JF Standard related sites
The JF Standard for Japanese-Language Education

http://jfstandard.jp/

Website introducing the JF Standard

http://jfstandard.jp/cando/

Minna no"Can-do" website

website is a database of Can-dos that show levels of Japanese
proﬁciency in the form of statements beginning with "I can ...".

Marugoto: Japanese Language and Culture

http://marugoto.org/

The JF Standard
forJapanese-Language Education

Website introducing the Japanese language coursebook
which was developed based on the JF Standard

What is the JF
Standard forJapanese-Language
Education?
OK, Let's have a look
together.

http://www.jpf.go.jp/

The Japan Foundation Japanese-Language Institute, Urawa
5-6-36 Kita-urawa, Urawa-ku, Saitama-City, Saitama 330-0074, Japan
TEL: 048-834-1180 FAX: 048-834-1170
http://www.jpf.go.jp/j/urawa
The Japan Foundation (JF) was established in October 1972 with the objective of promoting international cultural
exchange through a comprehensive range of programs in all regions of the world.

Utilizing100% post-consumer recycled paper pulp

Central to the JF Standard for Japanese-Lang uage Educationis the idea that communication in Japanese can leadto mutual understanding among people.

In order for people tounderstand each other bothlanguage and culture areimportant.

We are now living in a global society where more and more people come into contact with othercultures as part of their personal and professional lives. In order to deepen mutual understanding through cross-cultural language communication the following two competences are needed.

Exactly!

Competence in accomplishing tasks: the ability to use language to complete specific tasks
Competence in intercultural understanding: the ability to understand and respect one's own
and other people's cultures
With the aim of cultivating these competences, the JF Standard for Japanese-Language Education has been developed in order to be practically useful in diﬀerent educational contexts
around the world.
02

International student: Erin

Erin's teacher: Honigon

http://www.erin.ne.jp/03The JF Standard displays levels
using to Can-do statements.
The levels of the JF Standard are not based on what kind of grammar you know, or
how many words or kanji you know, but what kind of tasks you can accomplish using
Japanese.

Examples of Can-do statements
for each of the six levels.

These Can-dos, beginning with "I can ...", describe ability at completing tasks, and are
divided into six levels from A1 to C2. These six levels are the same as those used in
the CEFR, so it is possible to understand your Japanese proﬁciency using levels thatare common with those used for other languages.
The JF Standard consists of both CEFR Can-dos and JF Standard Can-dos. CEFR
Can-dos are multipurpose abstract descriptors, while the JF Can-dos are examples ofpractical language activities related to situations where you use Japanese. By making
these Can-dos learning objectives, you can plan your learning so that it focuses on
actual communication.
CEFR is an abbreviation of Common European Framework of Reference for Languages： Learning, teaching, assessment. It is being
widely introduced as a common framework for language learning and education around the world.
You can search CEFR Can-dos and JF Can-dos at

http：//jfstandard.jp/cando/

A1

They are practical andeasy to understand, so yourlearning objectives will
become very clear!

Can say words of gratitudewith simple ﬁxed phrases
such as "thank you for yourkindness" in front of thosepresent at one's farewellparty held before one's
transfer, retirement, etc.
【JF Can-do】

A2
Can make a short simple
speech congratulating thebride and groom, explaining one's relationship tothem, etc.at a friend's wedding party or other events,
if one is allowed to occasionally look at one's notes．
【JF Can-do】

C1
B2
B1
Can introduce in some detailfamous sights, local specialties and other features whengiving people a tour of, for ex
ample, a famous sightseeing
area as a professional guide, if
preparations are made in advance.
【JF Can-do】

Can explain articulately
and in detail one's own proposal and respond appropriately to questions, while
showing diagrams, graphs,
etc., at, for example, a planning meeting at one's workplace, if one has prepared
beforehand.
【JF Can-do】

Can give a clear, well-structured presentation of acomplex subject, expanding and supporting pointsof view at some length withsubsidiary points, reasons
and relevant examples.
【CEFR Can-do】

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.
【CEFR Can-do】

By looking at the Can-dos,
you can understand what
you need to be able to do atthat level.
●Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction ofneeds of a concrete type.
●Can introduce him/herself and others and can ask and answer questions about personal details such aswhere he/she lives, people he/sheknows and things he/she has.
●Can interact in a simple way provided the other person talks slowly
and clearly and is prepared to help.

●Can understand sentences and frequently used expressions related toareas of most immediate 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 and matters in areas of immediate need.

●Can understand the main points ofclear 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 language is 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
give reasons and explanations for
opinions and plans.

●Can understand the main ideas ofcomplex text on both concrete andabstract topics, including technicaldiscussions in his/her ﬁeld of specialisation.
●Can interact with a degree of ﬂuency and spontaneity that makes regular interaction with native speakers quite possible without strain for
either party.
●Can produce clear, detailed text ona wide range of subjects and explain a viewpoint on a topical issue
giving the advantages and disadvantages of various options.

Common Reference Levels: global scale
04●Can understand a wide range of demanding, longer texts, and recognise
implicit meaning.
●Can express him/herself ﬂuently andspontaneously without much obvious
searching for expressions.
●Can use language ﬂexibly and eﬀectively for social, academic and professional purposes.

●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 produce clear, well-structured,detailed text on complex subjects,
showing controlled use of organisational patterns, connectors and cohesive devices.

05

The JF Standard tree shows what
Japanese language proficiency consists of.
The part of the tree where the branches spread out
and produce ﬂowers shows speciﬁc communicative
language activities, divided into receptive activities,
productive activities and interactive activities.

A1: Creative Writing
Can write in short, simple
sentences where one went,
what one did, etc.
on that day
for a blog entry.

The Can-dos represented by the ﬂowers are examples
of communicative language activities.
The roots show communicative language competences, which correspond to knowledge of the Japa-

A2: Informal Discussion(with friends)

B1: Reading for Information &Argument

nese language, such as knowledge of Japanese char-

Can discuss in short simple
terms destinations,time to meet, etc.
to go cycling
with friends on the weekend.

Can read and understandthe plot of a comic,
if the dialogue iswritten in simple terms.

acters, vocabulary, grammar, etc., and these support
the communicative language activities.
By looking at the JF Standard tree, you can see which
communicative language activities your learning objectives are, and which communicative language competences support such activities．

I want to go out tolots of different
places with myJapanese friends.

So what's important for you is being
able to chat with your friends inJapanese really well. Look, there's a
Can-do that says "I can go cycling
with friends at the weekend."

vocabulary
ability to put together
coherent conversations or written texts
appropriate to one's objective
grammarJapanesecharacterspronunciation06

ability to choose language
depending on the situation andwho one is speaking to07

Marugoto: Japanese Language and Cul ture is aJapanese language coursebook that is based on the JF Standard.
aims to be a course of Japanese language study that contributes to mutual understanding among the people of the world throughcompetence in accomplishing tasks and competence in intercultural understanding.

is basedon the JF Standard.

Learning objectives areshown as Can-do statements.

It places an emphasis on
intercultural understanding.

You use the portfolio
to manage your own learning.
Composition

Reﬂection

Can-doCan make comments in short simple
terms such as "How cute" and "I wantthat" when shopping with a friend.

Self-assessment checklist●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■●▲■

It sounds
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You'll be able todo that after
you've studied
unit 16.

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みせに ある ものについて どう おもうか いい
しょうひんの ねだんを よみます
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You can study language and culture together.
You can do this not just by learning about
Japanese things, but by looking back andreﬂecting on your own culture too．

More to be published in the future.

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In your portfolio you can put, for example, self-assessment checklists, reﬂections on lessons andcultural experiences, compositions and recordingsof speeches. By managing your own portfolio you
can develop your approach to independent study.
By showing your portfolio, you can also share yourown learning processes and successes with teachers, classmates, and your family.

09

The Japan Foundation carries out a range of activities centred around
the JF Standard in order to develop Japanese education overseas.
is a coursebook based on the JF
Standard.

The JF Standard forJapanese- Language EducationRole-play test

based on the JF Standard
The role-play test is a test that can measure
your ability in spoken interaction.

aims to cultivatecompetence in accomplishing tasks
and competence in intercultural understanding.

http://marugoto.org/

http://jfstandard.jp/roleplay/ja/render.do

Materials
Development

http://jfstandard.jp/cando/

Coursebook
Companion Website

Test Creation
Development of Assessment Methods

JF Language Course+

JF Language Course are Japanese language and culture courses
based on the JF Standard.

+ is a website where you canstudy Japanese language and culture
follows the contents of the coursebook.

Teacher Training

http://marugotoweb.jp/

Assessment

The Minna no
website is a database of Can-dos.
It provides support for practical aspects ofJapanese language education, such as course design,
lesson planning, and materials development.

The Japan Foundation oﬀers
teacher training courses basedon the JF Standard for overseas teachers of Japanese.

Paris
London ●CologneKiev●

Moscow●

AstanaBudapest
Bishkek●● RomeTashkent ●●●Madrid ●Educaztional
Pracztice
Course Design
Curriculum Development

Cairo ●

AlmatyUlan Bator●

BeijingSeoul

New Delhi
Vientiane
Phnom Penh●

Hanoi
ManilaHo Chi Min City

Bangkok

Los Angeles ●Toronto
New York●

Mexico ●Kuala Lumpur●

Jakarta●●

SydneySao Paulo

Cities where JF Language Course are run

1011