To support English speaking instruction and assessment in Korean schools, this study developed a taxonomy of English speaking tasks by analyzing the 2022 Revised English Curriculum, reviewing standardized English speaking tests, and referring to task classifications in the CEFR and ACTFL. Three modes of English speaking were identified in response to different communication contexts and purposes: imitative, interactional, and presentational. Tasks designed to elicit each mode were further classified by task type. Imitative speaking comprised two task types: ‘listen and repeat’ and ‘read aloud’. Interactional and presentational speaking each included three task types, based on the macro functions of language use: interpersonal, transactional, and evaluative/problem-solving. Each task type was further subdivided into categories and subcategories. The resulting taxonomy can be aligned with school grade levels in the curriculum by excluding tasks that exceed the relevant achievement standards and by adjusting topics, vocabulary, language forms, and task complexity according to students’ grade levels.

1. 서론
2. 선행 연구
    2.1. 학교 영어 말하기 교육 및 평가 실태
    2.2. 표준화된 영어 말하기 시험의 과업 유형
    2.3. 유럽과 미국의 외국어 말하기 과업 분류체계
3. 연구 방법
4. 결과
    4.1. 학교 영어 말하기 학습 및 평가에서의 말하기 유형
    4.2. 영어 말하기 유형별 과업 분류
    4.3. 영어 말하기 과업의 학년군별 위계
5. 논의 및 결론
REFERENCES

• 이진화(Professor, Department of English Education, Chung-Ang University) | Lee Jin-Hwa
• 최윤덕(Assistant Professor, Department of English Education, Chungnam National University, 99 Daehak-ro, Yuseong-gu, Daejeon 34134, South Korea) | Choi YunDeok Corresponding author
• 성민창(Associate Professor, Department of English Education, Gyeongin National University of Education) | Sung Min-Chang
• 김혜영(Professor, Department of English Education, Chung-Ang University) | Kim Heyoung