earticle

영어

This study examines the achievements and limitations of the 2015 Revised National English Curriculum in South Korea, focusing on high school English teachers’ perceptions of the four language skills. A survey of 40 high school English teachers revealed that while teachers had a relatively high understanding of the curriculum, there were significant gaps between curriculum goals and classroom implementation. Teachers perceived students’ achievements in reading skills as significantly higher than listening, speaking, and writing. Despite reporting the integrated use of language skills in their classes, teachers primarily focused on reading and writing activities. The study identified several challenges in implementing the curriculum, including exam-oriented education, limited class time, and difficulties in assessment. While teachers mostly acknowledged the need for integrated language skill use, practical constraints hindered effective implementation. The findings suggest a misalignment between curriculum objectives, classroom practices, and assessment methods. The study concludes by discussing implications for the upcoming 2022 Revised Curriculum and recommending comprehensive reforms in teacher training, assessment systems, and educational structures to bridge the gap between curriculum ideals and classroom realities.