The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 22
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Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp. 1051-1077
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 20 Aug 2022 Revised 01 Sep 2022 Accepted 30 Sep 2022
DOI: https://doi.org/10.15738/kjell.22..202210.1051

유럽공통참조기준(CEFR)과 미국의 외국어 교육과정 검토를 통한 역량 기반 영어과 교육과정의 방향 탐색
이진화
중앙대

The analysis of CEFR and USA foreign language curriculum for developing a competency-based English curriculum in Korea
Lee, Jin-Hwa
Professor, Dept. of English Education, Chung-Ang University, Tel: 02) 820-5400 (jinhlee@cau.ac.kr)

© 2022 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium provided the original work is properly cited.
Abstract

While the 2015 Revised English Curriculum adopted a competency-based curriculum, it has been criticized for its inadequate selection of core competencies and poor integration of the competencies throughout the entire curriculum. In an attempt to find solutions to these problems and thereby enhance a competency-based English curriculum, this study analyzed Common European Framework of Reference for Languages (CEFR) and the foreign language education curriculum in USA, with a particular focus on their goals, contents, performance descriptors, and articulation among them. The results revealed that CEFR and the USA curriculum have the following features in common. First, both curriculums aimed development of diverse competencies beyond communication competency. Second, both curriculums organized communicative activities based on communicative purposes instead of four skills. Third, both curriculums presented contents in a hierarchical and continuous manner: General descriptions of performances became elaborated into concrete indicators and example tasks, and they were presented on a continuum along proficiency levels. Based on the findings, directions for developing a competency-based English curriculum in Korea are suggested.

Keywords: competency-based English curriculum, 2015 Revised English Curriculum, CEFR, ACTFL performance descriptors, Can-do statements, communication mode
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