabulary control㊹ Grammatical accuracy㊺ Phonological control

communicative
languagecompetences
linguisticcompetences

sociolinguisticcompetences

pragmaticcompetences

Sociolinguistic competences㊼ Sociolinguistic appropriateness

Pragmatic competences㊾ Turn-taking∑ Spoken fluency

2 Putting It Into Practice

Reference 2: How to assess interaction (spoken interaction)
The role-play test developed by the JF in line with the JF
Standard serves as a useful reference. This test can beused to measure the competence of ‘spoken interaction’through role-play, based on the JF Can-dos. The learner’s
competence can be assessed using the level standardsof the JF Standard, and design can be customised tomatch the needs of each teaching context and learner.

48

ロールカード
あなたの町 に来 た日 本人の友 だちが、
食 料 品 を買 いに行きたいと言っています。 あなたが知っているお店を紹 介し、
どんな店 か、なぜその店 がいいのかな
ど、詳しく説明してください。
Your Japanese friend who is visiting yourhome town says that they would like togo and buy some groceries. Introduce
a shop that you know, including details
about what kind of shop it is, why you
think that shop is a good choice etc.

JF Standard for Japanese-Language Education

Applying Can-dos to Course Design

Using the ‘Country A XXX Japanese Language School’ course as an example, this section introduces the
JF Standard Tree in the context of course design and looks at the following methods of applying Can-dos tocourse design:(1) Creating a learning objective list and self-assessment checklist(2) Creating assessment standards and assessment sheets to assess speaking proficiency(1) Creating a learning objective list and self-assessment checklist
Creating a learning objective list and self-assessment checklist using Can-dos makes it easier to conceptualise
the learning contents and assessment contents, and to share them between teachers and learners. They arealso useful for strengthening learners’ awareness of objectives, and in motivating them to learn. As the Can-dos
in the JF Standard are based on a common scale, it is also possible to compare them and share them acrossdifferent organisations and different languages.

Applying Can-dos to Course Design

2.2

Guidebook for Users [New Edition]

The overall procedure for creating learning objective lists and self-assessment checklists is shown in Figure 2-7.
Figure 2-7 Procedure for creating learning objective lists and self-assessment checklists
Creating a learning objective list

Creating a self-assessment checklist

1. Consider which Can-do categories match the course objectives

2 Putting It Into Practice

2. Select JF Can-dos from
the Minna no Can-do website

2. Select CEFR Can-dos from
the Minna no Can-do website

3. From the list of Can-dos, select those to be set as learning objectives↓ (if necessary)■ Create MY Can-dos: Rewrite the contents of the Can-dos to suit the teaching context

4．Convert the list of selected Can-dos into the required formats

The learning objective list
is completed

The self-assessment checklist
is completed49

■ ‘Country A XXX Japanese Language School Japanese-language Course for Adults’
Applying Can-dos to Course Design– Creating a learning objective list –1. Consider which Can-do categories match the course objectives
Look at the JF Standard Tree. As the objective of this course is to develop the ability to tellothers something in a cohesive manner, select production (oral production) from among the
Activity Can-dos, and then select the categories ⑬ Sustained monologue: describing
experience and ⑯ Addressing audiences from among the activities.

productive
activities

strategies

receptive
activities

interactive
activities

texts

strategies
strategies

communicative
language
activities

communicative
languagecompetences
linguisticcompetences

sociolinguisticcompetences

pragmaticcompetences**

2. Select JF Can-dos on the Minna no Can-do website forthe relevant topics, levels and categories
Of the Can-dos from the categories ⑬ Sustained monologue: describing experience and ⑯ Addressing
audiences, select the Can-dos for the six topics covered on this course at the target level of the course, whichis B1 . The six topics are ‘Me and my family’, ‘Work and career’, ‘Shopping’, ‘Travel and transport’, ‘Eating
habits’, and ‘Language and culture’. Table 2-2 shows a list of Can-dos (with topics assigned) selected from the
Minna no Can-do website, output in Excel format.
Table 2-2 List of Can-dos (with topics) from the website output in Excel format
種別

レベル

種類

言語活動

JF

B1

活動

産出

経験や物語を語る

産出

Can introduce in some detail electronic dictionaries or
講演やプレゼンテーション other products to a customer at an electronics store or any
仕事と職業other workplace, and respond to anticipated questions
をする
about the products, if preparations are made in advance.

JF

B1

活動

カテゴリー

Can-do 本文（英語）Can introduce in some detail the functions of theequipment, production processes, etc. when giving aguest a tour of a factory belonging to one’s company.

トピック
仕事と職業

2 Putting It Into Practice

JF

B1

活動

産出

Can introduce in some detail famous sights, local
講演やプレゼンテーション specialties and other features when giving people a tour of,
仕事と職業
for example, a famous sightseeing area as a professionalをする
guide, if preparations are made in advance.

JF

B1

活動

産出

経験や物語を語る

Can narrate to a friend about places one visited andevents that occurred during a vacation etc., while giving
the friend a souvenir.

旅行と交通

JF

B1

活動

産出

経験や物語を語る

Can talk in some detail to a friend about something
one just bought, such as an electronic dictionary, while
comparing it with the device one previously had.

買い物

JF

B1

活動

産出

経験や物語を語る

Can explain in sequence the recipe of one’s specialty dish,
食生活for example, to a friend.

JF

B1

活動

産出

経験や物語を語る

Can narrate to a friend about events relating to or
impressions of intercultural experiences.

言語と文化

Can make a well-organized, simple speech at a speech
JF

JF

B1

B1

活動

活動

産出

産出

講演やプレゼンテーション contest, for example, including episodes relating toor impressions of intercultural experiences, if one hasをする
prepared beforehand.
Can give a simple well-organized presentation describing
講演やプレゼンテーション one’s country, town, etc. to a group that is studying about
one’s country, for example, if preparations are made inをするadvance.

言語と文化

言語と文化

3. From the list of Can-dos, select those to be set as the actual learning objectives
From among the list of Can-dos selected in Table 2-2, consider which Can-dos to set as the objectives forlessons and select the ones that you require. If the selected Can-do statements are difficult, translate theminto the native language of the learners or rewrite them in simple Japanese while ensuring that the intent of thecontents is conveyed.
If there are no Can-dos to suit your objectives in the list, it will be necessary to create MY Can-dos using theexisting Can-dos in the list as a reference.

50

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

Created MY Can-dos

4. Convert the list of selected Can-dos into the format of a learning objective list
The list of Can-dos is converted into a list of objectives. Before sharing the list of objectives with the learners,
fields need to be added for items such as:• Course title and dates• Topics that assessment will be conducted on

51

2 Putting It Into Practice‘Me and my family’
Can talk in some detail to a Japanese person one has recently met about one’s good points and bad
points.
‘Work and career’Can explain in some detail to a Japanese person who has recently been dispatched from Japan about
the work of one’s department, conveying information the Japanese person should know and touching
upon differences and similarities between one’s firm and a Japanese company.
‘Shopping’
When shopping with Japanese people, can explain in some detail about popular specialty goods andfashion in one’s own country, while touching upon differences and similarities with Japanese specialty
goods and fashion.
‘Travel and transport’Can explain in some detail about famous tourist spots to Japanese tourists, taking into consideration theinformation they have.
‘Eating habits’
When eating with Japanese people, can explain in some detail about the similarities and differences
between one’s own country and Japan in terms of dietary customs (manners and food) by providing
specific examples.
‘Language and culture’
When entertaining Japanese visitors at one’s home, can explain in some detail similarities and differences
between the lifestyle and customs (wedding ceremonies, regular annual events, etc.) of one’s own country
and Japan by providing specific examples.

Applying Can-dos to Course Design● Creating MY Can-dos
Using the list of selected Can-dos as your reference, create MY Can-dos like those shown below, changing
the Can-do topics if necessary and incorporating the characteristics of statements at the B1 level and specificexamples.

Figure 2-8 is an example of a completed list of learning objectives.

Applying Can-dos to Course Design

Figure 2-8 Example list of learning objectives
Learning objectives
XXX Japanese Language School[Course objectives]■ To develop an ability to discern differences and similarities between one’s own way of thinking and theJapanese mentality, as well as between the customs and culture of Country A and Japan by enhancing
one’s understanding of Japanese ways of thinking, customs and culture, and of the knowledge andimpressions the Japanese have of Country A.
■ To develop one’s ability to converse, at length and in an easy-to-understand manner, with Japanesepeople one meets through work, etc., not only about simple familiar issues, but on a variety of topics,
touching upon social and cultural differences and similarities between the two countries.


Name (
Class

Topic

1

Orientation

2
Me and my family

Can talk in some detail to a Japanese person one has recently met about
one’s good points and bad points.

Work and career[Assessment (1)]Can explain in some detail to a Japanese person who has recently been
dispatched from Japan about the work of one’s department, conveying
information the Japanese person should know and touching upon differences
and similarities between one’s firm and a Japanese company.

Shopping

When shopping with Japanese people, can explain in some detail about
popular specialty goods and fashion in one’s own country, while touching
upon differences and similarities with Japanese specialty goods and fashion.

Travel andtransport[Assessment (2)]Can explain in some detail about famous tourist spots to Japanese tourists,taking into consideration the information they have.

Eating habits

When eating with Japanese people, can explain in some detail about thesimilarities and differences between one’s own country and Japan in terms of
dietary customs (manners and food) by providing specific examples.

Language andculture[Assessment (3)]When entertaining Japanese visitors at one’s home, can explain in somedetail similarities and differences between the lifestyle and customs (wedding
ceremonies, regular annual events, etc.) of one’s own country and Japan byproviding specific examples.

3
4
5
6

2 Putting It Into Practice

7
8
9
10
11
12
13
14

Learning objectives

Summary

With this step, the creation of the list of learning objectives is completed.

52)

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]■ ‘Country A XXX Japanese Language School Japanese-language Course for Adults’
On this course, lists are created of Activity Can-dos, which indicate the concrete activities that are easy forlearners to conduct self-assessment on, and Strategy Can-dos.

1. Consider which Can-do categories match the course objectives
Look at the JF Standard Tree. In addition to the Can-dos from the two categories selected
for the creation of the list of learning objectives, ⑬ Sustained monologue: describing
experience and ⑯ Addressing audiences, select the categories of Strategy Can-dos thatare needed to achieve these objectives.
◆Activity Can-do categories: Production (oral production)⑬ Sustained monologue: describing experience and ⑯ Addressing audiences◆Strategy Can-do categories: Production㉝ Planning, ㉞ Compensating, and ㉟ Monitoring and repair

productive
activities

strategies

receptive
activities

interactive
activities

texts

strategies
strategies

communicative
language
activities

communicative
languagecompetences
linguisticcompetences

sociolinguisticcompetences

pragmaticcompetences**

Applying Can-dos to Course Design– Creating a self-assessment checklist –2. Select Can-dos on the Minna no Can-do website for the relevant topics, levels andcategories
Of the Can-dos from the above-mentioned five categories, select the Can-dos for level A2 , which is the current
level of the learners, and the Can-dos for the target level B1 . As the self-assessment checklist is used at thestart and end of the course, select the CEFR Can-dos for which the topics are not limited. Table 2-3 shows thelist of Activity Can-dos for the B1 level selected from the Minna no Can-do website and the Strategy Can-dos
for the B1.1 level, output in Excel format.
Table 2-3 List of Activity Can-dos and Strategy Can-dos output from the website
レベル

種類

言語活動

カテゴリー

CEFR

B1

活動

産出

経験や物語を語る

Can narrate a story.

CEFR

B1

活動

産出

経験や物語を語る

Can describe events, real or imagined.

CEFR

B1

活動

産出

経験や物語を語る

Can give straightforward descriptions on a variety of familiar subjects within
his/her field of interest.

CEFR

B1

活動

産出

経験や物語を語る

Can reasonably fluently relate a straightforward narrative or description as alinear sequence of points.

CEFR

B1

活動

産出

経験や物語を語る

Can give detailed accounts of experiences, describing feelings and reactions.

CEFR

B1

活動

産出

経験や物語を語る

Can describe dreams, hopes and ambitions.

CEFR

B1

活動

産出

経験や物語を語る

Can relate the plot of a book or film and describe his/her reactions.

CEFR

B1

活動

産出

経験や物語を語る

Can relate details of unpredictable occurrences, e.g. an accident.

CEFR

B1

活動

産出

講演やプレゼンテーション Can take follow up questions, but may have to ask for repetition if the speech
was rapid.
をする

CEFR

B1

活動

産出

CEFR

B1.1

方略

産出

CEFR

B1.1

方略

産出

CEFR

B1.1

方略

産出

（表現できないことを）他 Can use a simple word meaning something similar to the concept he/shewants to convey and invites ‘correction’.
の方法で補う

CEFR

B1.1

方略

産出

自分の発話をモニターする Can start again using a different tactic when communication breaks down.

CEFR

B1.1

方略

産出

自分の発話をモニターする Can ask for confirmation that a form used is correct.

講演やプレゼンテーションをする

表現方法を考える（表現できないことを）他の方法で補うCan-do 本文（英語）Can give a prepared straightforward presentation on a familiar topic within
his/her field which is clear enough to be followed without difficulty most of thetime, and in which the main points are explained with reasonable precision.
Can work out how to communicate the main point(s) he/she wants to get
across, exploiting any resources available and limiting the message to whathe/she can recall or find the means to express.
Can foreignise a mother tongue word and ask for confirmation.

53

2 Putting It Into Practice種別

3. From the list of Can-dos, select the items that will actually be covered in lessons
Applying Can-dos to Course Design

Select the Can-dos that are closely related to the learning objectives and learning contents. If the selected
Can-do statements are difficult, translate them into the native language of the learners or rewrite them in simple
Japanese. For this example, we shall proceed to the next step without rewriting the Can-dos.

4. Convert the list of selected Can-dos into the format of a self-assessment checklist
The list of Can-dos, like the table in 2-3, is converted into the format of a self-assessment checklist. Fields need
to be added to the self-assessment checklist for items such as:• Course title and dates• Name of learner• Self-assessment by learner (creating multiple fields is recommended so that the learner can conduct selfassessment during different periods, such as at the start and end of the course)• Explanation of inserted symbols
Figure 2-9 is an example of a self-assessment checklist that has already been created.
Figure 2-9 Example of a self-assessment checklist
Self-assessment checklist
XXX Japanese Language School
Name:
A2

First day

Last dayB1
Can give straightforward descriptions on a variety ofCan give short, basic descriptions of events and activities.

familiar subjects within his/her field of interest.

Can describe plans and arrangements, habits andCan reasonably fluently relate a straightforward narrative

routines, past activities and personal experiences.

or description as a linear sequence of points.
Can give detailed accounts of experiences, describing

2 Putting It Into PracticeCan explain what he/she likes or dislikes about something.

feelings and reactions.

Activities

Can tell a story or describe something in a simple list of
points. Can describe everyday aspects ofCan describe dreams, hopes and ambitions.

his/her environment e.g. people, places, a job or study
experience.

Can give a prepared straightforward presentation on a
Can give a short, rehearsed presentation on a topic

familiar topic within his/her field which is clear enoughpertinent to his/her everyday life, briefly give reasons andto be followed without difficulty most of the time, andexplanations for opinions, plans and actions.

in which the main points are explained with reasonableprecision.

Can cope with a limited number of straightforward follow

Can take follow up questions, but may have to ask forup questions.

repetition if the speech was rapid.
Can work out how to communicate the main point(s)Can recall and rehearse an appropriate set of phrases

he/she wants to get across, exploiting any resourcesfrom his/her repertoire.

available and limiting the message to what he/she canStrategies

recall or find the means to express.
Can use an inadequate word from his/her repertoire andCan foreignise a mother tongue word and ask foruse gesture to clarify what he/she wants to say.

confirmation.
Can use a simple word meaning something similar to theconcept he/she wants to convey and invites ‘correction’.
Can start again using a different tactic whencommunication breaks down.
Can ask for confirmation that a form used is correct.

Legend◎Confident○

Can do it△

Difficult✓Will work on it

With this step, the creation of the self-assessment checklist is completed.

54

First day

Last dayJF Standard for Japanese-Language Education

Guidebook for Users [New Edition](2) Creating assessment standards and assessment sheets to assess speaking proficiency

The Can-do for the learning objective of the topic ‘Work and career’ states ‘Can explain in some detail to a
Japanese person who has recently been dispatched from Japan about the work of one’s department, conveying
information the Japanese person should know and touching upon differences and similarities between one’s
firm and a Japanese company’. An oral presentation is delivered to assess if the learner has been successful inachieving this objective, based on the following hypothetical scenario.
‘A new employee from Japan has joined the company that you are working in. You have been tasked with
explaining the work of your department. Please explain, in as much detail as possible, what kind of work the
department engages in and how this work is done. In addition, convey information that the Japanese person
should know and touch upon differences and similarities between your firm and a Japanese company’.

Applying Can-dos to Course Design

On this course, assessments are conducted through oral presentations for three out of six of the topics, whichare ‘Work and career’, ‘Travel and transport’, and ‘Language and culture’. Let us look at the procedure forcreating the assessment standards and assessment sheets for the oral presentations, using the topic ‘Work
and career’ as an example.

Let us now create the assessment standards to assess this assignment. The procedure is shown in Figure 2-10.
Figure 2-10 Procedure for creating assessment standards and assessment sheets
Creating assessment standards
1. Determine the assessment criteria (1)1、2Assessment
criteria

2. Determine the assessment criteria (2)Contents/
Activities

Discourse
structure

Fluency

4. Use the Minna no Can-do website to
select Can-dos from appropriate levels
and categories, and write the selected
Can-dos into the assessment
sheet format

Vocabulary

GrammarPronunciation

Table of assessment standards
1
Work harder2
Almost there

3
You did it!

4
Excellent

Can explain in short, simple
terms to a Japanese person
who has recently been
dispatched from Japan about
the work of one’s department,
conveying information theJapanese person should know
and briefly touching upon
differences and similarities
between one’s firm and aJapanese company.

Can explain in some detailand in a simple list of points toa Japanese person who has
recently been dispatched fromJapan about the work of one’s
department, while conveying
information the Japaneseperson should know and briefly
touching upon differences andsimilarities between one’s firm
and a Japanese company.

Can explain in some detailto a Japanese person who
has recently been dispatchedfrom Japan about the work of
one’s department, conveying
information the Japaneseperson should know andtouching upon differences andsimilarities between one’s firm
and a Japanese company.

Can explain in a well-organised
and easy-to-understandmanner to a Japanese person
who has recently been
dispatched from Japan about
the work of one’s department,
while conveying information
the Japanese person should
know and touching upon
differences and similarities
between one’s firm and aJapanese company.

Can make a simple list of
points and connect simple
expressions and sentencesby using simple connective
expressions such as 〜て (and)and 〜が (but).

Can describe and explain
things by connecting
sentences using common
connective expressions suchas それから (also) and しかし(however).

Can explain and describe
things in a linear, simple
manner by connecting several
short clauses using connective
expressions such as まず(first), 〜てから (after that),and 〜場合 (in the event that).

Can speak in a relatively fluent
and coherent manner, though
the main points are in a linear
sequence.

Can convey to some extent
what one wishes to express
and carry out short dialogues
if the topic is familiar, though
one may struggle to find theappropriate words or makefalse starts.

Can make the other person
understand what one wishes
to say if the conversationis short, though one often
pauses, repeats, andrephrases.

Can conduct a relatively long
conversation in an easy-tounderstand manner without
any major difficulties, though
there may be pauses orrephrasing in an effort to makethe grammar and vocabulary
accurate.

Can convey what one wishes
to express relatively effortlessly
and continue the conversation
without any help, though one
may pause or struggle.

Has and can use vocabularythat is sufficient enough tocarry out the most basic
communication about one’swork.

Has and can use enough
vocabulary to deal with workrelated matters on a daily
basis.

Has and can use enough
vocabulary to convey what one
wishes to express about workrelated matters, though there
may be some roundabout
expressions.

Though there is some difficultyin expressing complex ideas
and thoughts, has and canuse enough vocabulary toconvey what one wishes toexpress about work-related
matters.

Can use several sentence
forms. Though there arerepeated basic grammaticalmistakes, in most cases it isclear what one is trying to say.

Can use simple sentence
forms correctly, though
there still are some repeatedmistakes.

Can use frequently used
sentence forms fairly
accurately, if the situation isrelatively predictable.

Can use grammar fairly
accurately in familiar situations,though there are somemistakes and influences fromthe mother tongue.

Can say simple shortphrases and sentences with
understandable pronunciation,
though the influence of themother tongue is evident
and one may be asked for
repetition.

Can speak with pronunciationthat is clear enough for theother person to understandmost of what one says,
though there is still someinfluence of the mother tongue
and some parts are difficult tounderstand.

Can speak with pronunciation
clear enough for the otherperson to understand, though
there are some noticeable
traces of one’s mother tongue
or mistakes in pronunciation.

Can speak with clear
and easy-to-understandpronunciation, though there
are some traces of one’s
mother tongue and mistakes
in pronunciation.

4、5

2 Putting It Into Practice

3. Determine the levels to be usedin the assessment standards

3

Work and career

5. Rewrite the Can-dos to make themmore understandable

The assessment
standards arecompleted

6. Create an assessment sheet
based on the assessment
standards

The assessment sheet
is completed55

■ ‘Country A XXX Japanese Language School Japanese-language Course for Adults’
On this course, an assessment standard format such as that shown in Table 2-4 below is used. It sets out theassessment criteria on the vertical axis, and the level of achievement on the horizontal axis.
Table 2-4 Example of a format for assessment standards

Assessment criteria

Applying Can-dos to Course Design– Creating assessment standards and assessment sheets –Level of achievement

Now, let us look in detail at the procedure for creating assessment standards.

1. Determine the assessment criteria (1)2 Putting It Into PracticeFirst, prepare the criteria for assessing the level of achievement regarding the Can-dos for production (oralproduction) at the B1 level, which is the target level for the course. This criteria, named ‘Contents/Activities’,
is used to assess the level of achievement for tasks, and includes criteria on intercultural understanding. The
Activity Can-dos (refer to MY Can-dos on p.51) at the target B1 level, are used as-is in this criteria.
Work and career:Can explain in some detail to a Japanese person who has recently been dispatchedfrom Japan about the work of one’s department, conveying information theJapanese person should know and touching upon differences and similarities
between one’s firm and a Japanese company.
Travel and transport: Can explain in some detail about famous tourist spots to Japanese tourists, taking
into consideration the information they have.
Language and culture: When entertaining Japanese visitors at one’s home, can explain in some detailsimilarities and differences between the lifestyle and customs (wedding ceremonies,
regular annual events, etc.) of one’s own country and Japan by providing specificexamples.

56

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

2. Determine the assessment criteria (2)Competence Can-dos• Linguistic competences• Pragmatic competences㊷ Vocabulary range		 ㊿ Thematic development㊸ Vocabulary control		 œ Coherence and cohesion㊹ Grammatical accuracy		 ∑ Spoken fluency㊺ Phonological control

Applying Can-dos to Course Design

Next, establish the language competences that are necessary for achieving the Can-dos for production (oralproduction) at the B1 level, as the assessment criteria. On this course, the following categories from among theCompetence Can-dos are considered to be important, and are therefore selected as the assessment criteria(Figure 2-2, p.45).

If the names of the categories selected from steps 1 and 2 have long names, rewrite them as necessary to
make them easier to understand, and insert them into the fields for assessment criteria. On this course, they
have been revised as follows.
• Linguistic competences㊷ Vocabulary range, ㊸ Vocabulary control → Combined as ‘Vocabulary’㊹ Grammatical accuracy → ‘Grammar’㊺ Phonological control → ‘Pronunciation’• Pragmatic competences㊿ Thematic development (Unchanged)œ Coherence and cohesion (Unchanged)∑ Spoken fluency → ‘Fluency’

Table 2-5 Example of a format for assessment standards (with the assessment criteria inserted)
Assessment criteria
Contents/Activities
Thematic development
Coherence and cohesion
Fluency
Vocabulary
GrammarPronunciation

57

2 Putting It Into Practice

Seven items are set out in the vertical axis of Table 2-5 as the assessment criteria for this course: ‘Contents/
Activities’, ‘Thematic development’, ‘Coherence and cohesion’, ‘Fluency’, ‘Vocabulary’, ‘Grammar’, and‘Pronunciation’.

3. Determine the levels to be used in the assessment standards
Applying Can-dos to Course Design

On this course, four stages are set as the levels of achievement for the assessment standards: ‘4. Excellent’,‘3. You did it!’, ‘2. Almost there’, ‘1. Work harder’. Level B1 , which is the target level for this course, is positioned
as stage 3 of these four stages, while stage 4 represents a slightly more advanced level than B1 . This isbecause learners are more motivated if they are able to visualise their next goal.
Table 2-6 Example of a format for assessment standards (with the levels of achievement inserted)
Assessment criteria

1

2

3

4

Work harder

Almost there

You did it!

ExcellentContents/Activities
Thematic development
Coherence and cohesion
Fluency
Vocabulary
GrammarPronunciation

The assessment standards for this course are created using the Can-dos for level B1 , which is the target level,
and the Can-dos for level A2 , which is the current proficiency level of the learners. However, in cases where
there is a significant gap in the proficiency levels between different learners, reconsider the range of the levels
and use the Can-dos from levels A2 to B2 instead, for example.

2 Putting It Into Practice

4. Use the Minna no Can-do website to select Can-dos from appropriate levels and categories
and write the selected Can-dos into the assessment sheet format
From among the Can-dos for the respective linguistic competences ㊷ Vocabulary range, ㊸ Vocabularycontrol, ㊹ Grammatical accuracy, and ㊺ Phonological control, and the respective pragmatic competences㊿ Thematic development, œ Coherence and cohesion, and ∑ Spoken fluency, output those at the A2
and B1 levels from the Minna no Can-do website and insert them as items for the vertical axis in the format
shown in Table 2-6.
Depending on the category, there may be just one Can-do for two levels of achievement because the A2 andB1 levels are not divided into sub-levels (A2.1, A2.2, B1.1, B1.2). There may also be cases where there are
multiple Can-dos for one stage. For these stages, the Can-dos can be inserted directly into the format without
any changes.

58

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

Table 2-7 below is an extract of the list of Can-dos output from the Minna no Can-do website.

Applying Can-dos to Course Design

Table 2-7 Extract of list of Can-dos output from the website
種別

レベル

種類

言語活動

CEFR

A2.1

能力

語用能力

CEFR

A2.2

能力

語用能力

CEFR

B1

能力

語用能力

CEFR

A2

能力

CEFR

B1

能力

CEFR

A2

能力

CEFR

B1

能力

言語構造
的能力
言語構造
的能力
言語構造
的能力
言語構造
的能力

カテゴリー
一貫性と結束性（ディスコース能力）
一貫性と結束性（ディスコース能力）
一貫性と結束性（ディスコース能力）

Can-do 本文（英語）Can link groups of words with simple connectors like ‘and’, ‘but’
and ‘because’.
Can use the most frequently occurring connectors to link simple
sentences in order to tell a story or describe something as asimple list of points.
Can link a series of shorter, discrete simple elements into a
connected, linear sequence of points.

音素の把握

Pronunciation is generally clear enough to be understood despite
a noticeable foreign accent, but conversational partners will needto ask for repetition from time to time.

音素の把握

Pronunciation is clearly intelligible even if a foreign accent issometimes evident and occasional mispronunciations occur.

語彙の使いこなし

Can control a narrow repertoire dealing with concrete everyday
needs.

語彙の使いこなしShows good control of elementary vocabulary but major errors
still occur when expressing more complex thoughts or handlingunfamiliar topics and situations.

2 Putting It Into Practice59

Applying Can-dos to Course Design

Table 2-8 is an example of the format with the Can-dos from Table 2-7 inserted into it. For the assessment
criteria ‘Contents/Activities’, as explained in step 1, the MY Can-do set as the learning objective for the ‘Work
and career’ topic has been inserted under the achievement level ‘3. You did it!’
Table 2-8 Example of a format for assessment standards containing Can-dos output from the website
Assessment

1

2

3

4

Work harder

Almost there

You did it!

Excellentcriteria

A2

B1
Can explain in some detailto a Japanese person
who has recently been
dispatched from Japan
about the work of one’s
department, conveying
information the Japaneseperson should know andtouching upon differences
and similarities between
one’s firm and a Japanesecompany.

Contents/
Activities

Thematic
development

Can tell a story or describe something in a simple list of
points. (A2)

Can link groups of words
with simple connectors like
Coherence and ‘and’, ‘but’ and ‘because’.
cohesion(A2.1)

2 Putting It Into PracticeFluency

Vocabulary

GrammarPronunciation60

Can reasonably fluently relate a straightforward narrative
or description as a linear sequence of points. (B1)

Can use the most frequently Can link a series of shorter, discrete simple elements into
occurring connectors to link a connected, linear sequence of points. (B1)
simple sentences in orderto tell a story or describe
something as a simple listof points. (A2.2)

Can construct phrases onfamiliar topics with sufficientease to handle shortexchanges, despite very
noticeable hesitation andfalse starts. (A2.1)

Can make him/herself
understood in shortcontributions, eventhough false starts andreformulation are very
evident. (A2.2)

Can keep goingcomprehensibly, eventhough pausing forgrammatical and lexicalplanning and repair is very
evident, especially in longer
stretches of free production.
(B1.1)Can express him/herself
with relative ease. Despitesome problems withformulation resulting inpauses and 'cul-de-sacs',
he/she is able to keep
going effectively without
help. (B1.2)

・Has a sufficient vocabulary
for the expression of basic
communicative needs.
(A2.1, vocabulary range)
・Has a sufficient
vocabulary for coping with

Has sufficient vocabulary to

Has a sufficient vocabulary to express him/herself with

conduct routine, everyday
transactions involving
familiar situations andtopics. (A2.2, vocabularyrange)

some circumlocutions on most topics pertinent to his/her
everyday life such as family, hobbies and interests, work,
travel, and current events. (B1, vocabulary range)

simple survival needs. (A2.1,
vocabulary range)
Can control a narrow repertoire dealing with concrete
everyday needs. (A2, vocabulary control)

Shows good control of elementary vocabulary but
major errors still occur when expressing more complex
thoughts or handling unfamiliar topics and situations. (B1,
vocabulary control)

Uses some simple structures correctly, but still
systematically makes basic mistakes - for example
tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying tosay. (A2)

Uses reasonably accurately
a repertoire of frequently
used ‘routines’ andpatterns associated withmore predictable situations.
(B1.1)

Communicates withreasonable accuracy infamiliar contexts; generally
good control though with
noticeable mother tongue
influence. Errors occur, but
it is clear what he/she istrying to express. (B1.2)

Pronunciation is generally clear enough to be understood Pronunciation is clearly intelligible even if a foreign accentdespite a noticeable foreign accent, but conversational is sometimes evident and occasional mispronunciations
partners will need to ask for repetition from time to time. occur. (B1)(A2)

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

5. Rewrite the Can-dos to make them more understandable

In cases where multiple Can-dos can be applied to a certain level of achievement in a certain category, refer tothe objectives, identify suitable contents from each of the Can-dos, and summarise them. If there is only one
Can-do for multiple levels of achievement, it will be necessary to break up the contents and assign them to therespective levels.
From among the assessment criteria, the item for ‘Contents/Activities’ as described in steps 1 and 4 is theactual learning objective (MY Can-do at the B1 level). Hence, the objective is inserted directly, without any
changes, into the level of achievement 3. With regard to rewriting the can-dos for the achievement levels 1, 2,
and 4, refer to the List of characteristics for each Can-do level (Reference Material 3).

Applying Can-dos to Course Design

Rewrite the Can-dos inserted into the format for the assessment standards in sentences that are easy for thelearners to understand. You can also rewrite them in the learner’s native language. It is important to use positive
expressions for the standards they have achieved. This will help to motivate the learners.

Looking at the Can-dos in Table 2-8, created in Step 4, we can see that because the Can-dos for ㊿ Thematicdevelopment and œ Coherence and cohesion have similar contents, they were consequently combined into
one as ‘Discourse structure’.
Figure 2-11 is an example of the completed assessment standards. Fugue 2-11 sets out the learning objectivefrom the ‘Work and career’ topic of ‘Can explain in some detail to a Japanese person who has recently been
dispatched from Japan about the work of one’s department, conveying information the Japanese person
should know and touching upon differences and similarities between one’s firm and a Japanese company’ andthe contents of the learning activities based on this.

2 Putting It Into Practice61

Figure 2-11 Example of the completed assessment standards

Applying Can-dos to Course Design

Work and career: Table of assessment standards
Assessment
criteria

Contents/
Activities

Discourse
structure

Fluency

2 Putting It Into Practice

Vocabulary

GrammarPronunciation

62

1
Work harder2
Almost there

3
You did it!

4
Excellent

Can explain in short, simple
terms to a Japanese person
who has recently been
dispatched from Japan about
the work of one’s department,
conveying information theJapanese person should know
and briefly touching upon
differences and similarities
between one’s firm and aJapanese company.

Can explain in some detailand in a simple list of points toa Japanese person who has
recently been dispatched fromJapan about the work of one’s
department, while conveying
information the Japaneseperson should know and briefly
touching upon differences andsimilarities between one’s firm
and a Japanese company.

Can explain in some detailto a Japanese person who
has recently been dispatchedfrom Japan about the work of
one’s department, conveying
information the Japaneseperson should know andtouching upon differences andsimilarities between one’s firm
and a Japanese company.

Can explain in a well-organised
and easy-to-understandmanner to a Japanese person
who has recently been
dispatched from Japan about
the work of one’s department,
while conveying information
the Japanese person should
know and touching upon
differences and similarities
between one’s firm and aJapanese company.

Can make a simple list of
points and connect simple
expressions and sentencesby using simple connective
expressions such as 〜て (and)and 〜が (but).

Can describe and explain
things by connecting
sentences using common
connective expressions suchas それから (also) and しかし(however).

Can explain and describe
things in a linear, simple
manner by connecting several
short clauses using connective
expressions such as まず(first), 〜てから (after that),and 〜場合 (in the event that).

Can speak in a relatively fluent
and coherent manner, though
the main points are in a linear
sequence.

Can convey to some extent
what one wishes to express
and carry out short dialogues
if the topic is familiar, though
one may struggle to find theappropriate words or makefalse starts.

Can make the other person
understand what one wishes
to say if the conversationis short, though one often
pauses, repeats, andrephrases.

Can conduct a relatively long
conversation in an easy-tounderstand manner without
any major difficulties, though
there may be pauses orrephrasing in an effort to makethe grammar and vocabulary
accurate.

Can convey what one wishes
to express relatively effortlessly
and continue the conversation
without any help, though one
may pause or struggle.

Has and can use vocabularythat is sufficient enough tocarry out the most basic
communication about one’swork.

Has and can use enough
vocabulary to deal with workrelated matters on a daily
basis.

Has and can use enough
vocabulary to convey what one
wishes to express about workrelated matters, though there
may be some roundabout
expressions.

Though there is some difficultyin expressing complex ideas
and thoughts, has and canuse enough vocabulary toconvey what one wishes toexpress about work-related
matters.

Can use several sentence
forms. Though there arerepeated basic grammaticalmistakes, in most cases it isclear what one is trying to say.

Can use simple sentence
forms correctly, though
there still are some repeatedmistakes.

Can use frequently used
sentence forms fairly
accurately, if the situation isrelatively predictable.

Can use grammar fairly
accurately in familiar situations,though there are somemistakes and influences fromthe mother tongue.

Can say simple shortphrases and sentences with
understandable pronunciation,
though the influence of themother tongue is evident
and one may be asked for
repetition.

Can speak with pronunciationthat is clear enough for theother person to understandmost of what one says,
though there is still someinfluence of the mother tongue
and some parts are difficult tounderstand.

Can speak with pronunciation
clear enough for the otherperson to understand, though
there are some noticeable
traces of one’s mother tongue
or mistakes in pronunciation.

Can speak with clear
and easy-to-understandpronunciation, though there
are some traces of one’s
mother tongue and mistakes
in pronunciation.

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

6. Create an assessment sheet based on the assessment standards

The learner listens to a recording of their own presentation after the lesson and checks the sheet. The teacher
can check the sheet while listening to the presentation, or check it after listening to the recording. It is also agood idea for learners to use the same assessment sheet for peer assessment.

Applying Can-dos to Course Design

Based on the assessment standards completed in Step 5, an assessment sheet such as that shown in Figure
2-12 is created. On this course, the assessment sheet shown in Figure 2-12 is used by both the teacher andthe learners who have made their presentations. Depending on the learner’s level, it may be better to create asheet for the presenter, written in their native language or in easy Japanese.

2 Putting It Into Practice63

Figure 2-12 Example of an assessment sheet created based on the assessment standards

Applying Can-dos to Course Design

Work andcareerAssessment
criteria

Contents/
Activities

Discourse
structure

Fluency

2 Putting It Into Practice

Vocabulary

GrammarPronunciation[Objective]
Can explain in some detail to a Japanese person who has recently been
dispatched from Japan about the work of one’s department, conveying information
the Japanese person should know and touching upon differences and similarities
between one’s firm and a Japanese company.
1
Work harder2
Almost there

3
You did it!

4
Excellent

Can explain in short, simple
terms to a Japanese person
who has recently been
dispatched from Japan about
the work of one’s department,
conveying information theJapanese person should know
and briefly touching upon
differences and similarities
between one’s firm and aJapanese company.

Can explain in some detailand in a simple list of points toa Japanese person who has
recently been dispatched fromJapan about the work of one’s
department, while conveying
information the Japaneseperson should know and briefly
touching upon differences andsimilarities between one’s firm
and a Japanese company.

Can explain in some detailto a Japanese person who
has recently been dispatchedfrom Japan about the work of
one’s department, conveying
information the Japaneseperson should know andtouching upon differences andsimilarities between one’s firm
and a Japanese company.

Can explain in a well-organised
and easy-to-understandmanner to a Japanese person
who has recently been
dispatched from Japan about
the work of one’s department,
while conveying information
the Japanese person should
know and touching upon
differences and similarities
between one’s firm and aJapanese company.

Can make a simple list of
points and connect simple
expressions and sentencesby using simple connective
expressions such as 〜て (and)and 〜が (but).

Can describe and explain
things by connecting
sentences using common
connective expressions suchas それから (also) and しかし(however).

Can explain and describe
things in a linear, simple
manner by connecting several
short clauses using connective
expressions such as まず(first), 〜てから (after that),and 〜場合 (in the event that).

Can speak in a relatively fluent
and coherent manner, though
the main points are in a linear
sequence.

Can convey to some extent
what one wishes to express
and carry out short dialogues
if the topic is familiar, though
one may struggle to find theappropriate words or makefalse starts.

Can make the other person
understand what one wishes
to say if the conversationis short, though one often
pauses, repeats, andrephrases.

Can conduct a relatively long
conversation in an easy-tounderstand manner without
any major difficulties, though
there may be pauses orrephrasing in an effort to makethe grammar and vocabulary
accurate.

Can convey what one wishes
to express relatively effortlessly
and continue the conversation
without any help, though one
may pause or struggle.

Has and can use vocabularythat is sufficient enough tocarry out the most basic
communication about one’swork.

Has and can use enough
vocabulary to deal with workrelated matters on a daily
basis.

Has and can use enough
vocabulary to convey what one
wishes to express about workrelated matters, though there
may be some roundabout
expressions.

Though there is some difficultyin expressing complex ideas
and thoughts, has and canuse enough vocabulary toconvey what one wishes toexpress about work-related
matters.

Can use several sentence
forms. Though there arerepeated basic grammaticalmistakes, in most cases it isclear what one is trying to say.

Can use simple sentence
forms correctly, though
there still are some repeatedmistakes.

Can use frequently used
sentence forms fairly
accurately, if the situation isrelatively predictable.

Can use grammar fairly
accurately in familiar situations,though there are somemistakes and influences fromthe mother tongue.

Can say simple shortphrases and sentences with
understandable pronunciation,
though the influence of themother tongue is evident
and one may be asked for
repetition.

Can speak with pronunciationthat is clear enough for theother person to understandmost of what one says,
though there is still someinfluence of the mother tongue
and some parts are difficult tounderstand.

Can speak with pronunciation
clear enough for the otherperson to understand, though
there are some noticeable
traces of one’s mother tongue
or mistakes in pronunciation.

Can speak with clear
and easy-to-understandpronunciation, though there
are some traces of one’s
mother tongue and mistakes
in pronunciation.

Things I am satisfied about

64

Name

Things I should work harder on

JF Standard for Japanese-Language Education

Guidebook for Users [New Edition]

When creating the assessment standards and assessment sheets for measuring writing competency, pleaserefer to the assessment standards and assessment sheets for essay-writing, introduced in section 1.5‘Understanding the Portfolio’. The ‘Written assessment criteria’ provided by the CEFR is set out on pp.142-143
of Insights from the Common European Framework (Oxford University Press, 2004).

Applying Can-dos to Course Design

In this section, we have introduced the processes for creating learning objectives, self-assessment checklists,
assessment standards, and assessment sheets. When creating the assessment standards, you can also referto the Common Reference Levels for Qualitative aspects of spoken language use provided by the CEFR
(Reference Material 5).

2 Putting It Into Practice65

Reference Materials

Reference Material

68

Listening
Spoken interaction
Writing

Reference Materials

WRITING

Spoken production

SPEAKING

Reading﻿

UNDERSTANDING

Reference Material 1 CEFR Common Reference Level: self-assessment grid

A1

A2

B1

I can recognise familiar words andvery basic phrases concerning
myself, my family and immediate
concrete surroundings whenpeople speak slowly and clearly.

I can understand phrases andthe highest frequency vocabulary
related to areas of mostimmediate personal relevance(e.g. very basic personal andfamily information, shopping,local area, employment). I cancatch the main point in short,
clear, simple messages andannouncements.

I can understand the main
points of clear standard speech
on familiar matters regularly
encountered in work, school,
leisure, etc. I can understand themain points of many radio or TV
programmes on current affairs or
topics of personal or professional
interest when the delivery is
relatively slow and clear.

I can understand familiar names,
words and very simple sentences,for example on notices andposters or in catalogues.

I can read very short, simple texts. I can understand texts that
I can find specific, predictableconsist mainly of high frequency
information in simple everyday
everyday or job-related language.
material such as advertisements, I can understand the description
prospectuses, menus andof events, feelings and wishes intimetables and I can understandpersonal letters.
short simple personal letters.

I can interact in a simple way
provided the other person isprepared to repeat or rephrase
things at a slower rate of speechand help me formulate what
I'm trying to say. I can ask andanswer simple questions in areasof immediate need or on very
familiar topics.

I can communicate in simple
and routine tasks requiring asimple and direct exchange of
information on familiar topics andactivities. I can handle very shortsocial exchanges, even though I
can't usually understand enoughto keep the conversation goingmyself.

I can deal with most situations
likely to arise whilst travelling inan area where the language isspoken. I can enter unpreparedinto conversation on topics thatare familiar, of personal interestor pertinent to everyday life (e.g.
family, hobbies, work, travel andcurrent events).

I can use simple phrases andI can use a series of phrases andsentences to describe where I live sentences to describe in simple
and people I know.
terms my family and other people,
living conditions, my educational
background and my present or
most recent job.

I can connect phrases in a
simple way in order to describe
experiences and events, mydreams, hopes and ambitions.
I can briefly give reasons andexplanations for opinions andplans. I can narrate a story or
relate the plot of a book or film
and describe my reactions.

I can write a short, simple
I can write short, simple notes
I can write simple connected
postcard, for example sending
and messages relating to matters text on topics which are familiar
holiday greetings. I can fill in forms in areas of immediate needs. I can or of personal interest. I canwith personal details, for example write a very simple personal letter, write personal letters describing
entering my name, nationality and for example thanking someone for experiences and impressions.
address on a hotel registration
something.
form.

JF Standard for Japanese-Language Education

B2

Guidebook for Users [New Edition]

C2

I can understand extended
speech even when it is not clearlystructured and when relationships
are only implied and not signalled
explicitly. I can understand television
programmes and films without too
much effort.

I have no difficulty in understanding
any kind of spoken language,
whether live or broadcast, evenwhen delivered at fast native speed,provided I have some time to getfamiliar with the accent.

I can read articles and reports
concerned with contemporary
problems in which the writers adopt
particular attitudes or viewpoints. I
can understand contemporary literaryprose.

I can understand long and complex
I can read with ease virtually all forms
factual and literary texts, appreciating of the written language, including
distinctions of style. I can understand abstract, structurally or linguisticallyspecialised articles and longer
complex texts such as manuals,
technical instructions, even when they specialised articles and literary works.
do not relate to my field.

I can interact with a degree of fluency
and spontaneity that makes regularinteraction with native speakers quitepossible. I can take an active partin discussion in familiar contexts,
accounting for and sustaining myviews.

I can express myself fluently andI can take part effortlessly in any
spontaneously without much obvious conversation or discussion andsearching for expressions. I can use
have a good familiarity with idiomatic
language flexibly and effectively forexpressions and colloquialisms. I cansocial and professional purposes. I
express myself fluently and convey
can formulate ideas and opinions with finer shades of meaning precisely. If
precision and relate my contribution
I do have a problem I can backtrack
skillfully to those of other speakers.
and restructure around the difficulty sosmoothly that other people are hardly
aware of it.

﻿C1

I can understand extended
speech and lectures and follow
even complex lines of argument
provided the topic is reasonably
familiar. I can understand mostTV news and current affairs
programmes. I can understandthe majority of films in standard
dialect.

I can present a clear, smoothly
flowing description or argument in astyle appropriate to the context andwith an effective logical structure
which helps the recipient to noticeand remember significant points.

I can write clear, detailed text on awide range of subjects related to
my interests. I can write an essay
or report, passing on information
or giving reasons in support of oragainst a particular point of view.
I can write letters highlighting thepersonal significance of events andexperiences.

I can write clear, smoothly flowing
text in an appropriate style. I canwrite complex letters, reports orarticles which present a case with
an effective logical structure whichhelps the recipient to notice andremember significant points. I canwrite summaries and reviews ofprofessional or literary works.

I can express myself in clear, wellstructured text, expressing pointsof view at some length. I can write
about complex subjects in a letter, anessay or a report, underlining what
I consider to be the salient issues. I
can select style appropriate to thereader in mind.

Reference Materials

I can present clear, detailed
I can present clear, detailed
descriptions on a wide range ofdescriptions of complex subjects
subjects related to my field of interest. integrating sub-themes, developing
I can explain a viewpoint on a topical particular points and rounding off withissue giving the advantages andan appropriate conclusion.
disadvantages of various options.

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

69Reference Material 2Classification

List of categories for language competences and language activities

No.
1
2
3

Category

Descriptions related to overall listening [CEFR: overall listening
comprehension]

母語話者同士の会話を聞く

Understanding conversation between native speakers [CEFR:
understanding conversation between native speakers]

講演やプレゼンテーションを聞く

Listening to a lecture, presentation, etc. as a member of a live audience[CEFR: listening as a member of a live audience]

指示やアナウンスを聞く

Listening to public announcements such as broadcasts at train stations,and instructions directed at oneself [CEFR: listening to announcements
and instructions]

音声メディアを聞く

Listening to audio media and recordings, such as radio programs [CEFR:
listening to audio media and recordings]

読むこと全般Descriptions related to overall reading [CEFR: overall reading
comprehension]

手紙やメールを読む

Reading correspondences such as letters, faxes, and e-mails [CEFR:
reading correspondence]

必要な情報を探し出す

Identifying the specific information needed from bulletins,
advertisements, materials, etc. [CEFR: reading for orientation]

情報や要点を読み取る

Reading and understanding the outline and key points of news articles
and specialised materials [CEFR: reading for information & argument]

説明を読む

Reading instructions and explanations in instruction manuals,
agreements, etc. [CEFR: reading instructions]

テレビや映画を見る

Listening to audio while watching a video, such as TV programmes,
films, etc. [CEFR: watching TV and film]

話すこと全般Descriptions related to overall speaking [CEFR: overall oral production]

経験や物語を語る

Talking about one's experiences, knowledge, or a story [CEFR:
sustained monologue: describing experience]

論述する

Stating one's opinions, reasons, and proof, such as in a debate [CEFR:
sustained monologue: putting a case (e.g. in a debate)]

公共アナウンスをする

Making a public announcement [CEFR: public announcements]

講演やプレゼンテーションをする

Addressing audiences in a lecture, speech, presentation, etc. [CEFR:
addressing audiences]

書くこと全般Descriptions related to overall writing [CEFR: overall written production]

作文を書く

Writing about one's experiences, knowledge, or a story [CEFR: creative
writing]

レポートや記事を書く

Writing reports, essays, etc., by summarising information [CEFR: reports
and essays]

口頭でのやりとり全般

Descriptions related to overall spoken interaction [CEFR: overall spoken
interaction]

母語話者とやりとりをする

Interacting with a native speaker [CEFR: understanding a native speaker
interlocutor]

社交的なやりとりをする

Interacting to maintain social relationships, such as greetings, social
pleasantries, small talk, etc. [CEFR: conversation]

インフォーマルな場面でやりとりをする

Consulting with or exchanging opinions with friends/acquaintances in
informal settings [CEFR: informal discussion (with friends)]

フォーマルな場面で議論する

Engaging in discussions in formal settings, such as meetings, debates,etc. [CEFR: formal discussion and meetings]

共同作業中にやりとりをする

Interacting in cooperative work with others, such as event planning,
relocation, etc. [CEFR: goal-oriented co-operation (e.g. repairing a car,discussing a document, organising an event)]

店や公共機関でやりとりをする

Interacting to obtain goods and services at shops and public spaces
such as stations, government offices, banks, etc. [CEFR: transactions
to obtain goods and services]

情報交換するExchanging substantial information that is required for certain reasons[CEFR: information exchange]

Reception

4

5
6

﻿
7
8
9

11
12
13
14

Production

Activities

Communicative language activities

10

15
16
17
18
19
20
21
22

Interaction

Reference Materials

23
24

25

26

27

70

Explanation of categories

聞くこと全般JF Standard for Japanese-Language Education

Classification

No.
28
29
30

Reception

31

Production

35

Interaction

36

Texts

39
40

Linguistic competences

41
42
43
44
45
46

Discourse competence
Functional
competence

Pragmatic competences

Descriptions related to overall written interaction [CEFR: overall written
interaction]

手紙やメールのやりとりをする

Interacting through letters, faxes, e-mails, etc. [CEFR: correspondence]

申請書類や伝言を書く

Filling in a prescribed form such as application forms and questionnaires,and writing notes and messages [CEFR: notes, messages & forms]

意図を推測する

Identifying cues and inferring meaning and intent from the context [CEFR:
identifying cues and inferring (spoken & written)]

表現方法を考える

Considering how to express what one wishes to convey [CEFR:
planning]（表現できないことを）他の方法で補う

Compensating for what one is unable to verbalise appropriately, such as
by replacing with other expressions or gesturing [CEFR: compensating]

自分の発話をモニターする

Monitoring one's own speech and revising errors or rephrasing [CEFR:
monitoring and repair]

発言権を取る（ターン・テイキング）

Taking turns appropriately, and starting, continuing, and ending a
conversation [CEFR: taking the floor (turn-taking)]

議論の展開に協力する

Cooperating on the development of a conversation or discussion byconnecting what one said with what others said, or checking the flow of
dialogue up to that point [CEFR: co-operating]

説明を求める

Asking for clarification on a point one could not understand, or asking
for detailed explanations [CEFR: asking for clarification]

メモやノートを取る

Taking notes of what others said, such as in lectures, seminars, etc.,[CEFR: note-taking (lectures, seminars, etc.)]

要約したり書き写したりする

Summarising the contents of a text, rewriting the important points [CEFR:
processing text]

使える言語の範囲

Range of vocabulary, grammar, phonology, literacy, etc. that one canapply [CEFR: general linguistic range]

使用語彙領域

Range of vocabulary knowledge[CEFR: vocabulary range]

語彙の使いこなし

Ability to control vocabulary knowledge[CEFR: vocabulary control]

文法的正確さGrammatical accuracy[CEFR: grammatical accuracy]

音素の把握

Knowledge of pronunciation and intonation, and ability to control it[CEFR: phonological control]

正書法の把握Knowledge of spelling, writing system, usage of punctuation marks,etc., and ability to control it [CEFR: orthographic control]

社会言語的な適切さ

Sociolinguistic appropriateness [CEFR: sociolinguistic appropriateness]

柔軟性

Ability to control contents and speaking style to suit the situation andlistener [CEFR: flexibility]

発言権

Ability to start, continue, and end a speaking turn
[CEFR: turn-taking]

話題の展開

Ability to list and develop points of discussion [CEFR: thematicdevelopment]

一貫性と結束性

Ability to construct text using connecting and combining expressions[CEFR: coherence and cohesion]

話しことばの流暢さ

Ability to enunciate clearly, continue a conversation, and deal with thesituation when stuck [CEFR: spoken fluency]

叙述の正確さAbility to explicitly verbalise one's thoughts and other matters [CEFR:
propositional precision]

37

38

Communicative language competences

文書でのやりとり全般

47
48
49
50
51
52
53

Reference Materials

Interviewing and being interviewed, including consultations at a hospital[CEFR: interviewing and being interviewed]﻿Strategies

34

Explanation of categories

インタビューする／受ける32

33

Sociolinguisticcompetences

Category

Guidebook for Users [New Edition]

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

71Reference Material 3-1

List of characteristics for each Can-do level [Reception]

Condition• 母語話者にかなり速いス＋

Topic/Setting• 幅広い分野にわたって

ピードで話されても＋Object• 生であれ、放送であれ、あらゆる種類の話しことば• かなり程度の高い口頭表現＋

Action• 難なく理解できる• 実質的に理解して批判的に解釈できるや方言的な慣用表現、馴染
みの薄い専門用語を利用しC2た専門の講義やプレゼンテーション• あらゆる形式の書きことば• 長い複雑なテクスト• 耳慣れない話し方の場合には、ときどき細部を確認する必要があるが﻿• いくつかの非標準的な表現

C1

があっても

• 自分の専門分野に関連していなくても• 社会、専門、学問の分野• 自分の専門外の抽象的で複雑な話題• 難しい箇所を読み返すこと• 長い発話• 容易に理解できる• 録音され、放送された広範• 中身を詳細に理解できる

囲な音声素材• 相当数の俗語や慣用表現のある映画• ある程度長い、複雑なテク

ができれば

スト

• 辞書をときどき使えば• 幅広い慣用表現や口語表現のテクスト• 専門用語の意味を確認するために辞書を使うことがで• 身近な話題でなくとも（B2.2）• 個人間、社会、専門、学

きれば（専門外であっても）問の世界で普段出合う話題（B2.2）（B2.2）• 母語話者同士の活気に富んだ会話（B2.2）• 非常に専門的な資料（B2.2）• 母語話者の会話についていくことができる（B2.2）• 情報、考え、意見を読み取ることができる（B2.2）• 自分の周りで話されている

B2• 話の方向性が明示的な標識• 幅広い専門的な話題で示されていれば（B2.1)• 自分の興味のある分野• 少し努力すれば（B2.1）• 具体的／抽象的な話題

こと（B2.1）• 内容的にも言語的にも複雑な話• 標準語で普通のスピードで• 学問的／専門的なプレゼン

話されていればテーション• 難しい箇所を読み返すこと• たいていのテレビのニューができればスや時事問題の番組• ドキュメンタリー、生のイ• 流れを理解できる（B2.1）• 要点を理解できる• 独力で読み解くことができる• 重要事項を見定めることができる• 内容やその重要度をすぐに把握できる

ンタビュー、トークショー、演劇、大部分の映画• 長い複雑なテクスト• 情報や記事、レポート• 聞き慣れた話し方で、発音もはっきりとしていれば• 毎日や普段の仕事上の話題（B1.2）（B1.2）• 簡潔で明確な構成のプレゼ
ンテーション、講義、話• 内容をおおかた理解できる（B1.2）（B1.2）• 身近な話題（B1.1）• 話し方がゆっくりとはっき• 仕事、学校、余暇などの場りとしていれば（B1.1）

面で普段出合う、ごく身近• 多くのテレビ番組（インタ• 要点を理解できる（B1.1）

ビュー、短い講演、ニュー• 重要点を取り出すことがでスレポート）（B1.2）

きる（B1.1）な事柄（B1.1）• 話が標準的なことばで、発Reference Materials

音もはっきりとしていれば

B1• 自分の専門分野や興味のある話題• 簡単な短い話（B1.1）• 理解できる• ラジオの短いニュースや、• 出来事、感情、希望の表現

比較的簡単な内容の録音さを理解することができるれた素材（B1.1）• かなりの映画、テレビ番組（B1.1）• 日常の資料（手紙、パンフ
レット、短い公文書）（B1.1）• 簡単な新聞記事（B1.1)• 簡単な専門的情報• 詳細な指示72

JF Standard for Japanese-Language Education

Condition• 簡単なことばで表現されて＋Topic/Setting• 具体的で身近な事柄（A2.2）

いれば（A2.2）• 映像が実況のほとんどを説明してくれるならば（A2.2）＋

Guidebook for Users [New Edition]

Topic/Setting• 具体的な必要性を満たすこ

会、注文、確認）（A2.2）とが可能な程度に理解できる（A2.2）• 短い個人の手紙（A2.1）

族の情報、買い物、その地• ゆっくりとはっきりと話さ域の地理、雇用）（A2.1）

れれば

Action• 日常の手紙やファックス（照• 最も直接的な優先事項の領域（ごく基本的な個人や家＋• 内容を大まかに理解できる• 短い、はっきりとした、簡（A2.1）

単なメッセージやアナウン• 予測可能な日常の事柄

ス• 日常の看板や掲示（道路、A2

レストラン、鉄道の駅などの看板、指示、危険警告な• 話題が理解できる• 要点が理解できる• 必要な情報を取り出すこと
ができる

どの掲示）

• 日常の簡単な資料（広告、メニュー、時刻表）• 日常の簡単なテクスト（手﻿

紙、パンフレット、新聞の短い事件記事）• テレビのニュース番組• 意味が取れるように長い区切りをおいて、非常にゆっA1• 日常のよくある状況で• 短い簡単な説明、指示、情報

くりと注意深く発音しても• 非常に短い簡単なテクスト

らえれば• 簡単な掲示の中にある身近• 当人に向かって、丁寧にゆっ• 一文一節ずつ理解することができる• 概要を把握することができる

な名前や語、基本的な表現

くりと話されれば• 必要であれば読み直したりしながら• 視覚的な補助があれば*Levels shown in the brackets ( ) are levels A2, B1, and B2 further divided into two detailed levels respectively.
Reference materials:	Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment.
Cambridge: Cambridge University Press.						Council of Europe (2004) Common European Framework of Reference for Languages: Learning, teaching,assessment. (1st Ed.). (S. Yoshijima and R. Ohashi, Ed. & Trans.). Tokyo: Asahi Press. (Original work published 2001)
Council of Europe. (2008). Common European Framework of Reference for Languages: Learning, teaching,assessment. (1st Ed., revised reprint). (S. Yoshijima and R. Ohashi, Ed. & Trans.). Reprinted.Tokyo: Asahi Press.
(Original work published 2001)						Reference Materials

73Reference Material 3-2

List of characteristics for each Can-do level [Production]

Condition＋

Topic/Setting• 話題について知識のない聴＋

Topic/Setting• 記憶に残るような経験談

衆に対しても• 論理的な構造を持った、流れのよいスピーチ• 複雑なテクスト• 明瞭で流れるような、複雑なレポート、記事、エッセ

C2

イ• 実情説明、提案、文学作品の批評文＋

Action• 明瞭で滞りなく、詳しく話
す／書くことができる• 読者に重点がわかるように、
適切で効果的に論理を構成することができる• 聴衆の必要性に合わせて柔軟に話を構造化できる• 自信を持ってはっきりと発表できる• そのジャンルに適切な文体で書き、読み手を完全に引き込むことができる

﻿• 複雑な話題• 明瞭かつ詳細な記述やプレ
ゼンテーション

• 明瞭な、きちんとした構造を持ったプレゼンテーショ
ン、テクスト• 的確な構成と展開を持つ描

C1

写文や創造的なテクスト• 論点を展開し、立証できる• 補助事項、理由、関連事例
を詳しく説明できる• 読者として想定した相手にふさわしい自然な文体で書くことができる• 明瞭かつ詳細に述べることができる• 下位テーマをまとめ、要点を展開して、適切な結論で終わらせることができる• 自分の関心のある分野に関連した広範囲な話題• 一般的な話題のほとんど• はっきりとした、体系的に• 適切に要点を強調し、補足展開したプレゼンテーショ

事項を詳しく取り上げて、ン（B2.2）の多様な話題整然と論拠を展開できる（B2.2）• 自分の関心がある専門分野• 事前に用意されたプレゼンテーション（B2.1）• 映画、本、演劇の批評（B2.1）• 非常に流暢に、楽に表現できる（B2.2）• 当該ジャンルの書式習慣に従って詳細に記述すること• 明瞭で詳しいテクストができる（B2.2）• エッセイやレポート• 根拠を提示しながら、利点

B2と不利な点、賛成や反対の理由を挙げて、説明できる（B2.1）• いろいろなところから集めた情報や議論をまとめることができる（B2.1）• 明確で詳しく述べることができる• いろいろな情報や議論を評

Reference Materials

価したうえで書くことができる

74JF Standard for Japanese-Language Education

Condition• 練習しておけば• アクセントとイントネーショ＋

Topic/Setting• 自分の専門範囲の日常的／Topic/Setting• 極めて短い報告文（B1.1）• ある程度の自信を持って自括し、報告できる（B1.2）
分の意見を提示できる（B1.2）• 意見、計画、行動（B1.1）• ある程度の長さの、簡単な• 自分の関心のあるさまざま• 本や映画の筋

記述やプレゼンテーション• 現実や想像上の出来事、経験• 単純につなぎあわせたテクスト• 事実を述べ、理由を説明することができる（B1.1）• 標準的な常用形式に沿って書くことができる（B1.1）• 物語• 事故などの予測不能の出来

B1

Action• 集めた事実情報をもとに総• 日常的な事柄（B1.1）

な話題＋• 短い、簡単なエッセイ（B1.2）

非日常的な事柄（B1.2）

ンにはかなり耳慣れない部
分もあるが

＋

Guidebook for Users [New Edition]• 自分の感情や反応を描写す事ることができる• 夢や希望、野心• 自分の考えを述べることができる• 夢、希望、野心を述べるこ

﻿

とができる

• 順序だてて詳細に述べることができる• 比較的流暢に事柄を直線的に並べて述べることができる• 聞き手が集中して聞いてく• 自分の毎日の生活に直接関れれば、練習したうえで連のある話題（A2.2）• 短いプレゼンテーション（A2.2）• 計画、準備、習慣、日々の仕事、過去の活動や個人の経験（A2.2）• 要点を短く述べることができる（A2.2）• 事柄を列挙して、簡単に述• 短い基本的なプレゼンテーション（A2.1）

べることができる（A2.2)• 好きか嫌いかを述べることができる（A2.2）• 家族、住居環境、学歴、現在やごく最近までしていた
仕事（A2.1）• 単純な記述やプレゼンテー
ション• 文を連ねて書くことができる（A2.2）• 短いアナウンス• 簡単なことばで述べること

A2ができる（A2.1）• 人物や生活、職場環境、日• 簡単な句や文を連ねて書く課、好き嫌いなどことができる（A2.1）• 予測可能で身近な内容の事
柄• 簡単な字句や文を並べて話すことができる•「そして」「しかし」「なぜなら」などの簡単な接続詞でつなげて書くことができる• 人物や場所について

A1• 自分や想像上の人々について（どこに住んでいるか、何をしているか）• 非常に短い、準備して練習• 読み上げることができる

した表現（話し手の紹介や• 単純な字句を並べて、述べ乾杯の発声）• 簡単な表現、句や文ることができる• 単独に書くことができる

75

Reference Materials*Levels shown in the brackets ( ) are levels A2, B1, and B2 further divided into two detailed levels respectively.
Reference materials:	Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment.
Cambridge: Cambridge University Press.						Council of Europe (2004) Common European Framework of Reference for Languages: Learning, teaching,assessment. (1st Ed.). (S. Yoshijima and R. Ohashi, Ed. & Trans.). Tokyo: Asahi Press. (Original work published 2001)
Council of Europe. (2008). Common European Framework of Reference for Languages: Learning, teaching,assessment. (1st Ed., revised reprint). (S. Yoshijima and R. Ohashi, Ed. & Trans.). Reprinted.Tokyo: Asahi Press.
(Original work published 2001)						Reference Material 3-3

List of characteristics for each Can-do level [Interaction]

Condition• 母語話者と比べても引けをとらず• 標準的でない話し方や言い方に慣れれば＋

Topic/Setting• 社会や個人生活全般にわたって• 自分の専門分野を超えた専＋

Topic/Setting• 慣用的な表現や口語表現• 複雑な議論• 明確で説得力のある議論＋

Action•（慣用的表現や口語表現を）使いこなすことができる• 的確に修飾を加え、細かいニュアンスまで伝えること

門家の抽象的な複雑な話題ができる• 堂々と、非常に流暢に話やC2対話を組み立てることができる• 言語上の制限もなく、ゆとりをもって、適切に、自由に会話ができる• 自己主張できる﻿• 助け船を出さなくても• 馴染みのない話し方の場合にときどき詳細を確認する• 抽象的かつ複雑で身近でない話題• 自分の専門分野外の話題必要はあるが• 専門家による抽象的な複雑な話• インタビュー• ディベートでの第三者間の複雑な対話• 個人的な通信• はっきりと正確に表現することができる• らくらくと流暢に、自然に言いたいことを表現できる•（インタビューに）完全に参加することができる•（ディベートに）容易についC1ていくことができる• なめらかに議論点を発展させることができる• 感情表現、間接的な示唆、冗談などを交えて、柔軟に効果的に対応することができる• 話し方を全く変えない複数• 一般的、学術的、職業上、• 複雑な情報や助言（B2.2）• 議論の複雑な道筋を理解しの母語話者との議論に加わ余暇に関する幅広い話題• 母語話者との活発な議論て、自信を持って反応できるのは難しいかもしれない（B2.2）（B2.2）

が、多少の努力をすれば• 生活上のさまざまなトラブ• インタビュー（B2.2）• うまく交渉の話し合いがで• 長い会話•（インタビューを）なめらか（B2.1）

ルに対して（B2.2)• 自分の職業上の役割に関す• 騒音のある環境でもるあらゆる事柄（B2.2）る（B2.2）
きる（B2.2）に効果的に行うことができる（B2.2）• たいていの話題• 自分の専門分野に関連した事柄• 自分の考えや意見をはっきりと説明し、主張できる（B2.1）

B2• 多くの情報源からの情報と論拠を統合して報告できる（B2.1)• 代替案を評価すること、仮説を立て、また他の仮説に対応することができる（B2.1）

Reference Materials•（会話に）積極的に参加できる• 論点や問題の概略をはっきりと述べることができる• 効果的に書いて表現でき、他の人の書いたものにも関連づけることができる

76

JF Standard for Japanese-Language Education

Condition• 時には言いたいことが言えないこともあるが• ディベートに参加するのは＋Topic/Setting• 一般的な話題（B1.2）ともあるが• 相手が標準的な言葉遣いでTopic/Setting

Action• 情報を交換、チェックし、文化的話題（B1.2）• 友人との非公式の議論• 代案を比較し、対照できる（B1.1）（B1.2）• 興味のある話題（B1.1）• 簡 単 で事実に基づく情報• 他人の見方に短いコメント• 身近で個人的関心のある事（B1.1）

確認できる（B1.2）をすることができる（B1.2）

柄（B1.1）

はっきりと発音してくれれば• 日常生活に関連する話題（家• 話が自分に向けられていれば族、趣味、仕事、旅行）（B1.1）• 会話や議論• 個人的な手紙• 情報や意見• 個人的な意見を表明したり、情報を交換したりできる（B1.1）• 信念、意見、賛成、反対を丁寧に表現できる（B1.1）• 自分の専門分野に関する話
題• 理由をあげて説明することができる（B1.1）• 身近な話題B1＋• 具体的な情報（B1.2）• 音楽や映画のような抽象的、難しいが• 時にはくり返しを求めるこ＋

Guidebook for Users [New Edition]• 具体的／抽象的な話題• あまり日常的では起きない•（会話に）参加し、続けるこ
とができる

﻿

状況（気に入らなかった品• 驚き、悲しみなどの感情をを返品するなど）

表現し、また相手の感情に• 旅行中に起きそうなこと反応することができる• 自分が重要だと思う点を相手に理解させることができる• 苦情を言うことができる•（旅行中に起こるたいていの状況に）対処することができる• 必要がある場合に相手が助けてくれれば、（A2.2)• 自分の周りで議論されている話題（A2.2）• 議論がゆっくりとはっきり• 旅行、宿泊、食事、買い物となされれば（A2.2）のような毎日の生活での普通の状況（A2.2）• はっきり、ゆっくりと、自• 日常の課題に関して（A2.1）

らば（A2.1）• 仕事中や自由時間に関わる身近な毎日の事柄（A2.1）

ントを繰り返してもらえる

A2

ならば（A2.1）

質問に答えることができる• 考えや情報（A2.2)（A2.2）• 会話に参加できる（A2.2）• 簡単な情報（A2.1）（A2.1）• 身近な話題ができる（A2.2）• 会う約束をすることができ• 短い、簡単なメモや伝言る（A2.1）• 好き嫌いを言うことができる（A2.1）• 直接必要なこと• 予測可能な日常の状況で• 他の人の意見に賛成や反対り（A2.1）• ごく簡単な個人的な手紙• 地図や図を参照しながら•（考えや情報を）交換し、• 簡単な説明や指示（A2.2）• 非常に短い社交的なやりと分に直接向けられた発話な• 必要な場合に鍵となるポイ• 短い会話（A2.2）• 日常品やサービスを求めた
り、提供したりできる（A2.1）• 興味のある話題• 食事を注文することができ• ときどきくり返しや言いかる（A2.1）

えを求めることが許される• 行き方を聞いたり、教えたのであればりすることができる。切符を買うことができる（A2.1）•（メモ、伝言、手紙を）書くことができる• 直接必要なこと• 具体的で単純な必要性を満れるような話し相手から、• ごく身近な話題たすための日常の表現

はっきりとゆっくりと、繰• 自分自身や他人に関して（住り返しを交えながら、直接

まい、知人、所有物など）

自分に話が向けられれば• 短い簡単な質問、説明、指示• 短い簡単なはがき• 簡単な方法でやりとりができる• 聞いたり答えたりすることができる•（短い簡単なはがきを）書くことができる*Levels shown in the brackets ( ) are levels A2, B1, and B2 further divided into two detailed levels respectively.
Reference materials:	Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment.
Cambridge: Cambridge University Press.						Council of Europe (2004) Common European Framework of Reference for Languages: Learning, teaching,assessment. (1st Ed.). (S. Yoshijima and R. Ohashi, Ed. & Trans.). Tokyo: Asahi Press. (Original work published 2001)
Council of Europe. (2008). Common European Framework of Reference for Languages: Learning, teaching,assessment. (1st Ed., revised reprint). (S. Yoshijima and R. Ohashi, Ed. & Trans.). Reprinted.Tokyo: Asahi Press.
(Original work published 2001)						

77Reference Materials

A1• こちらの事情を理解してくLinguistic competences

Level

Has a very basic
range of simple
expressions about
personal details andneeds of a concrete
type.

A1

Reference Material 4

Has a limited
repertoire ofshort memorised
phrases covering
predictable survival
situations; frequent
breakdowns andmisunderstandings
occur in non-routine
situations.

A2.2
Has a repertoireof basic language,
which enables him/
her to deal witheveryday situations
with predictable
content, though he/she will generally haveto compromise themessage and search
for words.

A2

Can use basic
sentence patterns
and communicate
with memorised
phrases, groups ofa few words andformulae about
themselves and otherpeople, what they do,places, possessionsetc.

Can produce brief
everyday expressions
in order to satisfy
simple needs ofa concrete type:
personal details, daily
routines, wants andneeds, requests for
information.

A2.1

List of competence Can-dos

Reference Materials

General Linguistic Range

B1.2
Has a sufficient
range of language
to describe
unpredictablesituations, explain
the main points in an
idea or problem withreasonable precisionand express thoughts
on abstract or cultural
topics such as music
and films.

B1
Has enough language
to get by, with
sufficient vocabulary
to express him/herself
with some hesitationand circumlocutions
on topics such as
family, hobbies andinterests, work, travel,and current events,
but lexical limitations
cause repetition andeven difficulty withformulation at times.

B1.1
Has a sufficient
range of language
to be able to give
clear descriptions,express viewpoints
and develop
arguments without
much conspicuous
searching for words,
using some complex
sentence forms to
do so.

B2.1

B2.2
Can express him/
herself clearly andwithout much sign of
having to restrict whathe/she wants to say.

B2

﻿

78
Can select anappropriate
formulation froma broad range oflanguage to express
him/herself clearly,
without having to
restrict what he/shewants to say.

C1

Can exploit acomprehensive andreliable mastery of avery wide range oflanguage to formulate
thoughts precisely,
give emphasis,
differentiate andeliminate ambiguity...
No signs of having to
restrict what he/shewants to say.

C2

Grammatical accuracy

Vocabularycontrol

A2.2

Uses some simple structures correctly, but
still systematically makes basic mistakes - forexample tends to mix up tenses and forget
to mark agreement; nevertheless, it is usuallyclear what he/she is trying to say.

Pronunciation is generally clear enough to
be understood despite a noticeable foreign
accent, but conversational partners will needto ask for repetition from time to time.

Pronunciation of avery limited repertoireof learnt words andphrases can beunderstood withsome effort by native
speakers used todealing with speakers
of his/her language
group.

Can control a narrow repertoire dealing withconcrete everyday needs.

Has sufficient
vocabulary to
conduct routine,
everyday transactions
involving familiar
situations and topics.

A2

Has a sufficient
vocabulary for copingwith simple survival
needs.

Has a sufficient
vocabulary for the
expression of basic
communicativeneeds.

A2.1

Shows only limited
control of a few
simple grammaticalstructures andsentence patterns ina learnt repertoire.

Has a basic
vocabulary repertoireof isolated words andphrases related toparticular concrete
situations.

A1

Reference Materials

Linguistic competences

Vocabulary range

Level

B1
B1.2

B2
B2.2

Has a good range of vocabulary for mattersconnected to his/her field and most general
topics. Can vary formulation to avoid frequent
repetition, but lexical gaps can still cause
hesitation and circumlocution.

B2.1

Communicates withreasonable accuracy
in familiar contexts;
generally good
control though with
noticeable

Pronunciation is clearly intelligible even if aforeign accent is sometimes evident andoccasional mispronunciations occur.

Uses reasonably
accurately a repertoireof frequently used‘routines’ andpatterns associatedwith more predictablesituations.

Good grammaticalcontrol; occasional‘slips’ or nonsystematic errors
and minor flaws insentence structure
may still occur, butthey are rare and canoften be corrected in
retrospect.
Has acquired a clear, natural, pronunciationand intonation.

Shows a relatively
high degree ofgrammatical control.
Does not makemistakes which leadto misunderstanding.

Shows good control of elementary vocabulary Lexical accuracy is generally high, though
but major errors still occur when expressing
some confusion and incorrect word choice
more complex thoughts or handling unfamiliar does occur without hindering communication.
topics and situations.

Has a sufficient vocabulary to express him/
herself with some circumlocutions on most
topics pertinent to his/her everyday life suchas family, hobbies and interests, work, travel,and current events.

B1.1

﻿

Phonological control

Can vary intonationand place sentencestress correctly inorder to express finer
shades of meaning.

Consistently
maintains ahigh degree ofgrammaticalaccuracy; errors arerare and difficult tospot.

Occasional minor
slips, but nosignificant vocabularyerrors.

Has a goodcommand of a broad
lexical repertoire
allowing gaps to bereadily overcome withcircumlocutions; little
obvious searchingfor expressions or
avoidance strategies.
Good command of
idiomatic expressions
and colloquialisms.

C1

Maintains consistentgrammaticalcontrol of complex
language, even while
attention is otherwise
engaged (e.g. inforward planning,in monitoringothers‘reactions).

Consistently correct
and appropriate useof vocabulary.

Has a goodcommand of avery broad lexicalrepertoire including
idiomatic expressions
and colloquialisms;
shows awareness ofconnotative levels of
meaning.

C2

JF Standard for Japanese-Language Education
Guidebook for Users [New Edition]

79

Linguistic competences

Sociolinguistic competences

Level

Orthographic control

Can handle
very short social
exchanges, using
everyday polite
forms of greeting
and address. Can
make and respondto invitations,suggestions,apologies etc.

Can establish basicsocial contact byusing the simplest
everyday polite
forms of: greetings
and farewells;
introductions; saying
please, thank you,sorry etc.

B1.2

B2.2

Can produce clearly intelligible continuous
writing which follows standard layout andparagraphing conventions.

B2.1

B2

Is aware of, and looks out for signs of,the most significant differences between
the customs, usages, attitudes, values
and beliefs prevalent in the community
concerned and those of his or her own.

Can socialise simply Is aware of the salient politeness conventions
but effectively
and acts appropriately.
using the simplest
common expressions
and following basicroutines.

Can express him or
herself appropriately
in situations andavoid crass errors offormulation.

Can sustain
relationships
with native
speakers without
unintentionallyamusing or irritatingthem or requiringthem to behave otherthan they would witha native speaker.

Can with some effort
keep up with andcontribute to group
discussions evenwhen speech is fastand colloquial.

Can express him or
herself confidently,
clearly and politely ina formal or informal
register, appropriate
to the situation andperson(s) concerned.

Spelling, punctuation and layout are accurate Spelling and punctuation are reasonably
enough to be followed most of the time.
accurate but may show signs of mothertongue influence.

Can produce continuous writing which is
generally intelligible throughout.

B1.1

B1

Can perform andCan perform and respond to a wide range
respond to basicof language functions, using their mostlanguage functions,common exponents in a neutral register.
such as informationexchange andrequests andexpress opinions andattitudes in a simpleway.

Can write with reasonable phonetic
accuracy (but not necessarily fully standard
spelling) short words that are in his/her oral
vocabulary.

Can spell his/heraddress, nationality
and other personal
details.

A2.2

Can copy short sentences on everyday
subjects - e.g. directions how to getsomewhere.

A2.1

A2

Can copy familiar
words and shortphrases e.g. simple
signs or instructions,names of everyday
objects, namesof shops and set
phrases used
regularly.

A1

Reference Materials

Sociolinguistic appropriateness

﻿

80
C2

Can use language
flexibly and effectively
for social purposes,
including emotional,
allusive and joking
usage.

Can follow films
employing aconsiderable
degree of slang andidiomatic usage.

Can recognisea wide range of
idiomatic expressions
and colloquialisms,
appreciating register
shifts; may, however,need to confirm
occasional details,
especially if theaccent is unfamiliar.

Spelling is accurate,
apart from occasional
slips of the pen.

Can mediate
effectively between
speakers of thetarget language
and that of his/her community oforigin taking accountof socioculturaland sociolinguistic
differences.

Appreciates fully
the sociolinguistic
and sociocultural
implications oflanguage used bynative speakers
and can reactaccordingly.

Has a goodcommand of
idiomatic expressions
and colloquialisms
with awareness ofconnotative levels of
meaning.

Layout, paragraphing Writing isand punctuation
orthographically free
are consistent andof error.
helpful.

C1

Turn-taking

A1
A2.2
Can adaptwell rehearsed
memorised simple
phrases to particular
circumstances
through limited lexical
substitution.

A2

Can tell a story or describe something in a
simple list of points.

Can initiate, maintainand close simple,
face-to-faceconversation.

Can ask for attention. Can use simple
techniques to start,
maintain, or end a
short conversation.

Can expand
learned phrases
through simple
recombinations of
their elements.

A2.1

Reference Materials

Pragmatic competences (Discourse competence)

Flexibility

Level

Can vary formulationof what he/she wants
to say.

Can adjust to thechanges of direction,style and emphasis
normally found inconversation.

B2.1

B2.2
Can adjust what he/she says and themeans of expressing
it to the situationand the recipientand adopt a level offormality appropriate
to the circumstances.

B2

Can develop a clear description or narrative,
expanding and supporting his/her main
points with relevant supporting detail andexamples.

Can use stock phrases (e.g. 'That's a difficult
question to answer') to gain time and keep
the turn whilst formulating what to say.

Can initiate discourse, take his/her turn whenappropriate and end conversation when he/she needs to, though he/she may not always
do this elegantly.

Can initiate, maintain and end discourse
appropriately with effective turntaking.

Can intervene in
Can intervene appropriately in discussion,a discussion on a
exploiting appropriate language to do so.
familiar topic, using asuitable phrase to get
the floor.

Can adapt his/her
expression to deal
with less routine,even difficult,situations.

B1.2

Can reasonably fluently relate astraightforward narrative or description as alinear sequence of points.

Can initiate, maintainand close simple
face-to-faceconversation on
topics that arefamiliar or of personal
interest.

Can exploit a wide
range of simple
language flexibly to
express much ofwhat he/she wants.

B1.1

B1

﻿

Thematic development

Can give elaborate
descriptions
and narratives,
integrating subthemes, developing
particular points
and rounding off
with an appropriate
conclusion.

Can select a suitablephrase from a readily
available range of
discourse functions
to preface his/her
remarks appropriately
in order to get thefloor, or to gain timeand keep the floor
whilst thinking.

C1
Shows great flexibility
reformulatingideas in differing
linguistic forms togive emphasis,to differentiate
according to thesituation, interlocutor,
etc. and to eliminate
ambiguity.

C2

JF Standard for Japanese-Language Education
Guidebook for Users [New Edition]

81

B1.2

Can express themain point he/shewants to makecomprehensibly.

Can convey simple,
straightforward
informationof immediate
relevance, getting
across which point
he/she feels is mostimportant.

Can communicate what he/she wants to
say in a simple and direct exchange oflimited information on familiar and routine
matters, but in other situations he/she
generally has to compromise the message.

Can explain themain points in an
idea or problem
with reasonableprecision.

Can express him/
herself with relative
ease. Despite someproblems withformulation resulting
in pauses and 'culde-sacs', he/she isable to keep going
effectively without
help.

Can link a series of shorter, discrete
simple elements into a connected, linear
sequence of points.

B1.1

Can keep goingcomprehensibly,
even thoughpausing forgrammatical andlexical planningand repair is very
evident, especially in
longer stretches offree production.

Can constructphrases on familiar
topics with sufficientease to handle shortexchanges, despite
very noticeable
hesitation and false
starts.

Can manage
very short,isolated, mainly
pre-packaged
utterances, withmuch pausing
to search forexpressions, toarticulate lessfamiliar words,
and to repair
communication.

Can use the mostfrequently occurringconnectors to link
simple sentencesin order to tell astory or describe
something as asimple list of points.

A2.2

B1

Can make
him/herself
understood in shortcontributions, eventhough pauses,
false starts andreformulation arevery evident.

Can link groups ofwords with simple
connectors like'and', 'but' and'because'.

A2.1

A2

Can link words orgroups of words
with very basic linear
connectors like'and' or 'then'.

A1

Can communicate
spontaneously, often
showing remarkablefluency and ease of
expression in evenlonger complex
stretches of speech.

Can use a varietyof linking words
efficiently tomark clearly the
relationships
between ideas.

B2.2

Can pass on detailed information reliably.

Can interact with adegree of fluency
and spontaneitythat makes regularinteraction withnative speakers
quite possible
without imposing
strain on either
party.

Can produce
stretches oflanguage with afairly even tempo;
although he/she
can be hesitant as
he/she searches
for patterns andexpressions, there
are few noticeably
long pauses.

Can use a limited
number of cohesive
devices to link his/
her utterances into
clear, coherent
discourse, though
there may be some'jumpiness' in a longcontribution.

B2.1

B2
C1

Can qualify opinions
and statements
precisely in relation
to degrees of, forexample, certainty/
uncertainty, belief/
doubt, likelihood,etc.

Can express him/
herself fluently andspontaneously,
almost effortlessly.
Only a conceptuallydifficult subject canhinder a natural,
smooth flow of
language.

Can produce clear,smoothly flowing,
well-structured
speech, showing
controlled useof organisational
patterns, connectors
and cohesive
devices.

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

Pragmatic competences (Functional competence)

Pragmatic competences

Level

Spoken fluency

Coherence andcohesion

Reference Materials

Propositional precision﻿82
Can give emphasis,
differentiate andeliminate ambiguity.

Can convey finer
shades of meaning
precisely by using,with reasonableaccuracy, a wide
range of qualifying
devices (e.g.
adverbs expressing
degree, clauses
expressing
limitations).

Can express him/
herself at length witha natural, effortless,unhesitating flow.
Pauses only toreflect on precisely
the right words toexpress his/herthoughts or to find
an appropriate
example or
explanation.

Can create coherent
and cohesive
text, making fulland appropriate
use of a varietyof organisational
patterns, etc.,
a wide range ofcohesive devices.

C2

JF Standard for Japanese-Language Education

Reference Material 5

Guidebook for Users [New Edition]

Common Reference Levels: qualitative aspects of spoken language use
ACCURACYFLUENCY

INTERACTION

COHERENCE

C2

Shows great flexibility
reformulating ideas indiffering linguistic forms
to convey finer shadesof meaning precisely,
to give emphasis, todifferentiate and toeliminate ambiguity. Also
has a good commandof idiomatic expressions
and colloquialisms.

Maintains consistentgrammatical control
of complex language,
even while attention isotherwise engaged (e.g.
in forward planning,in monitoring others'
reactions).

Can express him/
herself spontaneously
at length with a natural
colloquial flow, avoiding
or backtracking aroundany difficulty so smoothlythat the interlocutor ishardly aware of it.

Can interact with easeand skill, picking up
and using non-verbal
and intonational cues
apparently effortlessly.
Can interweave his/her contribution into
the joint discourse withfully natural turntaking,referencing, allusion
making, etc.

Can create coherent
and cohesive discourse
making full andappropriate use of avariety of organisational
patterns and a wide
range of connectors
and other cohesive
devices.

C1

Has a good commandof a broad range oflanguage allowing
him/her to select a
formulation to expresshim/ herself clearly in an
appropriate style on awide range of general,
academic, professionalor leisure topics without
having to restrict whathe/she wants to say.

Consistently maintains
a high degree ofgrammatical accuracy;
Errors are rare, difficult
to spot and generally
corrected when they dooccur.

Can express him/
herself fluently andspontaneously, almost
effortlessly. Only aconceptually difficult
subject can hinder anatural, smooth flow of
language.

Can select a suitablephrase from a readily
available range of
discourse functions to
preface his remarks
in order to get or tokeep the floor andto relate his/her own
contributions skilfully tothose of other speakers.

Can produce clear,smoothly flowing,
well-structured speech,
showing controlled
use of organisational
patterns, connectors
and cohesive devices.

Has a sufficient range oflanguage to be able togive clear descriptions,express viewpoints
on most general
topics, without muchconspicuous searching
for words, using somecomplex sentence forms
to do so.

Shows a relatively highdegree of grammaticalcontrol. Does not makeerrors which cause
misunderstanding, andcan correct most of his/her mistakes.

Can produce stretchesof language with afairly even tempo;
although he/she canbe hesitant as he/shesearches for patterns
and expressions. There
are few noticeably longpauses.

Can initiate discourse,
take his/her turn whenappropriate and end
conversation when
he/she needs to, thoughhe/she may not always
do this elegantly. Can
help the discussion
along on familiar
ground confirming
comprehension, inviting
others in, etc.

Can use a limited
number of cohesive
devices to link his/herutterances into clear,coherent discourse,
though there may besome ‘jumpiness’ in along contribution.

Has enough language
to get by, with sufficient
vocabulary to express
him/herself with somehesitation and circumlocutions on topics suchas family, hobbies andinterests, work, travel,and current events.

Uses reasonably
accurately a repertoireof frequently used‘routines’ and patterns
associated with morepredictable situations.

Can keep goingcomprehensibly, eventhough pausing forgrammatical and lexicalplanning and repair isvery evident, especiallyin longer stretches offree production.

Can initiate, maintainand close simple faceto-face conversation on
topics that are familiar
or of personal interest.
Can repeat back partof what someone has
said to confirm mutual
understanding.

Can link a seriesof shorter, discrete
simple elements into
a connected, linear
sequence of points.

Uses basic sentence
patterns with memorised
phrases, groups of a few
words and formulae inorder to communicate
limited informationin simple everyday
situations.

Uses some simple
structures correctly,
but still systematicallymakes basic mistakes.

Can make him/herself
understood in very shortutterances, even thoughpauses, false starts andreformulation are very
evident.

Can answer questions
and respond to simple
statements. Can indicate
when he/she is following
but is rarely able tounderstand enough tokeep conversation goingof his/her own accord.

Can link groups ofwords with simple
connectors like ‘and’,‘but’ and ‘because’.

Has a very basic
repertoire of words andsimple phrases related
to personal details andparticular concrete
situations.

Shows only limited
control of a few simple
grammatical structuresand sentence patterns
in a memorised
repertoire.

Can manage very short,isolated, mainly prepackaged utterances,with much pausing tosearch for expressions,
to articulate less familiar
words, and to repair
communication.

Can ask and answer
questions about
personal details. Can
interact in a simple way
but communication is
totally dependent on
repetition, rephrasing
and repair.

Can link words orgroups of words
with very basic linear
connectors like ‘and’ or‘then’.

﻿

RANGE

B2+

B2

B1+

B1

A2+

A2

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

83

Reference Materials

A1

References< Main Literature References Used in Development>
ARCLE 編集委員会、田中茂範（編）（2005）『ECF：幼児から成人まで一貫した英語教育のための枠組み』、
リーベル出版
伊東祐郎（2006）「評価の観点から見た日本語教育スタンダード」『日本語学』vol.25、18-25、明治書院

Council of Europe（2004）『外国語の学習、教授、評価のためのヨーロッパ共通参照枠』、初版第 1 刷、吉島茂、大橋理枝（訳、編）、朝日出版社
嘉数勝美（2005）「日本語教育スタンダードの構築―第 1 回国際ラウンドテーブルの成果から―」『遠近﻿

第 6 号』36-41、国際交流基金「ヨーロッパの統合と日本語教育―CEFR（ヨーロッパ言語共通参照枠）をめぐって―」
嘉数勝美（2006）『日本語学』vol.25、46-58、明治書院『プロフィシェンシーを育てる〜真の日本語能力をめざして〜』、
鎌田修・嶋田和子・迫田久美子（編）（2008）
凡人社
国際交流基金（2006）『国際交流基金 日本語教授法シリーズ 1

日本語教師の役割／コースデザイン』、

ひつじ書房
国際交流基金（2008）『国際交流基金 日本語教授法シリーズ 14 教材開発』、ひつじ書房『JF 日本語教育スタンダード試行版』
国際交流基金（2009）
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253-276、くろしお出版「日本語能力とは何か」青木直子・尾崎明人・土岐哲（編）『日本語教育を学ぶ人のために』、
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Guidebook for Users [New Edition]

和 田 朋 子（2004）「TUFS 言 語 能 力 記 述 モ デ ル 開 発 の た め の 試 み : Common European Framework(of Reference for Languages) の考察（第二言語の教育・評価・習得）」『言語情報学研究報告 5』89-102、 東京外国語大学
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<Reference websites>
青木直子（2007）「日本語ポートフォリオ」 ＜ http://www.let.osaka-u.ac.jp/~naoko/jlp ＞（2016 年 7 月 8
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85

Reference Materials(CEFR) and the development of Language Policies: Challenges and Responsibilities.” Council ofThe ‘JF Standard for Japanese-Language Education Guidebook forUsers [New Edition]’ has been revised and edited based on the ‘JF
Standard for Japanese-Language Education 2010 (Third Edition)’.

JF Standard for Japanese-Language Education
Guidebook for Users [New Edition]
1st edition, 1st impression published in March 2017
Edited and published by The Japan Foundation
Section in charge: The Japan Foundation
Japanese-Language Institute, Urawa
Research and Development Section
5-6-36 Kita-urawa, Urawa-ku, Saitama City, Saitama, 330-0074 Japan
Tel: 048-834-1183 Fax: 048-831-7846•

Further information regarding the JF Standard for Japanese-Language Education can be found athttps://jfstandard.jp•

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