日本言語テスト学会 JLTA The Japan Language Testing Association

　当学会は、1996年12月14日、言語テストに関心のある有志によって設立されました。わが国の外国語教育改善の視点を外国語能力の測定と評価の研究・実践に求め、国際社会の外国語教育発展に貢献することを趣旨としています。

　当学会の趣旨に賛同される方々の、広い参加を期待いたします。

NEW 日本語試験センター論文公募のお知らせ NEW

The 29th JLAT Research Meeting in Okinawa

日本語試験センター研究員募集

Program of the 12th JLTA Annual Conference

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　　　　日本テスト学会: http://www.jartest.jp/

The purpose for the establishment of the Japan Language Testing Association is to improve both the theoretical understanding and practice of measurement and evaluation in foreign language education in Japan. In the field of Japanese foreign language education, there are not many professional organizations that study measurement and evaluation as their central concern. Why do we need to focus on measurement and evaluation now? One of the reasons is that there is a fear that the Japanese foreign language education is not viewing the total picture but focusing attention only on input. Many people who are involved in foreign language teaching have been concerned only with what sort of material shall be taught by what kind of teachers using what methodology. In other words, they have only considered the input side of language learning.
However, it cannot be said that the society is happy with the results of foreign language teaching. There is concern about the ineffectiveness of foreign language teaching and there is even a suggestion that English should be removed from the subjects included in the entrance examinations in order to improve the quality of English education.
Criticism from the society is not the only problem of this narrow view that looks only at the input side of education. There is also the problem that long-term research data has not been collected and such data is necessary to examine the result of the input side of foreign language education.
It is certainly a fact that the reputation of Japanese students' ability of English is not as good as it should be after 10 years of English education at school (3 years at junior and senior high school respectively and 4 years at university). Besides, the results of international tests such as TOEFL shows that Japanese students' English ability is near to the bottom of the list of countries in the world. The important issue is not the fact that these students have been taught or studied English for as long as 10 years but rather what substantial changes in their performance have been brought about as a result of the instruction. That is to say, it is time to direct our attention to the output of language education. Only then will we be able to decide if the input of foreign language teaching in Japan is appropriate or not.
Looking at the output of foreign language education means dealing with the issues of measurement and evaluation. It is our hope that many people who share our concerns will take part in the Japan Language Testing Association and give thought to the significance of measurement and evaluation and the study and practice of it in Japan. In this way we will be able to contribute to the improvement of foreign language education here.