The purpose of this study is to find out what characteristics of the communicative functions are presented and how these functions are reflected in the elementary school English textbooks based on the 2015 Revised National Curriculum. For this purpose, 20 elementary school English textbooks(5 different textbooks from the third to sixth grade) are analyzed and compared. For data analysis, 11 upper categories and 77 subcategories of communicative functions presented in the 2015 Revised National Curriculum are used. The results represent that first, no grade contains all 11 upper categories of communicative functions in the textbooks. Second, the communicative functions presented in the textbook have a wide variation in the frequency of presentation among the upper categories and subcategories. Third, there are no textbooks that reflected all 77 subcategories of communicative functions, and the degree of reflection in each textbook differs. This study suggests that more various examples are needed and organized in the textbooks in order to foster learners’ basic communicative competence, and connectivity and continuity of communicative functions among grades should be considered when organizing textbooks.

1. 서론
2. 이론적 배경
    2.1. 의사소통 기능의 정의와 분류
    2.2. 우리나라 교육과정에 반영된 의사소통 기능
3. 연구대상 및 연구방법
    3.1. 대상
    3.2. 방법
4. 분석 결과 및 논의
    4.1. 학년별 의사소통 기능 분석 결과
    4.2. 교과서 및 학년별 의사소통 기능 분석 결과
5. 결론
참고문헌

• 정효영(계명대 대학원) | Hyo-Young Jung
• 구경연(계명대 교육대학원) | Keong Yeun Ku 교신저자
• 차보경(계명대 대학원) | Bokyung Cha