This study aims to explore the aspects of communication strategies (CSs) integrated in the seventh grade textbooks according to the revision of the seventh national school curriculum. A selection of three student books for the seventh grade and their corresponding activity books were analyzed based on the taxonomy of achievement strategies (ASs) by Nakatani (2005). A total of 1,523 examples of ASs were found in the textbooks and 66 percent of them were maintenance strategies whereas other strategies took a relatively small portion. Some textbooks showed various ways of integrating CSs into contexts and practical spoken expressions while others showed lack of variety and authenticity in expressions. The results indicate that the textbooks proposed a substantial amount of diverse ASs but lacked in balanced reflection of the strategies and their authenticity. These findings imply that the reflection of CSs in seventh grade textbooks still seems to require a further development, yet has certainly improved in frequency and variety.

Abstract
I. INTRODUCTION
II. THEORETICAL BACKGROUND
III. METHOD
IV. RESULTS
V. DISCUSSION
VI. CONCLUSIONS
REFERENCES

• Myong Hee Ko(Korea University)