Issues and suggestions regarding the ‘language f orms for communication’ in the 2 022 r evised n ational English curriculum

This study critically examines the categorization and school-level sequencing of ‘language forms for communication’ in the 2022 revised National English Curriculum of Korea. Although the curriculum aims to promote communicative competence, the analysis reveals persistent issues rooted in form-based classifications, misalignment with international standards such as the Common European Framework of Reference for Languages (CEFR), and insufficient consideration of the developmental and functional complexities of language forms. First, many grammatical categories are grouped by superficial similarities rather than communicative functions, weakening their educational coherence and leading to inconsistencies compared to international models. Second, the timing for introducing specific language forms at each school level often lacks alignment with both vocabulary difficulty and learners’ developmental stages, sometimes resulting in increased cognitive load and reduced focus on form. Third, a structural focus on complexity, rather than communicative utility or meaning, restricts early exposure to essential expressions and may impede learners’ linguistic and cognitive development. The paper argues that for the curriculum to fulfill its communicative objectives, it is imperative to adopt functionally grounded classifications, ensure developmental sequencing consistent with international standards, and consider the communicative and cognitive needs of learners. These reforms will enhance both the internal coherence of the curriculum and its effectiveness in fostering actual communicative competence.