Journal of the Institute for Second Language Development

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March 2006
Gender and Academic Performance in English Communication Courses
July 2007
A Case Study Of A Japanese Learner In The UK
September 2007
Course Blogs for Overseas Study Preparation: A Survey of Student Opinions
September 2007
An Emerging Japanese English
February 2009
Observations on One Japanese University's General English Program
December 2013
Incentivization and In-class Participation in the Japanese University English Language Classroom
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Case Study Of A Japanese Learner

Darren Elliott (MA ELT, DELTA)

APPENDIX I

Appendix I – TOEFL and the Common European Framework

Common European Framework Levels.

Accessed online at: www.besig.org/events/iateflpce2005/ets/CEFsummaryMarch04.pdf

Common European Framework Levels (CEF)

Proficient User C2

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstruction arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning evin in more complex situations

C1 Can understand a wide range of demanding, longer texts and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured detailed text on complex subjects showing controlled use of organisational patterns, connectors and cohesive devices.

Independent User B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Basic User

A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (eg very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Accessed online at: www.dur.ac.uk/language.centre/foreignlanguages/languagesforall/languagesforalllevels

Appendix A B C D E F G H I


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