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Despite extensive English instruction, outcomes remain weak because exam preparation emphasizes grammar and translation. Proposes using an internationally recognized third-party qualification exam, specifically TOEFL, to assess listening, speaking, reading, and writing, clarifying responsibilities, timelines, and target values, and supporting university admissions 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Primary and Secondary Education and International Standardization—  \nApril 2013  \nKEIZAI DOYUKAI  \n(Japan Association of Corporate Executives)  \nⅠ. Introduction ・ ・・ ・ ・・・・・・・ ・ ・・・・・・・ ・ ・ ・ 2  \nⅡ. Proposal： “Achieving University Entrance Exams That Test  \nPractical English Abilities”・ ・ ・・・・・ ・ ・ ・ ・ 3  \nⅢ. Concrete Actions ・ ・・・・・・・・ ・ ・・・・・・・ ・ ・ ・ ・ 4  \nⅣ. Conclusion ・ ・ ・・ ・ ・ ・ ・ ・・ ・・ ・ ・ ・ ・ ・・ ・・ ・ ・ ・ 11  \nI. Introduction  \nJapanese companies are struggling to acquire human resources that can compete on a global level and it has been pointed out that Japanese have little experience overseas and are overly inwardly looking. One of the factors behind these issues are the poor foreign language abilities (English) of Japanese people. 1 While in some aspects English is only a means of communication, it is also an effective tool for getting one ’s opinion across and building mutual trust. Currently one in four people across the world speak English (approximately 1,700 million people, less than 400 million of which are native speakers), making it the language with the largest impact on business opportunities (Chinese is the second most influential language, while Japanese is in eighth place) .2 In the past, the basic competencies were considered to be reading, writing, and arithmetic. Now however, the basic competencies can be considered to be reading, writing, IT, and English.  \nDespite the many hours that are devoted to teaching English at educational institutions in Japan, these efforts do not lead to improvements in practical English abilities. The government of Japan has also recognized the necessity of reform in English education and has started initiatives to this end. However, the thing that parents and children are interested in is advancing to a good university which is considered to provide a good education and a good job in the future. For this reason a focus is placed on exam-oriented English centered on grammar and translation in order to pass university entrance exams.  \nTherefore we urge that a focus be made on reforming these university entrance exams that have the largest impact on the education of children by adopting an internationally-recognized third-party qualification exam (TOEFL) that tests practical English abilities as the English entrance exam (general entrance exam) for Japanese universities.  \n1 According to the ETS-Test and Score Data Summary for TOEFL Internet-based and Paper-based Tests JANUARY 2010-DECEMBER 2010 TEST DATA, a TOEFL results ranking by country, Japan ranked 135th out of 163 countries around the world, and 27th among 30 Asian countries.  \n2 Source: Lecture by Ms. Ilona Budapesti Linguistic Advisor to Rakuten, Inc. (The CEO and Academic Manager of Executive Training at Supeek) (Second PT Meeting: August 30, 20 12)  \nII. Proposal  \nAchieving University Entrance Exams That Test Practical English Abilities  \nAdopt an internationally-recognized third-party qualification exam (TOEFL) that tests practical English abilities as the English entrance exam (general entrance exam) for Japanese universities.  \n[By 2016, supported by Ministry of Education, Culture, Sports, Science and Technology (MEXT) and some university officials]  \n[Concrete actions]  \n1. Use a third-party qualification exam that comprehensively measures the four skills of listening, speaking, reading, and writing required for practical communication3 for the English entrance exam for universities (general entrance exams)  \n2. Use TOEFL(Test of English as a Foreign Language) 4 as an internationally-recognized third-party qualification exam  \n3. The government is to clarify the responsible parties, achievement period, and targets values, and support reform of the English entrance exams for universities (general entrance exams)  \n3 In accordance with the new Course of Study, instruction is to focus on li","cbCaipLoVJofUH6u","https://ap.wps.com/l/cbCaipLoVJofUH6u","pdf",531470,12,"English","# Introduction\n# Proposal\n## Achieving University Entrance Exams That Test Practical English Abilities\n# Concrete Actions\n## Current issues\n# Conclusion","[{\"question\":\"Why does the paper argue that current English education efforts in Japan do not improve practical English abilities?\",\"answer\":\"It states that even with many hours of English teaching, results do not translate into practical abilities because exam-focused preparation centers on grammar and translation rather than usable communication skills.\"},{\"question\":\"What reform does the paper propose for Japanese university entrance exams?\",\"answer\":\"It proposes reforming entrance exams by adopting an internationally recognized third-party qualification exam that tests practical English abilities, using TOEFL as the English entrance exam for general university admissions.\"},{\"question\":\"Which English skills does the proposed third-party exam target?\",\"answer\":\"The proposal specifies comprehensive measurement of the four communication skills: listening, speaking, reading, and writing.\"}]","Achieving University Entrance Exams that Test Practical English Abilities - Connections with English Education Reform in Primary and Secondary Education and International Standardization - 2013 | PDF",1790811958]