Paper short abstract:

The objective of this presentation is to examine the meaning of "can-do" based learning approach and to discuss the possibility to realize it in the language classroom for adult learners at B1 level, based on the findings through lessons conducted by the presenter.

Paper long abstract:

The objective of this presentation is to examine the meaning of "can-do" based learning approach and to discuss the possibility to realize it in the language classroom.

The presenter is one of the writers of Japanese language textbook MARUGOTO Intermediate (B1 level), developed based on JF standard for Japanese Language Education, for mainly adult learners abroad. The aim of this book is for learners to be able to communicate at B1 level in Japanese, increase what learners can do in communicative situations where Japanese is used, rather than acquiring language knowledge about grammar and sentence patterns.

For this reason, learning objectives should be given in the forms of specific can-dos. In lessons and courses, authenticity of text, situations and tasks should be highly important. Learners are required to deal with a variety of situations where they might come into contact in everyday life. Acquiring language knowledge is not in itself a learning objectives. Learners study what they need, connected to concrete contexts and situations, in order to attain the can-dos. At intermediate level, there is still a limit to the amount of Japanese they can understand and use. So they need to learn how to apply various strategies for effectively using a limited range of language to achieve their communication goal. It is also important to increase their notice and monitor skills needed for independent learners. Furthermore learning activities should not just finish in the classroom, it is significant to introduce ideas for actually using the Japanese in real-life communication outside the classroom.

The presenter conducted several lessons using listening parts of this textbook. Through these lessons, there are lots of findings such as how to contextualize tasks according learners different interests, how to maximize strategic competence just with limited classroom activities, how to have them to notify the importance of notice and monitor skills in listening tasks, also how to increase language knowledge beside communicative competence.

In this presentation, the learning designs leading to communication goal would be reviewed from the teacher side. In addition, with the finding and experiences as a teacher, future possibilities should be discussed.