NS, CEFR, JFS對專業日語教育語彙指導之啟示

Suggestion to Japanese for Specific Purposes Education Vocabulary Instruction From NS, CEFR, JFS

目前多數大學日語相關科系將通過日語能力測驗做為學生的畢業門檻或者畢業標準，部分學系也設有相關輔導課程。對外語教學而言，語彙、句型的指導很重要，基本語彙、基本句型的選定也是不可忽視的工作。但是，在21世紀的國際化時代，外語教學的目標乃是包括聽、說、讀、寫、譯能力、異文化理解能力以及跨文化溝通能力的培育。因此，在教學活動中，不只是進行為了通過日語能力測驗所做的語彙指導、文法指導而已，最重要的是要教導語意，使學生能夠使用外語，並且有能力使用外語來解決問題。語言運用能力培育的基本在於語彙的學習。語彙量不足的話，恐怕會影響外語的聽、說、讀、寫、譯的能力以及異文化理解能力、跨文化溝通能力的養成。本稿首先將指出語彙指導的問題點，然後參考美國外語學習標準（NS）、歐洲語言學習、教學、評量共同參考架構（CEFR）及日本日語教育標準（JFS）思考日語教學的指標，並提出筆者對於專業日語教育語彙指導的看法。

At present, the Japanese Language Proficiency Test has been one of the most Japanese department students graduated threshold. Part of the Department also has counseling courses. Guidance of vocabulary and sentence is very important for foreign language teaching. And basic vocabulary, basic sentence selected can not be ignored. However, in the 21st century, the goal of foreign language teaching is to cultivate hearing, speech, reading comprehension, writing ability, ability to translate and cross-cultural understanding and cross-cultural communication skills. The most important thing is to teach semantic, so that the students be able to use a foreign language, and be able to use a foreign language to solve the problem. Vocabulary learning is the basis of the ability to use language. If the vocabulary is inadequate, will affect foreign language listening, speaking, reading, writing and translation capabilities and cross-cultural understanding and cross-cultural communication skills to develop. In this paper, first, I will point out the problems of the vocabulary guidance, and then refer to National Standards for Foreign Language Education (NS), Common European Framework of Reference for Languages(CEFR) and JF Standard for Japanese-Language Education(JFS) thinking Japanese teaching indicators and propose I the view of the guidance of Japanese for Specific Purposes vocabulary.