The Korean Association for the Study of English Language and Linguistics

Current Issue

Korea Journal of English Language and Linguistics - Vol. 20

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 20, No. 1, pp.496-516
Abbreviation: KASELL
ISSN: 1598-1398 (Print)
Print publication date 31 Mar 2020
Received 31 Aug 2020 Revised 17 Sep 2020 Accepted 23 Sep 2020
DOI: https://doi.org/10.15738/kjell.20..202009.496

Applicability of CEFR to National Curriculum and Assessment of English
Byeong Cheon Lee
Korea Institute for Curriculum and Evaluation


Copyright 2020 KASELL
This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

CEFR has widely been recognized as a framework for defining levels of language proficiency for testing and curriculum developing purposes. There is little doubt that widespread global interest and enthusiasm have been growing for adapting and implementing the CEFR. Given the worldwide interest, the issue of whether and how the CEFR can be employed to language curriculum and assessment becomes of paramount importance. Within the Korean context, there has also been growing interest in adopting, adapting, and implementing the CEFR in national curriculum of English as a foreign language, which can be found through academic research. This study was intended to be exploratory, focusing on the positive aspects of CEFR in its applicability to national curriculum and assessment. The previous studies were collected through on-line journal in Korean EFL context and analyzed based on theme-based categorization. The themes were analyzed focusing on the areas and rationale of CEFR which can be adapted to Korean national curriculum of English, not necessarily being limited to the current 2015 national curriculum. The findings showed some areas and rationales for employing CEFR such as Global Scale as common reference, illustrative descriptors, content system, leaners’ independence, and procedures of developing assessment scale by combining intuitive, qualitative, and quantitative methods based on scientific approach.


Keywords: CEFR, common European framework of references, national curriculum and assessment, foreign language curriculum and assessment

References
1. Byun, J. 2012. Validating writing scale for high school English with common European framework of reference. English Language Teaching 24(2), 27-48.
2. Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University press.
3. Chang, B. 2001. Comparative evaluation of English curriculum in Korea and Japan. Modern English Education 2(2), 278-300.
4. Choi, H. 2010. A study for the improvement of foreign language education in Korea based on language education policy of the European Union. Foreign Languages Education 17(2), 359-38l.
5. Finch, A. E. 2009. Europass and the CEFR: Implications for language teaching in Korea. English Language & Literature Teaching 15(2), 71-92.
6. Hong, M., S. Park, K. Back, H. Byun, Y. Yang, J. Yang, K. Lee, M. Lee and H. Han. 2012. Research and Development of Achievement Standards and Achievement Levels Based on the National Curriculum Revised in 2009: Analysis of the National Curriculum and Development of Achievement Standards. Korea Institute for Curriculum and Evaluation. Seoul: Korea.
7. Hwang, P. 2016. A study on the adequacy of the achievement standards of primary English reading in the 2015 Revised National Curriculum. Journal of the Korea English Education Society 15(4), 147-165.
8. Jeon, J. and J. Kim. 2018. An analysis on the standard of language competence between 2015 Revised English Curriculum and CEFR Basic User level. Journal of Learner-Centered Curriculum and Instruction 16(7), 65-87.
9. Jeon, J. and J. Kim. 2020. An analysis of communication language function based on CEFR basic English communicative language activities and strategies. Journal of Learner-Centered Curriculum and Instruction 20(4), 93-116.
10. Jeong, H. 2014. A comparative study of the Japanese achievement standard on the 2009 Revised Curriculum and CEFR JF Standard. Journal of Japanese Language and Literature 61, 281-299.
11. Kim, H. 2019. Foreign Language teaching in Korea with reference to CEFR. Institute for Humanities and Social Sciences 20(4), 79-96.
12. Kim, S. and K. Min. 2011. A study on the descriptive principles and application proposals for Korean language standard curriculum. Korean Language Education Research 41, 251-276.
13. Lee, B. C. 2018. Comparative analysis of achievement standards in English subject assessment. Secondary English Education 11(4), 127-146.
14. Lee, B. C. 2019. Research analysis on issues and suggestions for improving 2015 National English Curriculum. English Language Teaching 31(3), 43-65.
15. Lee, H. 2011. Investigating the applicability of the CEFR to a placement test for an English language program in Korea. English Language and Linguistics 17(3), 29-60.
16. Lee, Y. and H. Kim. 2009. A comparative study of the achievement standards between the Revised Korean National Curriculum of English and Common European Framework of References (CEFR)). Modern English Education 10(2), 108-132.
17. Lee, W. 2015. Revisions of the national curriculum of English and challenges of English education. English Teaching 70(5), 35-52.
18. Oh, M. K. 2016. A study on the assessment tool development of Korean speaking proficiency: ‘Can-Do’ statements. Language and Linguistics 70, 283-308.

Lee, Byeong Cheon, Research FellowDivision of Curriculum and TextbookKorea Institute for Curriculum and Evaluation8, Gyohak-ro, Deoksan-myeon, Jincheon-gun,Chungcheongbuk-do, KoreaTel: 043)931-0522Email: bclee@kice.re.kr