The purpose of this study is to compare questions types of Korean EFL textbooks of the seventh national curriculum (current textbooks) with those of the sixth national curriculum (previous textbooks). This study found that there were significant differences in question types of receptive skills, listening (monologues, dialogues), and reading (narrative, pragmatic) between current and previous textbooks in terms of the level of comprehension. There was no significant difference in question types of expository reading passages between current and previous textbooks. Although higher-order questions are also important to make language class more interactive and communicative, this study as well as previous ones shows that questions of literal comprehension were heavily used in current textbooks, especially in listening. Although current textbooks presented more questions of inference and personal response than previous textbooks, those questions were minimally used. Both reorganizatinal and evaluative questions were rarely used in current and previous textbooks. In short, because current textbooks still rely on lower-order memory questions, they do not require substantive thought from students. Thus, this study suggest that EFL textbooks use less literal comprehension questions and more communicative questions such as reorganization, inference, evaluative and personal response.

Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Methods
Ⅳ. Findings and Discussion
Ⅴ. Summary, Conclusion and Limitations
References
Appendix - Current and Previous Textbooks Analyzed in the Study

• Jay Myoung Yu(Yonsei University) | 유제명