Conceptual Contradictions and Practical Limitations of English Communication Competency in the 2015 Revised English Curriculum

The 2015 Revised English Curriculum in South Korea marked a significant shift toward competency-based education. However, its implementation revealed fundamental tensions between theoretical innovation and practical constraints. This study examines the structural contradictions and practical compromises that emerged during implementation by analyzing curriculum documents and policy materials. The findings reveal that while the curriculum introduced new competency-based frameworks, it ultimately reflected a conservative compromise, retaining substantial continuity with previous approaches. This is evident in three key areas: the selective adoption of core competencies, conceptual ambiguity in distinguishing between 'competency' and 'ability', and the significant imbalance favoring English communication competency over other subject competencies. The research identifies a fundamental dilemma between subject specificity and the universal aims of competency-based education, as other competencies became relied on communication competency. These findings suggest that successfully implementing competency-based curricula requires balancing educational innovation with practical limitations.