the potential of can-do scale to provide better english education · 2019. 10. 2. · such as toefl...

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Can-do Can-d The Potential of Can-do Scale to Provide Better English Education Naoyuki NAGANUMA Seisen University Abstract In recent years, “Can-do” scales or statements are being developed and used for the interpretation of test scores by major high-stakes English test organizations such as TOEFL , TOEIC , STEP, or GTEC for STUDENTS as more qualitative indicators of current English abilities of test takers. Another source of “Can-do” statements is derived from Common European Framework of Reference for Languages and other such frameworks prepared by governmental organizations in England, Canada, Australia, or the U.S. as goals for learners to pursue and standards for the level of achievements. This paper discusses the potentiality of “Can-do” scales as a tool for the support of autonomous learning and for the improvement of teaching practices in language classrooms. Several attempts to introduce “Can-do” statements into the classroom in SELHi (Super English Language High School) schools are described as a model of the development of localized “Can-do” scales. The future direction of “Can-do” studies is then indicated and the role of motivation along with the use of “Can-do” scales are emphasized. Keywords Can-do Scale, Self-assessment Checklist, Evaluation Task, Language Learning Motivation CDS Can-do Can-do Statements(CDS) statements Could-do TOEFL iBT Can-do Competency Descriptors TOEIC Can-do

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Page 1: The Potential of Can-do Scale to Provide Better English Education · 2019. 10. 2. · such as TOEFL , TOEIC , STEP, or GTEC for STUDENTS as more qualitative indicators of current

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Naoyuki NAGANUMA 34()���

Seisen University

Abstract In recent years, “Can-do” scales or statements are being developed and used for the interpretation of test scores by major high-stakes English test organizations such as TOEFL�, TOEIC�, STEP, or GTEC for STUDENTS as more qualitative indicators of current English abilities of test takers. Another source of “Can-do” statements is derived from Common European Framework of Reference for Languages and other such frameworks prepared by governmental organizations in England, Canada, Australia, or the U.S. as goals for learners to pursue and standards for the level of achievements. This paper discusses the potentiality of “Can-do” scales as a tool for the support of autonomous learning and for the improvement of teaching practices in language classrooms. Several attempts to introduce “Can-do” statements into the classroom in SELHi (Super English Language High School) schools are described as a model of the development of localized “Can-do” scales. The future direction of “Can-do” studies is then indicated and the role of motivation along with the use of “Can-do” scales are emphasized.

Keywords Can-do Scale, Self-assessment Checklist, Evaluation Task, Language Learning

Motivation ���·¸�

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5W6 `�g Can-do �ÒÛv(http://www.eiken.or.jp/about/cando/cando.html) 5S6 îTOEIC� Can-do Guideñ(The Chauncey Group International, 2000) 5<6 îTOEFL� iBT Tipsñ(Educational Testing Service, 2005) 5C6 `The Language Ladderv(http://www.teachernet.gov.uk/languagesladder/) 5&6 `LinguaFoliov(http://www.doe.virginia.gov/linguafolio/) 5s6 `European Language Portfoliov(http://www.coe.int/portfolio) 5È6 `Self-assessment checklists from the Swiss version of the European Language

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5WT6 CEFR_qrmnÔÐÙü�ÒÛ�� UTà�JÚI�ú_¾o��ut�| 5WW6 `CiLT ELPv(http://www.cilt.org.uk/elp.htm) 5WS6 CEFR_JÚI�dA1: Breakthrough, A2: Waystage, B1: Threshold, B2: Vantage, C1:

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Ú�Ù\�¤ J¤¥¦K_yÇ_ç��¾�D�ÝÁut�| 5WC6 îSTEP BULLETIN Vol.20ñ(&'�gYy^, STTU)Y�'_�DÊSyOPXY| 5W&6 SELHi�%mnUV���à���_]:®+ �_Ƭ_ç�dPachler & Field(2001)

_C;�_ ”Pupil Differences and Differentiation in Modern Foreign Languages Teaching and Learning”��¹Y�ud`ìY+ã{mnv��m�{E*Ø��¡u'y���~{|

5Ws6 îà�÷����- [�.Ñ� WU VÜ SELHi�¶´�^oóñ-���| 5WÈ6 ��(STTU)��“Task Handling”�“Language Resources”��udÒ�I�äòó���i

�ut�| 5WU6 <½�=)(STTs)`�,�u�u_ ]v(î���- [�. SELHi�¶´�^oóñ)Å´| 5WÖ6 �9�Ú�Ù\�¤ J¤¥¦K(STTU) îà�lmnopY/ª��mn�X]��: SELHi

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(pp.CT«CW)��| 5ST6 `5"6ÒûK¼¤�v(http://perfect.sunnyday.jp/)

ÚÛÜÝ�

Alderson, J. Charles. (2005). Diagnosing Foreign Language Proficiency: The Inference Between Learning and Assessment. London: Continuum.

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.��6�Â� STTC. î��_�ld �dmn_{½_ǤsÙl����­ñ� K&zF4.�

Council of Europe. (2002). Common European Framework of References for Languages : Learning, Teaching, Assessment - Case Studies. Strasbourg: Council of Europe.

Finnish National Board of Education. (2003). National Core Curriculum for Upper Secondary Schools 2003. Helsinki: Finnish National Board of Education.

Lenz, Peter and Schneider, Günther. (2004). A Bank of Descriptors for Self-assessment in European Language Portfolios. Strasbourg: Council of Europe.

Morrow, Keith(Ed.). (2004). Insights from the Common European Framework. Oxford: Oxford University Press.

North, Brian. (2000). The Development of a Common Framework Scale of Language Proficiency. New York: Peter Lang.

Pachler, Norbert and Field, Kit. (2001). Learning to Teach Modern Foreign Languages in the Secondary School: A Companion to School Experience. Routledge.

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Vandergrift, Laurens. (2006). Proposal for a Common Framework of Reference for Languages for Canada. Quebec: The Department of Canadian Heritage.

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����� STTU. `� [Y/ª� Can-do �D_Tév îARCLE REVIEWñ No.2, pp.6-33. Action Research Center for Language Education.

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