This study analyses the communicative functions of listening scripts extracted from the 2015 elementary school English 6 and middle school English 1 textbooks in terms of continuity. Auditory data corpora were drawn from all five elementary school English textbooks and five most widely used middle school English textbooks. Each sentence of listening scripts was manually tagged based on the classification of communication functions presented in the 2015 Revised National Curriculum. The corpora were analyzed using 14 syntactic complexity measures with the L2 Syntactic Complexity Analyzer (Lu, 2010). The findings of this study show that the continuity between the elementary school English 6 and the middle school English 1 textbooks is relatively well-organized. However, concerning the sequence, the elementary school English 6 was found to be more complex than the middle school English 1 in terms of syntactic complexity. It is suggested that future textbook development should correct the reversed complexity in listening scripts found in this study.

I. 서론
II. 이론적 배경
    1. 연계성
    2. 통사적 복잡성과 L2 Syntactic Complexity Analyzer
    3. 영어 교과서 초·중등 학교급 간 연계성 관련 선행연구
III. 연구 방법
    1. 분석 대상
    2. 영어 교과서 코퍼스 구축과 분석 방법
IV. 연구 결과 및 논의
    1. 의사소통 기능의 계속성
    2. 의사소통 기능의 계열성
V. 결론 및 제언
참고문헌

• 강하나(한국교원대학교 영어교육학과) | Kang Hana
• 김정렬(한국교원대학교 초등교육과) | Kim Jeong-ryeol 교신 저자