Earticle

Japanese university English programs have gradually enacted requirements that have led to a shift away from courses founded on English for General Purposes and toward those based on English for Academic Purposes. This study aims to examine, in relation to can-do statements for English, the following: effects of the course Basic Academic English, correlations between English proficiency and self-ratings, comparisons of proficiency ratings in the four language skills, and assessments of the can-do statement difficulty order. Participants in the study consisted of sophomores (n=114) who were enrolled in six university Basic Academic English classes. English proficiency levels of the participants varied with a range extending from STEP Eiken Exam G2 to G4. An identical pre/post can-do statement questionnaire was administered to the participants and examined areas that included both academic skills and the four language skills (20 each). The questionnaire　(Qs=88) utilized items adapted from CEFR (Council of Europe, 2001) with additional modification based on previous studies (Jordan, 1997 and others). An analysis of the data revealed the following four points. First, pre/post self-ratings were found to be statistically significant (p<.05) which suggests that the ‘Basic Academic English’ class had a positive effect. Second, the correlation of the four language skills between the level-based classes and self-ratings was predominantly significant (p<.001/ p<.05). However, there was a relatively weak correlation found in writing (Pearson r values: .879 ~.558). Third, the can-do achievement ratings among the four language skills revealed that listening was rated the highest while writing was rated the lowest. Lastly, the study found that some of the can-do statements did not correspond to the progressing level of difficulty in the framework. Specifically, can-do writing statements displayed no regular patterns of increased difficulty. A further study may need to investigate the irregularities found in the arrangement of statement difficulty order.

This study attempts to propose a type of self-assessment about interaction between peers using Can-do statements. First, I discuss on assessment of peer learning in Japanese language education, and argue that self-assessment use needs to be an easier and more acknowledged method. I briefly review "JF Standard for Japanese Language Education 2010", and then propose a checklist of self-assessment including six items: spoken production, listening comprehension, mutual clarification, mutual negotiation, cooperation, fluency. Finally, I present the procedure for self-assessment, and affirm the need to examine the effectiveness of checklist through practical research.

本稿は、JF日本語教育スタンダードの「Can-do｣を活用した、相互行為の自己評価の提案を試みたものである。まず、日本語教育のピア・ラーニングにおける評価の現状を踏まえ、評価方法の明示的な活用の拡大が必要であることを指摘した。次に、『JF日本語教育スタンダード2010󰡕を概観し、「Can-do｣を活かした自己評価の試案を作成した。相互行為の自己評価表の作成は、5つのステップ（①相互行為に関連するカテゴリーの選択 → ②目標レベルの「Can-do｣の抽出 → ③評価項目と評価内容の決定 → ④評価項目ごとの目標レベルの設定 → ⑤評価基準と自己評価チェックリストの作成）で行われた。評価項目として「自己発信｣「他者受信｣「相互確認｣「相互調整｣「協働性｣「流暢さ｣の６つを抽出し、それぞれの評価基準を設け、3段階の評価表を作成した。最後に、評価実施の流れを提示し、実践研究による自己評価チェックリストの有効性の実証と、さらなる改善が必要であるとした。

本稿は、実際に日本人とのSNS（Social Networking Service）交流に参加した韓国人日本語学習者の口頭能力が伸びているのかを調査したものである。松下他(2018)では、韓国人日本語学習者がどのようなSNSを使っているのかを調査している。今回は、日本在住の日本人大学生と韓国人大学生の学習者22ペアにSNSを使用した交流を行い、また、前後でCan-Do Statementsのアンケートを実施した。さらに、SNS交流群と非交流群との比較も行った結果、今回は調査期間が1か月半の短期間であったためか、あまり差は見られなかった。しかし、アンケートによる感想を見ると、今回の交流について学習者はおおむね満足しており、「日本語会話能力の伸びを感じた」「日本語使用に自信が付いた」等と書いていた。更に、半年後に韓国語による追加のアンケート調査を行った結果、「より多くの日本人と話したいと思うようになった」「自分がわからない文法や表現を意識できるようになった」「以前よりもたくさんの言葉の意味を辞書で調べるようになった」など肯定的な評価が得られた。交流の改善点としては「授業外での交流の管理」「SNSの媒体の選択」「交流相手のマッチング」などが明らかになり、今後の参考にしたい。さらに、日本語学習者の外向性、学習ストラテジー、学習環境等の影響がある可能性があるので、事前に詳細な学習者情報を収集および分析を行い、これらの影響でSNS交流がどう活発になり、日本語の会話能力の促進に貢献しているのか更に詳細に調査する必要があることがわかった。

This paper addresses the improvement of oral proficiency in Korean learners of the Japanese language who engaged in interactions with Japanese native speakers　based on the results of a survey. Twenty-two pairs of Japanese and Korean students interacted on social media through video- or voice-calls. Before and after these interactions, the Korean students were asked to fill out a survey using “Can-Do” Statements. The group of students who engaged in the social media interactions were then compared with a group of nonparticipant learners of Japanese, and no differences were found in Japanese language acquisition between the two groups in this one-and-a-half month study. However, the results of the survey demonstrate that the learners who engaged in the interaction were satisfied with the experience. Their comments included statements such as, “I feel that my conversational skills have improved,” “I feel more confident about how I use Japanese,” and “I understood the conversation better, because we used video-calls instead of text messages.” Six months later, an additional survey was conducted in Korean and the comments obtained from it were as follows: “I want to talk with more Japanese people,” “I have become conscious about grammar and words I have not learnt yet,” and “I started checking the dictionary more often.” The participants also indicated that managing interactions out of the classroom, the choice of the social media used, and matching conversation partners were potential ways to improve the social media experience.

본 연구는 구성 및 내용 타당도와 문항난이도 및 차별도를 중심으로 중급 및 고급 한국어 학습자의 목표 언어 숙달도를 측정할 수 있는 자가평가 도구의 타당도를 검증하였다. 본 연구에서는 중급 및 고급 학습자의 숙달도를 가늠하기 위해 유럽공통참조기준(CEFR, Council of Europe, 2001)의 B1, B2, C1 레벨의 자가평가표를 참고하여 읽기/듣기/말하기/쓰기로 대표되는 언어기술영역을 모두 포괄하는 24개의 6점 리커트 척도 문항을 구성하였으며, 이를 바탕으로 서울 소재 4년제 대학교에서 학부에 재학 중인 217명의 중국인 유학생들을 대상으로 중국어로 번역된 설문지를 배포하였다. 이를 통해 축적된 데이터는 개별문항과 해당 언어기술 간의 수렴타당도 그리고 해당 언어기술 간의 구조 및 변별 타당도를 확인하기 위해 구조방정식을 활용한 확인적 요인분석을 거쳤으며, 개별 문항의 난이도 및 변별도를 검증하기 위해 일반화부분점수모형을 기반으로 한 문항반응이론 분석을 거쳤다. 분석에 사용된 통계 프로그램은 각각 AMOS 20과 R package 3.4.3이었다. 확인적 요인분석 과정을 통해 이해능력(읽기와 듣기) 및 산출능력(쓰기와 말하기) 두 가지 구인이 변별력 있게 구성되었다. 적절한 난이도와 변별도를 보이지 않은 소수의 문항을 분석한 결과, 설문응답자들은 이들 문항에 대체로 보수적으로 답변을 하는 경향을 보였다. 이는 하나의 문항에 지나치게 다양한 의사소통 환경이 포함되어 있다는 점, 그리고 설문응답자가 확신을 가지고 답변하기 힘든 낯선 경험을 묻고 있다는 점에서 기인하는 것으로 보인다. 본 연구는 유럽공통참조기준에서 추출된 자가평가 도구가 중/고급 한국어 학습자의 숙달도를 타당하게 측정 및 변별하고 있음을 입증하였다. 본 검사 도구는 북미 지역 한국어 프로그램에서의 반 배치 의사결정에 보조자료로써 활용될 수 있으며, 국내 한국어 교육의 맥락에서는 학습자의 목표 언어 습득 및 발달과정을 장기적인 관점에서 추적할 수 있는 손쉬운 도구로 기능할 수 가능성을 내포하고 있다.

This study demonstrates empirical evidence of the self-assessment battery designed to distinguish between intermediate and advanced learners of Korean with a focus on structural, content, and construct aspect of validity. All 24 statements were selected from the CEFR self-assessment grid and converted into 6-point Likert scale items and administered to 217 university-level Chinese students (Council of Europe, 2001). The item responses were analyzed by the AMOS version 20.0 and the R package version 3.4.3, using a structural equation modeling (SEM) and a generalized partial credit model (GPCM). The confirmatory factor analysis showed that the selected 24 statements constructed four factors (i.e., RC, LC, SP, and WR) and grouped into two meta-criteria (i.e., understanding vs. production skills) which are structurally aligned with the CEFR skill description. The Logit scale of item difficulty indexes showed that the items are sensitive and systematically distributed in relation to the expected difficulty range. The discrimination indexes revealed that only one item showed a low discrimination index below threshold, suggesting that the quality of items is generally acceptable

本稿は、JF日本語教育スタンダードの「Can-do」を活用した、相互行為の自己評価の提案を試みたものである。まず、日本語教育のピア・ラーニングにおける評価の現状を踏まえ、評価方法の明示的な活用の拡大が必要であることを指摘した。次に、『JF日本語教育スタンダード2010』を概観し、「Can-do」を活かした自己評価の試案を作成した。相互行為の自己評価表の作成は、5つのステップ（①相互行為に関連するカテゴリーの選択 → ②目標レベルの「Can-do」の抽出 → ③評価項目と評価内容の決定 → ④評価項目ごとの目標レベルの設定 → ⑤評価基準と自己評価チェックリストの作成）で行われた。評価項目として「自己発信」「他者受信」「相互確認」「相互調整」「協働性」「流暢さ」の６つを抽出し、それぞれの評価基準を設け、3段階の評価表を作成した。最後に、評価実施の流れを提示し、実践研究による自己評価チェックリストの有効性の実証と、さらなる改善が必要であるとした。

This study attempts to propose a type of self-assessment about interaction between peers using Can-do statements. First, I discuss on assessment of peer learning in Japanese language education, and argue that self-assessment use needs to be an easier and more acknowledged method. I briefly review "JF Standard for Japanese Language Education 2010", and then propose a checklist of self-assessment including six items: spoken production, listening comprehension, mutual clarification, mutual negotiation, cooperation, fluency. Finally, I present the procedure for self-assessment, and affirm the need to examine the effectiveness of checklist through practical research.

This study aims to examine The Assessment Tool Development of Korean Speaking Proficiency, 'Can-Do' based on the Common European Framework of Reference for Languages (CEFR) for helping Korean learners feel a sense of accomplishment by specifically realizing their own language change and continue their study under the environment. Korean learners who learn Korean as a foreign language are in a difficult situation to maintain their learning purpose and learning motivation, necessary for improving their Korean proficiency due to the problems of education course such as KFL environment on the condition that learners can learn a language only in the classroom and the exclusion of spoken language-based communication skills in assessment. Therefore, this study intends to discuss Korean speaking Can-do Statements by making use of CEFR which can be utilized in 'Speaking Assessment' in European Universities which use the same text, with a view to providing clues to effective learning goals, in consideration of the individual educational fields of Korean learners which are getting diversified.