The purpose of this study is to explore inter-grade dividing criteria of the 2015 grade group elementary English textbooks. Elementary English textbooks consist of two grade groups: the 3rd and 4th grade group and the 5th and 6th grade group. L2 Syntactic Complexity Analyzer(L2SCA) is utilized to investigate the dividing criteria of the communicative functions implemented in these textbooks. Subjects of the analysis were the listening dialogues for their structural sequencing of 3rd to 4th graders and 5th to 6th graders separately within their own grade groups. Data were processed and analyzed using SPSS 25.0 and independent sample t tests for inter-grade textbooks for 14 L2SCA statistical indices. The findings are: 6 indices out of the 14 L2SCA statistical indices turn out to be critical for dividing the 2015 grade group elementary English textbooks. The 6 indices are mean clause length, mean sentence length, mean t-unit length, mean complex noun phrasal number per phrase and per t-unit and mean number of verb phrases per t-unit. Based on the findings, it is suggested that a standardized criteria derived from these 6 indices can be provided as an inter-grade dividing criteria of the 2015 grade group elementary English textbooks.

This study analyses the communicative functions of listening scripts extracted from the 2015 elementary school English 6 and middle school English 1 textbooks in terms of continuity. Auditory data corpora were drawn from all five elementary school English textbooks and five most widely used middle school English textbooks. Each sentence of listening scripts was manually tagged based on the classification of communication functions presented in the 2015 Revised National Curriculum. The corpora were analyzed using 14 syntactic complexity measures with the L2 Syntactic Complexity Analyzer (Lu, 2010). The findings of this study show that the continuity between the elementary school English 6 and the middle school English 1 textbooks is relatively well-organized. However, concerning the sequence, the elementary school English 6 was found to be more complex than the middle school English 1 in terms of syntactic complexity. It is suggested that future textbook development should correct the reversed complexity in listening scripts found in this study.

The present study examines the features of communicative functions in middle school English textbooks, identifying whether or not they are presented based on the spiral structure. It also compares the communicative functions of 15 different middle school English textbooks and investigates whether the National English Listening Tests (NELTs) reflect the communicative functions presented in the textbooks. Two corpora were compiled using the 15 middle school English textbooks and the NELTs, and they were analyzed using WordSmith Tools. The results show that all the textbooks included communicative functions that the National Curriculum recommends; however, the textbooks presented a limited number of functions. Nonetheless, the communicative functions were presented relatively in a spiral way. The majority number of communicative functions in the textbooks and the NELTs were similar to each other, but there were some functions in the tests that were not covered in the textbooks. These results imply that more diverse communicative functions should be included in textbooks in order to help improve students’ communicative competence. The communicative functions not presented in the textbooks should not be included in the NELTs.

Prevalence of children with developmental disabilities has increased the need for a variety of educational and therapeutic interventions for children in the study of the subject has increased according to the load. in this paper, the review of the developmental disability characteristics and teaching methods are based on this proposal of realistic experimental serious game contents using AAC(Augmentative and Alternative Communication) method because we make up for the conventional interventions and increase participation and motivation in learning. In this paper, we improve the area said to be the motivation and commitment to develop the content by using a realistic experience for users experiencing at present a pervasive developmental disorder of language development in the paper. In particular, we shows the effectiveness of the improved speech area through the use of this serious game content through real experiments with children with developmental disabilities.

This study analyzed the problem of internet game addiction of adolescents, which have recently been considered as serious social problem associated with internet environment, in the developmental perspective and relation with family function by using the "research on the actual condition of children and adolescents online games and family leisure 2009." The object of the study is students and parents from grade 7 to 9 of middle school nationwide. For the data analysis methods, frequency analysis and structural equation analysis were conducted by using SPSS 18.0 and AMOS 16.0. In the result of the study, parents' open type communication had negative effect on game addiction, and parents' problem type communication had positive effect; among the influences of parents' open type and problem type communications on game addictions, it was shown that family function (family cohesion and family adaptation) had negative mediated effect. These findings indicated that when family played its role properly, adolescents were able to escape from the game addiction, and such influence is very powerful. The result offers significant implications in the modern society where communication with parents is insufficient, emphasizing the need to better communication between family members.

This paper observes how the third grade elementary English textbook does not provide target-like balanced language input. It proposes that the unbalance is attributed to the usefulness-based listing of communicative function expressions in the 7th National English Curriculum. The paper concludes that the problem is hard to resolve unless due and proper attention is paid to formal and structural aspects of the target language in designing national English curriculum and developing English textbooks.

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.