A Comparative Study of the National English Curricula of Korea, China and Japan: Educational Policies and Practices in the Teaching of English
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Abstract
The purpose of the present study is to investigate and compare the current state of English education in three major countries in the East-Asia region. Particularly, this study focuses on the English curriculum being implemented in Korea, China and Japan. Comparisons are made in the English curricula of these countries in terms of performance standards, levels, organizations and contents of the curriculum. The results of the analysis showed that there were several differences in starting point of teaching English in schools, goals, performance standards, and differentiation of levels for English teaching in these countries. For example, the starting point of teaching English in Japan was later than that in both Korea and China. The English Curricula of each country was also organized according to different criteria. Meanwhile, it was found that English is considered to be a very important subject in educational contexts in these countries. Thus, English was divided into several courses and developing students’ communicative competence to the fullest was one of the major goals of English education in these countries. The English curriculum of each country was featured by its unique emphasis on different aspects of English education. For instance, the English Curriculum of Korea had more specified contents than those in China and Japan. While the English Curricula of Korea and China present performance standards around a specific skill chosen, Japan tended to emphasize the integration and connection among the language skills. Implications for curriculum development are presented on the basis of the analysis.
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