Common European Framework of Reference for Languagesの意義を考える : 日本の英語教育関係者の連携のために

概要

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The general proficiency level of English of the Japanese is often criticised, even today, despite the fact that many practitioners of ELT have certainly "improved" their practices. In this connection, Tanaka (1999) indicates that virtually all the innovations in ELT that have been made are fragmentary, and concludes that the problem is really lack of correlation. He argues that what should be done now is to develop a firm system to support a fundamental concept, which encourages collaboration across the entire spectrum of ELT practices. Adopting such a point of view, in this paper we investigate the Common European Framework of Reference for Languages (CEF), which contains comprehensive descriptions of various concepts and elements relevant to language education. This framework encourages practitioners of ELT in Europe to situate, co-ordinate and differentiate their practices, and also to explain their practices to other practitioners. The aim of this paper is to clarify the significance of this common framework, with particular focus on its functions, and to suggest some implications for the reform of ELT in Japan. Although CEF itself is in the process of implementation in Europe, these functions, namely: (1) to help the users make choices, (2) to help the users inform other users of their practices, have been widely accepted for the purpose of co-operation among practitioners.
全国英語教育学会の論文