2021 Volume 17 Issue 1 Pages 9-23
In this study, we examined the possibility of applying the CEFR to Japanese language education from the perspective of the scale construction theory. Specifically, our study was carried out as follows: ⅰ) Based on the illustrative descriptors specified by the CEFR for each communicative activity ('listening', 'reading', 'speaking', 'writing', and 'interaction'), we developed a questionnaire in which learners self-assessed the degree to which they 'can do' specific communicative activities in Japanese and in which they provided answers according to a 4-point rating scale. ⅱ) A survey of Japanese learners was conducted in Japan and overseas countries. ⅲ) Based on the data of this survey, the descriptors were put on the IRT scale by GRM (Graded Response Model), and the order of difficulty of the descriptors for each communicative activity was compared with that of the original CEFR. As a result, it became clear that in order to utilize the CEFR in Japanese language education, modifications and supplements are necessary, especially in the area of 'interaction', so as to reflect the differences of levels, the need for inclusion of unique elements of the Japanese language, and the sociocultural differences between Europe and Japan.
