ABSTRACT
Curricular reforms based on communicative language teaching (CLT) have been implemented in numerous English as a Foreign Language (EFL) contexts in order to develop more proficient English speakers. In the South Korean context, CLT-oriented curricular reforms, replacing the predominant grammar-translation and audiolingual methods, were announced in the 6th National Curriculum (Ministry of Education, 1994) to develop students’ communicative competence. Extending the communicative approach of this curriculum, the 7th National Curriculum (Ministry of Education, 1998) introduced task-based language learning and teaching, learner-centered instruction, and teaching English through English (TETE). The revised 7th National Curriculum (Ministry of Education, 2006) provides more detailed guidance for proficiency level-specific classes, continuing to stress the principal directives of CLT and teaching English in English (TEE), similar to TETE.
