34. 音声スクリプト
Have you ever heard about a unique kind of boat race? It takes
place in a town in Australia. It’s amazing because it’s held in a river
with no water! The “boats” travel on sand, not water. This is
because the town is located in the desert. So the river is dry almost
all of the year. But that doesn’t stop the town from holding a boat
race every year.
If there isn’t any water, people can’t usually row boats. So how
can the boats in this race move along a dry river? The answer is
that people carry boats while running. They can do this because
the boats have no bottoms. They need to hold their boat tightly
and run fast in the race. It looks funny to see people running while
carrying their bottomless boats! Anybody can be a boat racer! You
don’t even need to know how to row a boat.
(154 words)
33
42. 聞き取る分量は?
• Can you meet me somewhere and
bring me the train pass? How about
halfway between school and our
apartment building? The big bridge,
the one not too far from the train
station, would be a good place to
meet? (39 words)
41
54. CEFRマニュアルは「お墨付き」
を与えるものではない
It does not provide a label,
statement of validity or accreditation
that any examination is linked to the
CEFR. Any such claims and
statements are the responsibility of
the institution making them.
53
57. Validationの独立性
6.11. Conclusion (pp. 86-87)
• The most important question, however, is
whether the results of the standard
setting---allocating students to a CEFR
level on the basis of their test score---is
trustworthy, and the basic answer to this
question comes from independent evidence
which corroborates the results of a
particular standard setting procedure.
56
58. あくまでも自己責任で
7.6. Conclusion (p. 117)
• The discussion on external validation in
this chapter may look disappointing in a
number of respects, as it does not make a
clear distinction between good and bad,
and it does not give clear prescriptions on
what to do in every conceivable situation.
57
59. でも透明性はお願いしますよ
Thus, it is to be hoped that many standard
setting endeavours, under way or planned in
the future, drawing on the information
provided in this Manual, the Reference
Supplement and other relevant sources, are
conducted and reported in a transparent
manner. (p. 117)
58
94. 参考資料及び文献(ハンドアウトから)
93
A Manual: Relating Language Examinations
to the Common European Framework of
Reference for Languages:
Learning, Teaching, Assessment (CEFR)
• https://www.coe.int/t/dg4/linguistic/
Source/ManualRevision-proofread-
FINAL_en.pdf
97. • Bachman, L. F. & Palmer, A.S. (1996). Language
Testing in Practice. Oxford, Oxford University
Press.
• Ćatibušić, B. & Little, D. (2014). Immigrant
Pupils Learn English: A CEFR-related empirical
study of L2 development.Cambridge,
Cambridge University Press.
96
98. • Harrison, J. & Barker, F. (2015). English Profile in
Practice. Cambridge, Cambridge University
Press.
• Hawkins, J. A. & Filipović, L. (2012). Criterial
Features in L2 English: Specifying the Reference
Levels of the Common European Framework.
Cambridge, Cambridge University Press.
97
99. • Jones, N. (2014). The Construction and Use of
Multilingual Proficiency Frameworks.
Cambridge, Cambridge University Press.
• North, B. (2014). The CEFR in Practice.
Cambridge, Cambridge University Press.
• van Ek, J. A. for The Council of Europe. (1976).
The Threshold Level for Modern Language in
Schools. London, Longman.
98