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In the future, it is required to educate the language type which is highly usable in terms of the needs of the learner and communication-oriented education. However, since the Japanese class time is limited in Korean high school curriculum, it is effective to teach it in the grammatical concept for effective Japanese language education to be. In this paper, I examined and analyzed what kinds of communication functions are presented, focusing on the scenes and situations of conversation scripts in the textbook “Japanese I” of the 2015 revised curriculum. In order to know the communication function items frequently used in each scenes and situation, I classified them into 26, and then arranged the communication function items presented in two or more textbooks containing them. The most frequently used one in the communication function was “⑬Plan (today, tomorrow, and weekend)” for 16 times, followed by “⑥Eating in the restaurant” for 12 times, and “㉓Japanese culture(Annual events)” for 9 times. In this study, we can understand that there are specific communication function items frequently used in scenes and situations of conversation sentences, and the communication function items frequently used vary depending on each scene and situation. Therefore, it can be said that it is effective for students to improve the communication ability by focusing on the communication function items frequently used in conversation sentences in each scene and situation. Next, I list up to 5 of the 26 most frequently used communication function items in each of the eight textbooks in order. In this way, knowing the frequently used communication function items for each scene and situation will be effective not only in the needs of learners and communication-oriented education but also in the textbook compilation in the future.