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.

The purpose of this study is to analyze how correctly the English teacher acknowledges and uses the assessment tool for CLT (communicative language teaching) when he or she observes another English teacher’s class. The key words closely related to the assessment tool for CLT in the assessment report samples that English teachers submit for another English teacher’s class are coded in corpus data and investigated by case study on individual procedures in class, such as lesson plan, class implementation and management, and evaluation. It turns out that the English teacher observes and assesses the English class in each step focusing on “learning objective” and “clear lesson plans”, “classroom English” and “learning materials”, “management of activities” and “student’s attention and participation.” However, it is necessary for the English teacher to raise awareness about student’s specific demand for English class, teacher’s knowledge of language, time management, transition to the next phrases, and maintenance of order.