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Accepted Paper
Paper long abstract
This presentation aims to examine how the action oriented approach (AoA), which underpins the Council of Europe’s CEFR (2001), can contribute to a reconsideration of textbook design and learning practices in Japanese language education in light of recent theoretical developments.
AoA conceptualizes learners as social agents and positions language use and language learning as inseparable. This perspective has been consistently articulated in the CEFR (2001) and the CEFR Companion Volume (2020). In actual reception, the concreteness of the common reference levels and Can-do descriptors has been foregrounded, leading in Japanese language education to the development of textbooks that systematically map learning content onto Can-do descriptors, as exemplified by Irodori: Japanese for Life in Japan.
At the same time, recent theoretical developments by Piccardo and North (2019) have renewed the emphasis within AoA on the process by which learners co construct meaning and outcomes through collaboration and mediation. As a central mode of implementation, projects have been proposed in which multiple language activities are organized in stages within realistic scenarios, culminating in the collaborative production of artifacts or other outcomes.
This presentation takes Irodori: Japanese for Life in Japan as a case study to clarify the design differences between Can-do-centered task sequencing and an AoA oriented approach structured around projects, and to explore the possibility of reorganizing task sequences into project-based structures. It also considers how practices such as kanji learning and shadowing, which are incorporated into textbooks to address challenges specific to Japanese language education for learners whose first languages are typologically distant, can be positioned within the AoA framework.
(Word count for the Body part: 260 words)
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References
Council of Europe. (2001). Common European Framework of Reference for languages: Learning, Teaching Assessment. Council of Europe.
Council of Europe. (2020). The common European framework of reference for languages: Learning, teaching, assessment. Companion volume. Strasbourg: Council of Europe.
Piccardo, E., & North, B. (2019). The action-oriented approach: A dynamic vision of language education (Vol. 72). Multilingual Matters.
| Abstract in Japanese (if needed): | 日本語教育における行動中心アプローチの再考 『いろどり 生活の日本語』からの示唆 渡邊 知釈（群馬大学） 本発表は、CEFR（Council of Europe, 2001）の基底にある行動中心アプローチ（Action-oriented Approach: AoA）が、近年の理論的深化を経て日本語教育の教材設計および学習実践の再考にどのように寄与しうるかを検討することを目的とする。 AoAは学習者を社会的行為者として捉え、言語使用と言語学習を不可分なものとして位置づける枠組みであり、CEFR（Council of Europe, 2001）およびCEFR Companion Volume（Council of Europe, 2020）において一貫してその理念が示されてきた。実際の受容においては、共通参照レベルとCan-do記述子の具体性が前景化し、日本語教育の教材設計においては、学習内容を網羅的にCan-do記述子に対応づける『いろどり 生活の日本語』を代表とする教科書が作成された。 一方、Piccardo & North（2019）等による理論的深化により、AoAにおいては、学習者が協働や仲介（mediation）を通じて意味や成果を共創する過程が改めて強調されるようになった。その中核的な実装方法として、現実的なシナリオのもとで複数の言語活動を段階的に組織し、最終的に学習者が協働でアーティファクトや成果物を生み出すプロジェクトが位置づけられている。 本発表では、『いろどり 生活の日本語』を事例に、Can-do中心の課題構成と、プロジェクトを軸とするAoAとの設計上の差異を明らかにし、課題のプロジェクト的再編成の可能性を検討する。さらに、第一言語との言語間距離が遠い学習者が大半を占める日本語教育に特有の課題への対応として教材中に設けられた漢字やシャドーイング等のプラクティスについても、AoAの枠組みの中でどのように位置づけうるかを考察する。 （ここまでで779字） ________________________________________________________________ 参考文献 Council of Europe. (2001). Common European Framework of Reference for languages: Learning, Teaching Assessment. Council of Europe. Council of Europe. (2020). The common European framework of reference for languages: Learning, teaching, assessment. Companion volume. Strasbourg: Council of Europe. Piccardo, E., & North, B. (2019). The action-oriented approach: A dynamic vision of language education (Vol. 72). Multilingual Matters. |
Association of Japanese Language Education: 3/2
Session 2 Saturday 29 August, 2026, -