日帝時代 朝鮮總督府發行 韓國兒童用語學讀本에 나타난 漢字語와 漢文

심경호 한국한문교육학회 2009 한문교육논집 Vol.33 No.-

일제의 강점 시기에는 민족주의 지식인들이 아동들을 위한 조선어 교육에 부심하는 한편, 일제의 朝鮮總督府는 아동들에게 ‘국어’를 교육하고 부수적으로 조선어와 한문을 가르쳤다. 조선총독부의 조선어 및 한문 교육은 ‘국어’ 교육의 활성화를 위한 방편이었지, 조선어 자체의 발전이나 한문 지식의 확대를 위한 것이 아니었다. 또한 국어, 조선어, 한문 교육은 모두 식민지의 아동을 ‘忠良한 國民’으로 形成시키는데 주된 목적이 있었다. 이러한 언어 교육은 조선총독부가 修身書를 편찬하여 아동의 정신교육을 체계적으로 실시한 것과 상호 연관이 있었다고 생각된다. 본고는 조선총독부가 조선어 혹은 ‘국어’를 교육하기 위해 편찬한 普通學校 語學讀本에서 한자어와 한문을 어떻게 활용했는지 일별하였다. 朝鮮總督府發行 韓國兒童用語學讀本이 韓國人의 韓國語와 漢文에 끼친 영향은 다음과 같다고 개괄할 수 있다. (1) 朝鮮總督府發行 韓國兒童用語學讀本은 한국어와 한자, 한자어, 한문의 관련성에 주목하고 식민지 아동에게 민족어인 한국어를 일정한 정도로 교육하기 위해 한자, 한자어, 한문의 교육을 병행했다. 이 점은 한국어 형성의 역사를 고찰하고 한국어 발전의 방향을 가늠하고자 할 때 한 가지 주요한 관점을 제시했다고 할 수 있다. (2) 하지만 朝鮮總督府發行 韓國兒童用語學讀本은 한자와 한문에 대해 素養을 지니고 있는 사람들을 대상으로 삼기라도 한 듯, 어려운 漢字와 漢字語를 지나치게 많이 사용했다. 또한 朝鮮語讀本은 ‘卽하야, 因하야, ∼하는 樣이’ 등 「漢字+한글어미」의 語法이나 ‘如何, 勿論, 可謂’ 등 한문어투의 표현을 溫存시키고 敎範으로 삼음으로써 韓國語의 自己醇化의 기회를 빼앗았다. (3) 開化期以後 日帝時代에 걸쳐 急造되거나 輸入된 한자어들을 사실상 標準語로 公認하고 널리 교육시킴으로써 韓國語 語彙의 구성을 더욱 복잡하게 만들었다. (4) 漢文의 교육은 개인의 修身(孝, 交友 등 포함)과 사회적 同和를 강조하는 원문들을 주로 선별함으로써, 학습자들이 민족주의의 저항 의식과 반봉건의 진취적 정신을 고양시킬 여지를 남기지 않았다. 朝鮮總督府發行 韓國兒童用語學讀本의 한자, 한자어, 한문의 응용이 이후 한국의 한문 소양 형성과 한문 교육 방향에 어떠한 영향을 미쳤는지에 대해서는 향후 고찰이 필요하다. 또한 朝鮮總督府의 한문 교육 방향이나 내용이 臺灣總督府의 한문 교육정책이나 일본 文部省의 교육 방침과 어떤 관계에 있는지에 대해서도 종합적인 비교 연구가 필요하다. Under the rule of Japanese Imperialism, on the one hand nationalistic intellectuals endeavored to teach children Korean language, but on the other hand Joseon Government-general mainly taught children ‘the national language’ and secondarily taught Korean language and Chinese writing. The education of Korean language and Chinese writing executed by the Joseon Government-general was aimed at reinvigorating the education of ‘the national language’, not at advancing Korean language. Their most important purpose of teaching Korean language was to make children loyal to Japanese Imperialism. Then, these language educational policy of the Joseon Government-general was related to the organized moral education through publishing the ‘Sooshinseo(修身書)’. This study is on how the Joseon Government-general used sino-Korean and Chinese writing in the elementary school Language textbooks. The language textbooks for children published by the Joseon Government-general have some effect on Korean language and sino-Korean as follows. (1) The language textbooks for children published by the Joseon Government-general emphasized the relations between Chinese character, Chinese writing, sino-Korean and Korean language. And the Joseon Government-general taught children both Chinese writing and sino-Korean, to advanced their Korean language proficiency. On the basis of these points, we can watch the formation processes and the development direction of Korean language. (2) However, the language textbooks for children published by the Joseon Government-general mentioned very difficult sino-Korean vocabulary, as if it had been written for intellectual people. In additional, classical Chinese usage - ‘卽하야, 因하야, ~하는 樣이, 如何, 勿論, 可謂’ - remained in the Korean textbook[朝鮮語讀本]. So, we lost the chance to purify Korean language. (3) The Joseon Government-general officially recognized the sino-Korean vocabulary that had been hastily made under the rule of Japanese Imperial, and widely taught children it. So, the organization of Korean language vocabulary was very complicated. (4) The Joseon Government-general selected some Chinese writings as the text, those were mostly about loyalty, filial piety, moral training and social assimilation. So Korean student couldn’t enhance their nationalism and their will to revolt gainst authority. Hereafter, it requires that we research how sino-Korean Vocabulary and Chinese Writing in the Language Textbooks for Children published by the Joseon Government-general affected the formation of sino-Korean and the education of classical Chinese in Korea. And it need to research on the relations between the Korean education of classical Chinese, the policy of the Japanese Ministry of Education and the policy of the Taiwan Government-general.

재미 동포와 재남미 동포의 언어 사용 양상에 대한 비교 분석 연구

원미진 한국언어문화교육학회 2016 언어와 문화 Vol.12 No.3

This study aims to compare and analyze the language use patterns among Koreans in the Korean communities in North and South America. It is important to survey attitude, environment and use patterns concerning the Korean language in both groups to understand how the language is changing and transcending as a mother tongue. The survey data was collected in major residental locations of Koreans in the US, Brazil, Argentina, and Paraguay. The analysis of topic related to language attitude and perception, language proficiency, and language use environment showed that Korean-South Americans were higher Korean proficiency than Korean-North Americans. Especially, in the case of the 2nd generation groups, the Korean-South Americans showed a stronger proficiency in the Korean language use. Korean immigrants in both areas have a immigrant history jointly, however, the current social, economic and educational systems and policies could affect the language choices and change of Korean immigrants in both areas. Based on the results of this study, the future use of Koreans are predicted in both areas.

한국 내 대학 한국어교육학과의 교육과정 개발 연구

김재욱 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.1

The focus of this study is to develop Korean language course as a foreign language for the department of the Korean language education. Most of existing curriculum of the department is based on the examples of the Korean language Act of 2005. However the Act can not be applied to undergraduate studies because it's focused on the curriculum for graduate schools and only presenting mandatory subjects for the teaching certificate of Korean language. Supplementing the Act, it is necessary to develop the curriculum considering not only domestic Korean language courses but also foreign courses. To develop Korean language education course for undergraduate schools, this study analyzes 17 domestic courses and 20 Japanese courses and 29 Chinese ones, where the demand for Korean language eduction is high, and presents basic principles regarding designing Korean education curriculum and the actual curriculum for the department. Courses for the 1st, 2nd, and 5th areas of the domestic curriculum is correspondent to the mandatory credit required by Korean language Act, but the 3rd, which is the essential part of Korean education, is 10% less than the Act rules, and the 4th course is excessing the regulation of the Act by 16%. This is due to the fact that the existing courses are only presenting courses following basic requirements of the Act and not developing new courses which can open up new opportunity to the students. Professors for the anticipated courses are also severely lacking. While domestic courses are focusing on Korean linguistics and language educations following the frame of the Act, Japanese courses emphasize comparative linguistics and improving language skill itself and Chinese courses are paying attention to improving language skill and Korean linguistics. Based on the analyze, it is concluded that curriculums of Korean education department need to link each area of the Korean linguistics regarding Korean as a 'language' not as the 'mother tongue' This study also presents newly designed Korean education courses to extend the area of the study for various purposes and targets. It also suggests to extend and specialize Korean education practice.

일제시대(日帝時代) 조선총독부발행(朝鮮總督府發行) 한국아동용어학독본(韓國兒童用語學讀本)에 나타난 한자어(漢字語)와 한문(漢文)

심경호 ( Kyung Ho Sim ) 한국한문교육학회 2009 한문교육논집 Vol.33 No.-

Under the rule of Japanese Imperialism, on the one hand nationalistic intellectuals endeavored to teach children Korean language, but on the other hand Joseon Government-general mainly taught children `the national language` and secondarily taught Korean language and Chinese writing. The education of Korean language and Chinese writing executed by the Joseon Government-general was aimed at reinvigorating the education of `the national language`, not at advancing Korean language. Their most important purpose of teaching Korean language was to make children loyal to Japanese Imperialism. Then, these language educational policy of the Joseon Government-general was related to the organized moral education through publishing the `Sooshinseo(修身書)`. This study is on how the Joseon Government-general used sino-Korean and Chinese writing in the elementary school Language textbooks. The language textbooks for children published by the Joseon Government-general have some effect on Korean language and sino-Korean as follows. (1) The language textbooks for children published by the Joseon Government-general emphasized the relations between Chinese character, Chinese writing, sino-Korean and Korean language. And the Joseon Government-general taught children both Chinese writing and sino-Korean, to advanced their Korean language proficiency. On the basis of these points, we can watch the formation processes and the development direction of Korean language. (2) However, the language textbooks for children published by the Joseon Government-general mentioned very difficult sino-Korean vocabulary, as if it had been written for intellectual people. In additional, classical Chinese usage - `卽하야, 因하야, ~하는 樣이, 如何, 勿論, 可謂` - remained in the Korean textbook[朝鮮語讀本]. So, we lost the chance to purify Korean language. (3) The Joseon Government-general officially recognized the sino-Korean vocabulary that had been hastily made under the rule of Japanese Imperial, and widely taught children it. So, the organization of Korean language vocabulary was very complicated. (4) The Joseon Government-general selected some Chinese writings as the text, those were mostly about loyalty, filial piety, moral training and social assimilation. So Korean student couldn`t enhance their nationalism and their will to revolt gainst authority. Hereafter, it requires that we research how sino-Korean Vocabulary and Chinese Writing in the Language Textbooks for Children published by the Joseon Government-general affected the formation of sino-Korean and the education of classical Chinese in Korea. And it need to research on the relations between the Korean education of classical Chinese, the policy of the Japanese Ministry of Education and the policy of the Taiwan Government-general.

중앙아시아 3국의 한국어 교육 -교육 현황과 특징을 중심으로-

한영균,김수경,김류바 국제한국어교육학회 2009 한국어 교육 Vol.20 No.2

The main purpose of this paper is to analyze the situation and special characteristics of Korean language education in three Central Asian countries. Among all Central Asian states, Uzbekistan, Kazakhstan and Kyrgyzstan have the most numerous population of ethnic Koreans as well closest ties with the Republic of Korean itself, which causes a tendency of very dynamic, active and strong development of Korean language education. In the end of 19th century ethnic Koreans immigrated to Far East Russia and then in 1937 they have experienced forced deportation by Soviet authorities to Uzbekistan and Kazakhstan. Efforts of ethnic Koreans to preserve their language led to the fact that Korean language is taught to representatives of 3rd and 4th generation of ethnic Koreans. Moreover, right after those three Central Asian countries have engaged themselves into diplomatic relations with the Republic of Korea in 1992, bilateral cooperation in terms of trade, economy, culture and etc. became dynamic and gained new momentum. More and more Korean companies get their strong presence in Central Asian market, which influences students’ choices in terms of their job preferences thus creating a desire to learn and improve their knowledge of Korean language to be able to work in Korean enterprises as interpreters. The second part of this research deals with factors, which had direct impact on the tendency that Korean language teaching gained active and very dynamic pace of development, i.e. historical factor, economic, cultural, factor of ethnic composition and language. Further, the third chapter analyzes current conditions and state of Korean language teaching. The research is based on data on the organizations and institutions involved in Korean language teaching, quantitative composition of students and teachers, curriculum and exchange programs. In conclusion, considering the analysis and data from the above mentioned chapters of this study, the fourth chapter describes differences and similarities in Korean language teaching practices between three Central Asian countries. We also give certain recommendations on improvement and development of Korean language teaching in this region. Due to active development of this sphere numerous researches and studies have been already made before. However, most of them are limited to the research on one country only. Our study has scientific significance because it deals with current situation on grounds of our research as of 2007 ~ 2009 and processed results of conducted survey and interviews with students and teachers of this region.

한국(韓國)의 문화(文化) : 남북 규범어의 통합 방안

한용운 ( Yong Un Han ) 한국사상문화학회 2007 韓國思想과 文化 Vol.40 No.-

체제가 다른 상황에서 반세기가 넘는 시간을 교류 없이 지내면서 남북의 우리 겨레는 일상적으로 사용하는 어휘에 적지 않은 차이가 생기게 되었다. 이러한 어휘적인 차이는 남북의 이념과 체제의 차이에서 비롯된 것이 대부분이므로 단기간에 해소하려 하기보다는 점진적으로 그 차이를 줄여나가는 방안을 모색할 필요가 있다. 이러한 관점에서 이 글에서는 차이나는 남북 규범어의 통일을 위한 방안을 검토하였다. 우선 남북 규범어 차이를 ``규범어 설정 지역``, ``언어관 및 언어 정책``, ``표기 규범``으로 나누어 검토하였다. 그 후 이러한 규범어 차이를 해소하기 위해 ``규범어 비교``, ``규범어 통합``, ``규범어 통일``이라는 세 단계의 과정이 필요하다고 보았다. ``규범어 비교`` 단계에서는 남북 규범어에 대한 비교·연구를 통해 서로의 규범에 대한 이해의 폭을 넓히고, 아울러 그 차이점을 밝히게 된다. 다음으로 ``규범어 통합`` 단계에서는 ``규범어 비교`` 단계에서 밝혀진 차이점을 줄이기 위해 남북 규범어를 통합하는 작업을 하게 된다. 마지막으로 ``규범어 통일`` 단계에서는 통합된 규범어를 하나의 규범으로 완성하는 단계인데, 규범어의 완전한 통일은 체제가 통일된 뒤에야 가능한 것이다. 이러한 단계를 상정한 뒤에 현재는 ``규범어의 통합``을 위한 방안을 마련할 시기라고 보면서, 그 방안으로 남북의 학자들이 공동으로 대사전을 편찬할 것을 제안하였다. 그리고 사전편찬과 더불어 전제되어야 할 것으로 ``남북 겨레의 활발한 교류``와 ``어문규범과 문법 등을 체계적으로 논의할 수 있는 국가 기구``가 필요하다는 제안을 하였고, 또한 체제가 통일되기 이전에 남북 규범을 더 이상 개정하지 않아야 한다는 제안을 하였다. We have been in strong aspirations for the unification of South and North Korean, but it would not to be done in a day. South and North Korea betray differences in the rules of Korean orthography, the rules of standard Korean, the spelling system of foreign words, the Romanization, etc. How to unify these systems will cause a lot of controversy. In order to reach a mutual agreement on these differences, both Koreas are urged to move beyond concepts of the South`s ``standard language`` and the North`s ``cultural language`` and make endeavors to introduce a new concept of ``a unified language`` integrating our national language. In this paper, I proposed step-by-step phase for South and North Korean language unification. The first-phase is ``making a comparison between South and North Korean``, and the second-phase is ``integrating between South and North Korean``, and the third phase is ``unification between South and North Korean``. And then, I also proposed the practicable measures for South and North Korean language unification, those are as follows. <The way for South and North standard language unification> a. The compilation of a dictionary for South and North Korean language unification b. The promotion of exchanges between the South and North Korea c. Set up a national institutions to discuss unification of the standard language and prescriptive grammar of South and North Korean d. The current orthography system must not revised before a unitary state as possible. I believe that the union dictionary is a requisite for South and North Korean language unification. And what is more important Union dictionary will serve as bridge between South and North Korean language unification.

어휘를 활용한 한국 문화의 교육 내용에 관한 연구

구본관 국제한국어교육문화재단 2017 국제한국어교육 Vol.3 No.2

International Journal of Korean Language Education 3(2), 203-232. Languages are a subcategory of culture and become a means of understanding culture. Since languages are closely related to culture as such, culture education should be considered when educating languages. This paper is a discussion intended to prepare the contents of culture education in Korean language education through languages, in particular, through vocabularies. In this paper, the relationship between culture and vocabularies and the necessity of culture education through vocabularies were mentioned. Thereafter, attempts were made to present the contents of Korean language culture education through vocabularies. The vocabularies of Korean language are divided into native words, Sino-Korean words, and loan words depending on the origins of the relevant vocabularies. Slightly different characteristics of Korean culture are reflected on the native words, Sino-Korean words, and loan words. In addition, Korean language has derived words and compound words made in diverse ways and the characteristics of Korean culture are reflected on these vocabularies too. The characteristics of Korean culture reflected on Korean language vocabularies as such can be educational contents useful for leaners of Korean language. Although there have been discussions to prepare the International Journal of Korean Language Education 3(2), 203-232. Languages are a subcategory of culture and become a means of understanding culture. Since languages are closely related to culture as such, culture education should be considered when educating languages. This paper is a discussion intended to prepare the contents of culture education in Korean language education through languages, in particular, through vocabularies. In this paper, the relationship between culture and vocabularies and the necessity of culture education through vocabularies were mentioned. Thereafter, attempts were made to present the contents of Korean language culture education through vocabularies. The vocabularies of Korean language are divided into native words, Sino-Korean words, and loan words depending on the origins of the relevant vocabularies. Slightly different characteristics of Korean culture are reflected on the native words, Sino-Korean words, and loan words. In addition, Korean language has derived words and compound words made in diverse ways and the characteristics of Korean culture are reflected on these vocabularies too. The characteristics of Korean culture reflected on Korean language vocabularies as such can be educational contents useful for leaners of Korean language. Although there have been discussions to prepare the contents of Korean language culture education through vocabularies thus far, not so many of the discussions were regarding concrete contents of the education. We hope that this paper will contribute to the richening of the contents of Korean culture education.

특집 : 인문학의 한류를 위한 세계적 시야의 한국어문확 연구와 교육; 인문학의 한류를 위한 "한국어 학": 무엇을, 어떻게? -언어 연구 및 언어 교육을 위한 문화교육을 중심으로-

김남길 ( Nam Kil Kim ) 겨레어문학회 2013 겨레어문학 Vol.51 No.-

The Korean cultural wave is currently attempting to spread throughout the world after transforming from popular culture to ‘the K-culture’. The aim of this paper is to show that the nucleus of Korean culture (K-culture) comes from the humanities and that study of the Korean language can do ‘what’ and ‘how’ for the study of the Korean cultural wave of the humanities. In order to demonstrate the fulfillment of this aim, the core content of this paper consists of three sections. The first section investigates what the Korean cultural wave means and how it has evolved and will transform in the future; and at the same time, this section reveals that the Korean cultural wave of the humanities forms the foundation for K-culture. The second section concentrates on the treatment of differences between general linguistics and applied linguistics involving the teaching of language, which constitute the two central figures for the study of the Korean language. This section also presents the recent trends and claims that the 21stcentury is the age in which neo-empiricism leads applied linguistics based on practicality and application and that powerful descriptive linguistics such as corpus linguistics become resources for the formulation of important linguistic theories and provide support for the development of applied linguistics. The third section attempts to find the way that the study of culture is effectively linked to the teaching and the learning of language for people who are interested in learning Korean. For the purpose of achieving this goal, the general analysis of culture is presented on the basis of Moran (2001), and culture and its study are integrated through the cycle of cultural experience, cultural knowledge, and experiential learning. This section also emphasizes that in order for language learners to enhance their cultural experience, they must put their utmost effort not only to collecting cultural information, encouraging cultural activities, and finding good cultural interpretation but also to participating in experiential learning cycles that promote self-consciousness. Language-culture in which language and culture are mingled reflects two sides of a coin where two sides are in relation where one cannot separate itself from the other. Finally, by utilizing my Korean textbook in preparation, it is shown how Korean teaching through cultural experience is conducted in classrooms. Although various ways to teach and learn both language and culture may exist, Moran`s (2001) cultural experiential learning model is used to demonstrate the effective teaching of Korean culture in the Korean language classroom because his model contains rich contents and appears to be easy to understand, as well as effective in teaching.

한국어와 몽골어에 있어서의 언어예절에 대한 비교연구 - 호칭을 중심으로-

D. Otgontsetseg 고려대학교 한국언어문화학술확산연구소 2010 Journal of Korean Culture Vol.15 No.-

This study’s purpose is to explain the similarities and differences in the two countries’ use of honorific titles and raise awareness of manners in Korean language to Mongolians learning Korean and help them use Korean language correctly. Such attempt is meaningful in that it is important for Mongolian students to use honorific titles correctly in using Korean as an everyday language and to deepen their understandings in Korean language and its language manners. Therefore, there is purpose in helping Mongolians learning Korean have sounder and deeper understanding in Korean language and in a more systematic comprehension of cultural and social factors reflected in both languages through comparative analysis of title use in Korean and Mongolian. In the first chapter of the thesis, we emphasized the necessity of cultural education. This is because explaining with cultural comparison of learners’ mother tongue to the foreign language they learn would not only help improve their language proficiency but also will work as an important study material for introducing the language’s culture and literature and play a crucial role in understanding the culture and customs of the nation’s people as well. In the second chapter, we discussed the purpose and necessity of this study and made it clear that manners in language are important in teaching Korean to foreigners. In the third and fourth chapters, we examined honorific titles in both languages and looked over similarities and differences in actual characteristics in application. Moreover, through such comparative analysis we wanted to examine differences in honorific customs between the two languages and also shed a light on potential difficulties in learning languages or mutual cultural misunderstandings that could arise due to such differences. In the fifth chapter, we explained on forms and characteristics of honorific titles in Korean and Mongolian, and asserted that people learning Korean language must pay attention to the innate characteristics of Korean honorific titles. Therefore, we wanted to present Mongolian students principles to follow when using Korean titles which lack Mongolian counterparts. 본 연구는 양국의 호칭어 사용 특징의 공통성과 차이성을 밝히고 몽골인 학습자들의 올바른 언어 사용 및 한국의 언어 예절에 대한 인식을 높이는 데 목적을 두고 있다. 이러한 시도는 몽골인 학습자들이 한국어를 일상 언어로서 구사함에 있어 올바른 호칭어를 사용하고, 나아가 한국어에 대한 인식과 한국의 언어 예절에 대한 이해를 심화하기 위해 중요한 의미가 있다고 생각된다. 따라서 한국어와 몽골어에 있어서의 호칭어 사용을 비교 분석함으로써 몽골인 한국어 학습자들에게 한국어에 대한 더 깊고 확실한 이해를 돕고 언어에 투영된 서로의 사회와 문화적인 요소를 좀 더 체계적으로 이해하는 데 도움을 주려는 것에 그 목적이 있다. 논문의 1장에서는 외국어 교육에서 학습자의 모국어와 목표 언어를 문화적인 관점에서 비교하여 가르치는 것이 학습자들의 언어 능력의 향상에 도움이 될 뿐만 아니라, 목표 언어의 문화와 문학을 소개하는 유일한 수업 자료가 되고 그 나라 민족의 문화와 풍습을 이해하는 데 매우 중요한 역할을 지닌다는 것을 밝히면서 문화 교육의 필요성을 강조하였다. 논문의 2장에서는 연구의 목적과 필요성에 대하여 논의하고 외국인을 위한 한국어 교육에서 언어예절의 중요성을 정리하였다. 논문의 3과 4장에서는 양 언어의 호칭법을 검토하고 실제 응용적 특징의 공통점과 차이점을 살펴보았다. 아울러 이러한 대비적 분석을 통해 두 언어의 호칭 경어관례의 차이점을 규명해보고 그로 인해 유발될 수 있는 잠재적인 상호 문화적 오해나 학습의 어려움 또한 밝혀보고자 하였다. 논문의 5장에서는 한국어와 몽골어 호칭법의 형태 및 특징을 밝히면서 한국어를 배우는 학습자는 한국어 호칭어의 고유한 특징에 주목하여야 한다고 주장하였다. 그래서 몽골인 학습자가 한국어의 호칭과 지칭을 올바르게 사용하는 데 있어서 몽골어 호칭에 없는 한국어 호칭을 쓸 때 지켜야 할 원칙들을 제시하고자 하였다.

국어학 연구의 성격과 태도에 대한 반성

임용기 국제언어인문학회 2003 인문언어 Vol.5 No.-

The issues concerning the nature of the attitude toward the study of national language may vary from country to country, depending on the national or racial characteristics. The problem domains and the methodologies dealing with them may vary accordingly. Ever since the Korean language was equipped with a writing system in the year of 1443 through King Sejong's long-cherished desire, investigations have been constantly made into the real nature of the language itself in pursuit of a better method for representing the spoken language in written form. This is how the study of the Korean language began to take shape.Among such investigations are Hunmin-jeong-eum (the Korean script: 1446) compiled by Jiphyon-jon, the royal office of schloarly researches, Doongguk- jeonghun-yokhun (the orthodox script of Korean: 1448), Hongmu-jeonghun- yeokhun (interlinear gloss for the Chinese script of the Ming Dynasty: 1455), An Orthodox Approach to Written Korean (1909) by the institute of the National Script, The Standardized Spelling System (1933) by Chosun Language Society, An Authorized Dictionary of Standard Korean (1936), How to Write Borrowed Words (1940), and A Grand dictionary of Korea (1947-57). Chu Shi-Gyung's Phonetics of the Korean Script (1908), Korean Grammar (1910), and Sound Patterns of Korean (1914) were all written in this vein; so was Choi Hyun-Bae's Uri-mal-bon (the rudiments of Korean Grammar: 1929/1937).All these achievements in the study of the Korean language are the end-products of the constant endeavor to solve the issues related to the spoken and written forms of the Korean language. And this is how the uniqueness and autonomy of the language study in korea have been established. It should be borne in mind, however, that, in seeking solutions to the problems inherent in the Korean linguistic studies of foreign countries. On the contrary, they have been very active in accommodating such results. While they have set up their problem domains on the basis of the korean language, they been progressively open-minded in looking for the solutions to the problems at hand.