This research investigated consistency of achievement levels stated in the 2015 revised national curriculum of English, high school English textbooks, and the Korean College Scholastic Ability Test (CSAT) according to CEFR Levels. Based on CEFR levels, this study compared levels of targeted achievement standards in the national curriculum, focusing on reading passages in High School EnglishⅡ and CSAT implemented for three consecutive years (2021-2023). Results indicated that the reading section of textbooks and CSAT included a considerable portion of passages whose text difficulty levels were higher than CEFR B2, exceeding the achievement standards required for high school graduates. These results suggest that difficulty levels in the national curriculum, textbooks, and CSAT should be adjusted according to target levels of language proficiency based on CEFR levels so that learning burden of students can be lessened and competency-based English teaching and learning finally can be performed.

1. 서론
2. 문헌 연구
    2.1. 2015 개정 교육과정이 적용된 교과서와 수능 영어 난이도 연구
    2.2. 유럽공통참조기준(CEFR)의 언어능력척도
    2.3. 2015 개정 영어과 교육과정 성취기준 분석 및 CEFR의 연구동향
    2.4. 2015 개정 영어과 교육과정 언어 기능별 성취기준과 CEFR 연계분석
3. 연구 방법
    3.1. 연구 대상
    3.2. 분석 도구
    3.3. 분석 방법
4. 연구 결과
    4.1. 기술 지표(Descriptive Indices)
    4.2. 읽기 텍스트의 CEFR 등급 산출을 위한 Text Inspector 지표 분석
    4.3 읽기 텍스트의 CEFR 등급 분포 비교 및 영어교육 일관성 분석
5. 결론
REFERENCES

• 최윤하(Graduate Student, Department of English Education, Korea University) | Choi, Yunha