This study aimed to identify the continuity between 6th grade elementary school English textbooks and 1st grade middle school English textbooks using Coh-Meu'ix, an automated web-based program designed to analyze and calculate the coherence oftexts on a wide range of measures. The measured value of text types was compared and classified into the surface linguistic features (the basic count, word rrequency, readabi li ty, connective information, pronoun information, word information) and the deep linguistic features (co-referential cohesion and semantic cohesion, lexical diversity, syntactic complexity). The findings were as follows: First, the basic counts and words before the main verb had a significant different value between two levels of textbooks. The results were remarkably different in the written language. Second, FKGL (Flesch-Kincaid Grade Level) and the pronoun ratio were significantly different only in the written language. In addition, type-token ratios in written language showed more significant differences than spoken language. Third, other language features showed only a mild and gradual difference. Finally, the resu lt indicated there were no statistical differences of discourse aspects.

I. 서론 
II. 이론적 배경 
    1. 영어교육의 연계성
    2. Coh-Metrix를 통한 교과서 분석
    3. 선행연구 분석
III. 연구 내용 및 방법
    1. 분석 대상
    2. 분석 방법
    4. 분석 결과의 처리
IV. 분석 결과 및 논의
    1 . 구어 텍스트의 Coh-Metrix 분석
    2. 문어 텍스트으I Coh-Metrix 분석
    3. 텍스트 유형별 비교 분석
V. 결론 
참고문헌

• 김정렬(한국교원대학교 초등교육과) | Kim Jeong-ryeol
• 양지윤(서울 개봉초등학교) | Yang Jiyun