02高橋貞雄.indd

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1 pp TOH Glenn The rapid progress of globalization has made English a medium of global communication and not as a mere subject for learning or study. MEXT and many multinational corporations appreciate the need for English as a global language. Considering such current socio-economic demands, Tamagawa University decided to embark on a new English program, scheduled to begin in April This joint study sought to examine issues relating to ideologies of English teaching, goal setting, assessment procedures, course management, support systems and course design. In particular, the study team regarded the CEFR (Common European Framework of Reference for Languages) as a key resource for establishing the EFL program. It should be acknowledged, however, that the goals of the study are not directly related to day-to-day matters pertaining to program delivery. EFLCEFR CEFR Common European Framework of Reference for LanguagesCEFR

Considering such current socio-economic demands, Tamagawa University decided to embark on a new English program, scheduled to begin in April 2012.

2 52 Can-do Can-do TOEIC TOEIC TOEIC 900 TOEIC 98

3 EFL EAP ALT ICT 28 ICT 99

4 52 Language Policy Hall, Smith and Wicaksono 2011, p. 99 Spolsky 2009 Language Management Language Policy PlanLanguage Planning Spolsky 2009 p. 1 Language Manager Shohamy Spolsky 2009, p

5 EFL 2009 goals Objectivesp p EFL Can-do Statements 1 Can-do 2006 Can-do EFL 101

6 Can-do Cohen, Manion, & Morrison

7 EFL receptive skills productive skills

2 1 5 4 2 1 4 2 3 3 3 4 2 32.5 170 55 20 34 15.

9 EFL CEFR Common European Framework of Reference for Languages 2009 Can-do CEFR A1 C2 6 3 Council of Europe 2001, CEFR C Proficient User B Independent User A Basic User C2 Mastery C1 Effective Operational Proficiency B2 Vantage B1 Threshold A2 Waystage A1 Breakthrough A1 105

User B Independent User A Basic User C2 Mastery C1 Effective

10 52 A2 2 2 A1 C1 C B2 B2 CEFR CEFR B2 TOEIC TOEFL CEFR CEFR TOEIC TOEFL ibt IELTS Tannenbaum and Wylie 2008; IELTS 2011; Dunlea TOEIC TOEIC 2 CEFR 3 CEFR TOEIC 4 TOEFL ibt 5 IELTS 6 C2 8.5 C B B A A

2011 2011 2 TOEIC TOEIC 2 CEFR 3 CEFR TOEIC 4 TOEFL ibt 5 IELTS 6 C2 8.

11 EFL 1 1 TOEIC TOEFL ibt IELTS 15,000 25,000 TOEIC 6,000 TOEIC CEFR TOEIC S 90 A 80 B 70 C 60 F 60 AB1 A TOEIC 550 F S C 8 EFL 101 EFL CEFR B2 TOEIC 800 TOEIC 800 CEFR B2 C TOEIC EFL 302 C TOEIC TOEIC TOEIC 2011 EFL 301 TOEIC

C 8 EFL 101 EFL 402 8 3CEFR B2 TOEIC 800 TOEIC 800 CEFR B2 C

12 52 3 CEFR TOEIC CEFR S A B C ELF 402 B EFL 401 B EFL 302 B EFL 301 B EFL 202 B EFL 201 B EFL 102 A EFL 101 A S 3 TOEIC CEFR TOEIC This section of the report concerns the construction of the Can-do Statements for the EFL program. Following the discussions in the previous sections, we have produced Can-do Statements for the proposed EFL program at Tamagawa University. While we referred to the Common European Framework of Reference for Languages (Council of Europe 2001), it was not our intention to carboncopy their framework. As discussed in Chapter IV, our Can-do Statements have been designed considering various constraints we could think of, including but not limited to those of students, teachers, facilities as well as time. The Can-do Statements for the four skills of Reading, Writing, Speaking and Listening were constructed first before the set of statements relating to the integration of the four skills. The writing of the statements were guided by (1) desired goals and attainments for each level - from EFL 101 to 108

Following the discussions in the previous sections, we have produced Can-do Statements for the proposed EFL program at Tamagawa University.

13 EFL EFL 402; (2) scores corresponding to bands of achievement in the TOEIC achievement test; (3) levels of language proficiency to be envisaged for students enrolled on EFL programs at tertiary level; (4) skills levels beginning with basic comprehension and production progressing towards different aspects of academic literacy, including exposition, argument, critical thinking as well as meaning construction and deconstruction. Below is an example of integrated skills description for EFL Students can make simple basic connections between what is heard or read about personal or familiar matters with output in the form of simple spoken utterances as well as simple written text. Marked variation in levels between the four skills may result in noticeable disjunctures or truncations in terms of students ability to link the four skills. In general, the Can-do Statements sought to provide concrete and gradated descriptors of goals and attainments to serve as a guide for course planning, materials selection and course evaluation. At each level, the statements aimed to capture performance based behaviors beginning with basic tasks and progressing towards higher order skills that include independent thinking and creativity in and through language. At entry level, the descriptors sought to recognize that students will be challenged in the areas of listening and reading comprehension as well as spoken and written production, while at the most advanced level, the descriptors sought to capture, beyond fluency, the importance of viewing language in terms of it being (1) an integral part of contextualized and intertextual practice (2) a source of expression of individual voice and individual ideas - as is important for tertiary study (3) a sociohistorical phenomenon and hence a tool of construction of meaning and knowledge (4) ideally speaking, taught as part of engendering students sensitivities to different cultures and communities of practice of which they will hopefully be active participants. Notwithstanding the function of the Can-do Statements as clear curricular guidelines, it is to be held as desirable that both curriculum planning and course delivery take into account that language teaching and learning are actually dialogic activities and that every opportunity needs to be given to students to work on meaningful tasks that would engender and enhance language acquisition. ODA Masaki, TOH Glenn EFL 109

meaning construction and deconstruction. Below is an example of integrated skills description for EFL 101.

14 52 EFL TOEIC TOEIC TOEFL NHK CD TOEIC EFL EFL remedial work remedial work remedial Remedial work Study Room EFL remedial work Remedial work 1 1 Bottom-up 110

work 101 102 remedial Remedial work Study Room

15 EFL e-learning EFL e-learning e-learning Blackboard TOEIC Web TOEIC Web e-learning Web elearning e-learning bottom-up elearning TOEIC Web 1 111

16 52 e-learning Intensive English In-class points EFL e-learning EGP English for General Purposes EGP EAP English for Academic Purposes EAP ESP English for Specific Purposes ESP CBI Content Based Instructions: 2 EGP EAP EGP EAP EGP EAP CBI Content Based Instructions ENP English for No Purposes 1 CBI EGP EGAP English for General Academic Purposes 112

Specific Purposes ESP CBI Content Based Instructions: 2 EGP EAP EGP EAP EGP EAP CBI Content

17 EFL EGP EGP ibid. 1 2 EGAP 3 4 ESAP English for Specific Academic Purposes EGP EFL 1 2 EGP EGAP EGP/EAP ESP EFL EFL 300 EFL EFL 113

Academic Purposes EGP EFL 1 2 EGP EGAP 3

18 52 1 EAP EAP 3 ESP 3 4 EFL CLIL Content and Language Integrated Learning 2011, p.12 CLIL CEFR the Common European Framework of Reference for Languages CLIL... development of a special approach to teaching that the non-language subject is not taught in a foreign language but with and through a foreign language Coyle et. al. 2011, p. 3 CLIL CLIL CLIL 114

.. development of a special approach to teaching that the non-language subject is not taught

19 EFL CLIL CLIL CLIL 2011, p.21 CLIL CLIL EAP 2011, p. 128 CLIL CLIL 2011, p EAP 1 CLIL 2 EFL 4 115

20 52 ESP English for Specific Purposes ESP EFL ESP 2 4 ESP EFL EFL EFL EFL 3 EFL EFL EFL EFL CLIL 4 C content, communication, cognition, culture CLIL Coyle et. al. 2011, p. 41 CLIL 116

21 EFL EFL Dunlea, Jamie 2011 CEFR Council of Europe pp CLIL!? pp CEFR 116 pp ESP MM NEWS No. 7 pp CLIL can-do htm Cohen, L., L. Manion & K. Morrison Research Methods in Education 5 th edn. London: Routledge. Council of Europe. (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Coyle, D., Hood, P. and Marsh, D. (2010) CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press. 117

22 52 Educational Testing Service (ETS) (2010) Linking TOEFL ibt Scores to IELTS Scores A Research Report, Educational Testing Service. scores.pdf Hall, C. J., Smith, P. H. and Wicaksono, R. (2011) Mapping Applied Linguistics: A Guide for students and practitioners. London: Routledge. IELTS (2011) Common European Framework, IELTS. european_framework.aspx Shohamy, E. (2006) Language Policy: Hidden agenda and new approaches. London: Routledge. Spolsky, B. (2009) Language Ma nagement. Cambridge: Cambridge University Press. Tannenbaum, R,. J. E. and Wylie. C. (2008) Linking English-Language Test Scores Onto the Common European Framework of Reference: An Application of Standard-Setting Methodology, Princeton, NJ: Educational Testing Service pdf A1 CEFR TOEFL ibt IELTS ETS

A pp CALL College Life CD-ROM Development of CD-ROM English Teaching Materials, College Life Series, for Improving English Communica

A pp CALL College Life CD-ROM Development of CD-ROM English Teaching Materials, College Life Series, for Improving English Communica A CALL College Life CD-ROM Development of CD-ROM English Teaching Materials, College Life Series, for Improving English Communicative Skills of Japanese College Students The purpose of the present study