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The Common European Framework of Reference for Languages (CEFR) has been increasingly used to inform language policies and teaching practices in Japan. The Japanese Ministry of Education proposed in 2011 that objectives of English curricula at the secondary education level ought to be stated using the “Can do” schemata of the CEFR and then announced a new English examination system for college enrolment to be launched in 2020. This top-down approach to implementing the CEFR, however, has caused practitioners great confusion and led to mis-conceptualisations of the CEFR. A group of practitioners conducted a research project aiming to develop a practical guide to CEFR-informed learning, teaching and assessment. It attempts to provide practitioners with CEFR-related resources and tools to implement the CEFR for course design. To design a course, users of the CEFR need to modify scaled illustrative descriptors in principled ways to fit local needs. The modified descriptors become the basis for daily lesson plans, and function as an assessment tool for teacher and learner self-assessment. This report summarises the research project and workshops held in 2017 and 2018.

Zusammenfassung Dieser Beitrag widmet sich der Frage, welche Bereiche (Hörstile, Übungstypen und Hörstrategien) die Übungen zum Hörverstehen in ausgewählten deutschsprachigen Lehrwerken (A1 GER) abdecken und welche länderspezifischen Anforderungen (hier Japan) sich für das Hörverstehen identifizieren lassen. Die Analyse ergab, dass es angebracht ist, sich nicht nur auf die in den Lehrwerken angebotenen Übungen zu verlassen, sondern Ergänzungsübungen anzubieten, um Schwachpunkte nicht-zielgruppenbezogener Lehrwerke auszugleichen.

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