This study comparatively analyzes the 2015 and 2022 Revised National English Curricula from a competency-based curriculum perspective, focusing on the theoretical significance and assessment dilemmas of the newly introduced Values and Attitudes domain in the 2022 revision. Drawing on critical comparative curriculum analysis through document analysis, the findings reveal that the 2022 revision systematizes a three-domain structure of Knowledge and Understanding, Processes and Skills, and Values and Attitudes, faithfully reflecting the OECD Education 2030 competency framework, while restructuring the traditional four-skill paradigm into Reception and Production to accommodate the multimodal communication environment of the twenty-first century. However, the Values and Attitudes domain confronts multi-layered dilemmas including psychometric validity issues, structural conflicts with the Korean college entrance examination system, controversies over assessment fairness, and limited teacher expertise in affective evaluation. To bridge the gap between theoretical aspirations and contextual realities, this study proposes four normative principles for Korean implementation, presents an analytic rubric exemplar grounded in international assessment frameworks, and outlines a phased short-, mid-, and long-term policy roadmap. The study identifies the tension between competency-based curricular ideals and Korean structural constraints, providing actionable suggestions for sustainable implementation.

I. 서론
II. 교육과정의 구조적 변화 분석
    1. 구성 체계의 패러다임 전환
    2. 내용 체계의 재구조화: 4기능에서 이해와 표현 체계로
    3. 새로운 내용 체계의 도입과 가치·태도 영역의 명시화
    4. 디지털 전환 시대의 교육 환경 반영
    5. 성취기준 체계의 통합적 재구성과 평가 패러다임의 전환
III. 가치․태도 영역 도입의 이론적 의미와 실천적 함의
    1. 역량 개념의 이론적 완전성 추구와 국제적 교육 담론과의 접합
    2. 영어과의 도구 교과적 특성과 전인교육적 가치의 변증법적 통합
IV. 가치·태도 영역 평가의 다층적 딜레마와 한국적 맥락의 특수성
    1. 측정학적 타당도와 신뢰도의 근본적 도전
    2. 한국 공교육 체제의 구조적 제약과 실행 가능성의 한계
    3. 도구교과로서의 영어과 특수성이 야기하는 평가의 복합적 딜레마
V. 결론
참고문헌

• 김설(충북대학교) | Kim Sul
• 한광택(충북대학교) | Han Kwangtaek Corresponding author