An Investigation About Japanese Education Based On Can-do Statements

As international communication is more and more popular, and multicultural communication goes deeper, foreign language communication ability becomes much more important than before. In that, there’s a new trend to take Can-do Statements in foreign language education around the world. For example, Standards for Foreign Language Learning in the 21st Century(SFLL, America), Common European Framework of Reference for Languages:learning, teaching, assessment(CEFR, Europe), and JF Standard for Japanese-Language Education(Japan) all advance the standards of evaluation, which is a conception to describe foreign language(or Japanese) ability using particular activities. In comparison, although Japanese education in China also aims at communication ability, because of the lack of such standards of evaluation, texts, activities in class or evaluation can’t support to realize the aim.Recently, there’s a brand-new trend in Japanese education in China, which is to establish standards of evaluation for Chinese students. It is called Japanese Education based on Can-do Statements and it consists of text Comprehensive Japanese under The New Standards and the connection of the two curriculums, Comprehensive Japanese and Japanese Conversation. In order to make it clear how Japanese communication ability can be improved and what kind of problems there are in Japanese Education based on Can-do Statements, an investigation has been done depending on students and teachers.According to the results of the investigation, reasonable and explicit circumstance, conversation practice based on the circumstance, and the connection of curriculums can help to improve Japanese communication ability. However, there are also problems about the usage of Can-do by students, evaluation, and the implement of roleplay.