광고를 활용한 중국언어문화교육 연구

엽은현,이종오 글로벌 문화콘텐츠학회 2016 글로벌문화콘텐츠 Vol.0 No.23

Interest in learning Chinese language in Korea started earlier than in other nations and has spread rapidly. Three Kingdoms Period shows evidence of early Chinese language education in Korea with the era’s widespread use of Chinese characters or Hanja. Since 1992, with increased Korea-China diplomatic relations and following the increasing trend to learn Chinese language, there has been more and more research on the teaching and learning of Chinese. Recently, the international status of China has risen and there has been an increase in the frequency of exchanges and activities between Korea and China. This has sparked more and more Koreans to start learning Chinese language and culture. To keep up with the demand for Chinese language and Chinese culture learning, there has been much focus in recent years on effective Chinese language and culture education, learner motivation, and teaching methodologies. Scholars responsible for Chinese language and culture learning like high school teachers and university professors have constantly researched and investigated the essence of Chinese language to establish a wide range of teaching methods. Among these methods, this study investigated the use of Chinese adverts as an inventive approach to the teaching and learning of Chinese language and culture. For this purpose, this study made use of 14 various Chinese adverts from 2001 to 2011. Researchers conducted a survey and analyzed the results to determine if advert usage affected learning and if there were any limitations to advert usage. The study concluded that all scholars responsible for the teaching of Chinese language and learning, including school academic teachers and researchers, need deeper understanding of advert language and culture before using adverts as a method of teaching Chinese language and culture. 한국에서 중국어에 대한 교육은 다른 나라에 비해 비교적 일찍 시작하고 급속히 발전해왔다. 삼국시대 한자의 유입은 한국에서의 초기 중국어교육으로 볼 수 있으나 1992년 한중 수교 이후 한국 내 중국어 학습에 대한 관심이 급격히 높아짐에 따라 중국어에 대한 교학활동 및 연구 활동이 급격한 성장을 이룬 것도 사실이다. 최근 중국의 국제적 위상이 높아지고 한중 양국 간에 갈수록 빈번해진 교류와 활동에 따라 한국에서는 중국어와 중국문화를 배우려는 사람이 더욱 늘어나고 있다. 이러한 중국어 및 중국문화의 학습자의 증가에 발맞추어 언어 및 문화교육의 영역에서는 학습의 효율성, 동기 유발, 방법의 다양성 등에 대한 요구와 필요성이 많아지고 높아졌다. 중국언어와 문화교육의 실행자인 고등학교 교사와 대학의 교수, 중국어 본체(本體)나 교육 방법을 연구하는 학자들은 끊임없이 다양한 중국어 교육방법론을 개발 및 연구하고 있다. 본 연구는 그러한 방법(론)들 가운데 광고를 활용한 중국언어 및 문화 교육 방법을 고찰하려는 새로운 시도다. 이를 위해 본 논문은 2001~2011까지 연구된 14편의 광고활용 중국언어문화교육의 현황조사와 분석을 통해 광고활용의 문제점들을 지적함으로써 그러한 교육방법의 한계를 살펴보았으며, 교육과 연구를 담당하는 학자들의 광고에서의 언어와 문화현상에 관한 깊은 이해의 필요성을 제시했다.

课内外语言输入與输出平衡发展的设计与实证研究- 以高级阶段的对韩汉语教学为中心

한재균,전긍 한국중국언어문화연구회 2013 한중언어문화연구 Vol.- No.32

The process of learning languages involves acquiring and comprehending linguistic knowledge. Much debate has been conducted on the topic of language input and output in Chinese language teaching at the college level in China, but not in Korea, where the method of providing Chinese language education has been somewhat unbalanced. To elaborate, Chinese language education in Korea has focused on acquiring the language itself rather than on teaching students how to put it into practice. This study, which is based on teaching theories pertaining to foreign languages and constructivism, divided Chinese language classes into in- and out-class training activities. This study also discussed theoretical and practical studies to advocate the establishment of a student-centered teaching mode in which in- and out-class training activities are created and conducted. A way to reform the mediums and methods of teaching and to carry on the second class room activities is to set up an environment for Chinese language learning in which students are provided opportunities to practice their language and to participate in communication activities; this way, they can acquire the ability to actually use the language. To prove that it is feasible to apply a combination of language input and output in language teaching for students in Korea, the author conducted an experiment, lasting one semester, with 23 students of two classes for advanced learners in a certain college’s Chinese language department. The Chinese teacher was the author herself. The result of the general examinations with a common test paper for all the students from advanced learners in our school is feasible with actual and scientific data. The outcome of the experiment shows that it is feasible to use a combination of language input and output in Chinese language teaching for students in Korea. According to the results of the survey, both learners and teachers should pay careful attention to certain details of both input factors and output factors. On the one hand, from the viewpoint of input, teachers should ensure learners’ favorable quality, quantity, reliability, and significance of the input language. On the other hand, from the viewpoint of output, teachers should provide a relaxed and ordered setting for learners to practice their output. Both input and output are implemented in different modes in Chinese language teaching at the college level. Different teaching modes can be applied to different teaching contents. Therefore, it is necessary to research input and output in different teaching modes. Combining all the positive elements of different teaching modes leads to ideal and effective teaching. Additionally, a better understanding of input and output theories can facilitate Chinese language teaching and learning. This study, on the basis of the fact that Korean students are more competent in reading than in writing and speaking, analyzes how language input and output are used in Chinese language teaching at the college level in Korea. It also points out that language input and output must be balanced. Additionally, using language input and output theories, this study stresses the importance of practice in language output. Finally, it also suggests some ways to make students achieve a balance with regard to linguistic competence. The aforementioned analysis shows that language input and output theories can help improve the state of Chinese language education in Korea.

중국 조선족학교 조선어교사의 언어 사용과 조선족학교의 발전 과제

선봉규 ( Bongkyu Sun ) 인문사회 21 2019 인문사회 21 Vol.10 No.6

The purpose of this study is to examine the actual use of language of Korean-Chinese language teachers in Korean-Chinese schools and to present the development tasks of Korean-Chinese schools. This study conducted a questionnaire survey on Korean-Chinese language teachers in Yanbian and Shenyang. A major study found that first, Korean-Chinese teachers think that Korean-Chinese language should be good as well as Chinese language. Second, Korean-Chinese teachers think that Korean-Chinese students should learn Korean- Chinese language in order to maintain Korean-Chinese traditions and understand Korean- Chinese history and culture. Third, Korean-Chinese teachers use Korean-Chinese language a lot in meetings and daily life, but their children and students use Chinese language a lot. Finally, Korean-Chinese teachers think that Korean-Chinese language will gradually disappear rather than develop in the future.

중국 청도 조선족 사회의 언어 정체성

한성우 한국방언학회 2011 방언학 Vol.0 No.14

This paper aims to make a close investigation into the language identity of Korean-Chinese society in Qingdao, China. Since 1990th, Korean-Chinese who was from all across China gathered in Qindao, and they built a new Korean-Chinese society in Qindao. Because they are living in China and making close relationship to Korea, their language is influenced by both Korean and Chinese, and their language shows a complicated language identity. Although Korean language of Korean-Chinese(朝鮮語) is the main language of Korean-Chinese society in Qindao, it's position is very unstable. Because they live in Chinese society and they learn and use Chinese, Chinese interfere in their language and influence on their language too. And the close cultural and economical connection with Korea has a big influence on their language. Therefore their language identity is changing from the Korean language of Korean-Chinese to Korean or Chinese. Both Korean and Chinese has equal probability of replacing the language identity of Korean-Chinese in Qingda. While the cultural and economic connection with Korea is unstable, the influence of Chinese language and Culture is continuous. Therefore Chinese will have decisive effect on the language identity of Korean-Chinese in Qingdao. 본고는 중국 청도 조선족의 언어 정체성을 밝히는 것을 목적으로 한다. 다양한 배경을 가진 조선족들이 청도에 새롭게 집결하여 형성된 조선족 공동체는 한국과 밀접한 관련을 가지며 중국 사회 속에 존재하고 있다. 따라서 이들의 언어는 다언어 사회 및 이종언어 사회의 특징을 드러내고 있다. 현재는 조선어가 이들 언어의 주류를 이루고 있지만 그 지위는 상당히 불안하다. 중국 사회 내에서의 교육과 활동 때문에 중국어에 노출될 가능성이 높고 이는 중국어의 간섭으로 이어진다. 또한 한국과의 경제적, 문화적 관련 때문에 한국어의 영향도 많이 나타난다. 따라서 이들 언어 정체성의 중심은 조선어에서 중국어 또는 한국어로 옮겨 가고 있다. 이들의 공동체는 중국 사회 내에 존재할 수밖에 없어 중국어의 영향은 지속적이지만 한국과의 경제적 문화적 관계는 유동적이기 때문에 궁극적으로는 중국어가 이들의 언어 정체성의 중심을 이룰 가능성이 매우 높다.

Overseas Chinese Students’ Perceptions of the Influence of English on their Language and Culture

Fan (Gabriel) Fang,Lanxi Hu,Jennifer Jenkins 아시아영어교육학회 2017 The Journal of Asia TEFL Vol.14 No.1

The English language today functions as a lingua franca with the largest number of learners and users of any language. As an international language, it has attracted much attention in terms of its impacts on other languages. As another key language with the largest number of native speakers, the Chinese language has also demonstrated a global status, with an increasing number of language learners and users. This paper investigates Chinese overseas students’ perceptions of the influence of English on the Chinese language and culture. By adopting a series of qualitative interviews, this paper researches the attitudes of overseas Chinese students studying in the UK towards the influence of English on the Chinese language. In order to explore how the uses of English influence the Chinese language in the Chinese context, the paper investigates students’ attitudes towards the Gaokao reform, the influence of English on Chinese language and culture, and the future use of English in China. It concludes that, although the Chinese language is developing quite rapidly with both L1 and L2 speakers, English represents an important channel for people’s personal development, and English as a lingua franca will continue to be used for a range of purposes in many Chinese people’s lives for some time to come.

중국 소학교의 한시(漢詩) 교육과 한국의 중국어교육과의 연계성 모색

최석원 ( Choi Seokwon ) 중국어문연구회 2017 中國語文論叢 Vol.0 No.84

The study aims to overcome the limitations of practical foreign language education and to seek various ways of teaching foreign language. So this study explored the possibility of Chinese language education system using chinese classical poems. Of course, several studies have already raised questions about the use of literary text in teaching foreign language, but most of them have been discussed in terms of Chinese cultural education. In the study explored how poetry was utilized in the Chinese elementary schools, and sought links to Korean language education. In Chinese elementary schools, it was found that the Chinese classical poem was being used not only for literary and artistic purposes but also for the purpose of language proficiency. In this regard, it confirmed that the Chinese classical poem can be used to improve Chinese language pronunciation education, Chinese language proficiency and mutual Chinese cultural understanding. It will not only make sense to realize the diversity of Chinese language education, but it will also serve as an opportunity to realize the realization of the importance of education in the foreign language education curriculum.

Hangeul (Korean alphabet) Notation Method based on Hunminjeongeum, for the Pronunciations of [sh], [zh], and [ch] in Chinese Language

박수경,강문구 사단법인 미래융합기술연구학회 2021 아시아태평양융합연구교류논문지 Vol.7 No.1

From the perspective of Chinese learners, intonations and pronunciations are a difficult task in learning Chinese language. Thus, there has been an increase in the need for research studies on the effective methods of learning the intonations and pronunciations of Chinese language simultaneously, and many research studies have been carried out. Recently, research studies on the learning methods, which can enable people to more effectively learn Chinese language by presenting the ‘Chinese language pronunciation notation method using Hangeul (Korean alphabet)’, rather than the Roman alphabetic notation, in accordance with the demands of Chinese language learners, have been attempted. However the existing notation methods have the problem of aggravating the confusion of the Chinese language learners by being presented in extremely diversified, incoherent formats. In particular, Hangeul notations for Chinese pronunciations, [sh], [zh], and [ch], which are the retroflex consonants, have been presented in various ways, causing excessive confusion for Chinese language learners. Therefore, there is a need to establish a unified notation method for the [sh], [zh], and [ch] pronunciations in Chinese language. Meanwhile, the semi-dental consonant ( ) of Hangeul, presumed to have disappeared in the mid to latter part of the 16th century after the creation of Hunminjeongeum, has the pronunciation shape among the Hangeul letters closest to the pronunciation of the retroflex consonant of Chinese language. Therefore, it is deemed to be more useful to notate the [sh], [zh], and [ch] pronunciations in Chinese language by using semi-dental consonant of Hangeul. In addition, since principle standards for the Hangeul notation method for [sh], [zh], and [ch] pronunciations in Chinese language have not been defined, there is a need to standardize the Hangeul notation method by presenting the definitions thereof. It is deemed necessary to consider not only the mutually related functional perspectives, including the pronunciation and notation formats, but also the fundamental principle of the creation of Hunminjeongeum as the principle standard for such Hangeul notation method. In this survey, the researchers reviewed the existing research methods on the Hangeul notation method for the pronunciation of [sh], [zh], and [ch] in Chinese language. As a result, the researchers found that it is necessary to establish principle standards for phonetic notations and subsequently suggested three principle standards for Hangeul notations: (i) Ease of recognition by Chinese language learners, (ii) Usefulness within a digital environment, and (iii) Fidelity to the basic principles of Hunminjeongeum. Based on these principle standards, the researchers would like to suggest Hangeul notation method for pronunciations of [sh], [zh], and [ch] in Chinese language.

월터 힐리어 The Chinese language and how to do learn it을 통해 본 문학 번역을 통한 중국어 학습

구현아 동아시아고대학회 2024 동아시아고대학 Vol.- No.74

19세기 이후 제국주의 서양 열강이 동아시아를 침략하면서 중국에 유입된 서양인 에 의해 편찬된 중국어 교재는 역사비교언어학을 기반으로 음운, 어휘, 문법 등을 분석하고, 로마자라는 표음문자를 통해 주음했으며, 중국어 품사나 시제를 분류하는 등 새롭게 전환된 중국어 연구의 모습을 보여준다. 청(淸) 정부의 금교정책과 폐관자 수정책(閉關自守政策)으로 말미암아 외국인은 중국어를 배울 수 없었으며, 중국어 교재가 전무했던 19세기 초, 서양인들은 중국인들이 어렸을 때부터 읽고 외우는 경 전, 당시 유행하던 소설을 영문 혹은 중국어 구어체로 번역하고, 주음과 설명을 추가 하여 중국어 교재로 활용하였다. 특히, 문학 작품은 중국인의 사상과 문화를 동시에 학습할 수 있다는 면에서 더할 나위 없이 좋은 대상이 되었다. 그중에서도 선교사가 직접 경전을 영문으로 번역하고, 주음을 달거나 어휘를 설명한 문헌이 주를 이루고 있는데, 이는 당시 선교사들이 중국인을 대상으로 한 포교에 경전을 가치를 높게 평가했기 때문이다. 기본적으로 중영 대조문의 형식을 바탕으로 하고 있는 이 문헌 들은 중국어 교재가 어휘 학습서, 자전, 문언문 학습서, 한자 학습서 등으로 세분화 되기 이전인 19세기 중반까지 집중적으로 편찬되었고, 서양인의 중국어 학습뿐만 아니라, 때로는 중국인이 영어를 학습하는데도 유용하게 쓰였다. 그중에서도 영국인 외교관인 월터 힐리어가 편찬한 The Chinese language and how to do learn it은 『聊齋志异』이야기 총 13편을 독해 지문으로 활용하였다. 이 교재는 중국에 체류 할 외교관, 세관, 군인, 선교사들의 ‘중국어 단기 마스터’를 위해 지은 것으로 중국어 에 대한 개론적 지식, 어휘, 어구, 어법, 한자 학습 부분이 긴밀하고 유기적으로 이루 어져 있다. 이 중 『聊齋志异』이야기는 The Chinese language의 ‘단계적 학습’의 가장 마지막에 해당하는 부분으로, 앞서 학습한 중국어 표현에 더하여 더욱 긴 문장 과 추가적인 어휘를 학습하기 위해 구성되었다. 이 부분은 원문이 아닌, 학습자 수준 을 고려하여 쉬운 구어체 중국어로 번역되었다는 면에서, 기존의 교재보다 더욱 진 일보한 문학 작품을 활용한 교재의 형태를 보여준다. 서양인에 의한 중국어 교재는 서양인의 재중 활동 양상, 서양인의 중국어에 대한 인식과 매우 밀접한 관계를 맺는 또 다른 역사의 기록이다. 이들은 서양에는 중국학의 기틀을 제공했고, 중국에는 중국어학 연구와 교재의 발달에 영향을 미쳤다. After the 19th century, as imperialist Western powers invaded East Asia, many Westerners entered China. They compiled Chinese language textbooks based on new research on such aspects of the Chinese language as phonetics, vocabulary, and grammar that had been analyzed based on historical and comparative linguistics; pronunciation through phonetic characters called Roman characters; and classifications of Chinese parts of speech and verb tense. In the early 19th century, foreigners were not allowed to learn Chinese because of the Qing government’s ban on Christianity and the closed-door self-immolation policy. As a result, no Chinese textbooks were available. Westerners translated the classics that Chinese people had read and memorized since childhood and the novels that were popular at the time into English or colloquial Chinese, added notes and explanations, and used them as Chinese textbooks. In particular, stories became an excellent tool for learning Chinese thought and culture simultaneously. Among these, most are texts in which missionaries translated the classics into English, added notes, or explained the vocabulary, because the missionaries who arrived in the country in the early 19th century highly valued these works for their usefulness for their missionary work among the Chinese. These documents, based on the format of Sino-English colloquial texts, were compiled intensively until the mid-19th century, when Chinese textbooks began to be subdivided into vocabulary study books, dictionaries, literary text study books, and Chinese character study books. Moreover, these works were useful not only for Westerners learning Chinese, but also for Chinese people learning English. Among them, The Chinese language, compiled by British diplomat Walter Hillier, contained 13 stories from Pu Songling’s Liaozhai Zhiyi for use as an in-depth reading text. This textbook was created for the “short-term mastery of Chinese” by diplomats, customs officers, soldiers, and missionaries who would stay in China, and it consisted of introductory knowledge of the Chinese language, vocabulary, phrases, grammar, and Chinese character learning in a close and organic manner. In addition, the story of Liaozhai Zhiyi is the last part of the “step-by-step learning” of The Chinese language, and it was composed to allow students to learn longer sentences and additional vocabulary. In particular, Liaozhai Zhiyi was translated into easy colloquial Chinese, considering the learner’s level, rather than the original text. In this respect, it presented a form of teaching material that utilized stories more advanced than existing teaching materials. Chinese teaching materials by Westerners have a close relationship with Westerners’ perceptions of the Chinese language, aspects of Westerners’ activities in China, and the history of exchanges between the West and China. This is another record of history. In addition to Chinese textbooks using the “stories” covered in this paper, Westerners also compiled various types of textbooks, such as Chinese textbooks for official documents, lexicons of special technical terms, and collections of proverbs. This is because of the historical context between China and the West, which provided a foundation for Chinese studies in the West and influenced the development of Chinese language studies and detailed textbooks in China. We hope that this paper will contribute to the study of Chinese textbooks as a part of Chinese studies by Westerners.

漢語與漢字的獨特關系及在漢語敎學中的應用

형군,양만기 한국중국언어학회 2017 중국언어연구 Vol.0 No.69

語言和文字的關系問題是語言學的基本理論問題。現代語言學的語言和文字觀,主要來自于現代語言學之父索緖爾的“文字表現語言”。但索緖爾的硏究是建立在對表音體系的語言文字硏究的基礎上。漢字是典型的表意體系文字,用“文字表語觀”來硏究漢語和漢字、指導漢語和漢字敎學顯然不勾確切。因此,全面認識、深入硏究漢語和漢字的關系,對漢語硏究和應用意義重大。本文縱觀漢語硏究史,根据各家學者的硏究將漢語和漢字的關系總結爲“一體觀”、“表語觀”、“漢字至上觀”、“平等觀”、“表達觀”、“互動觀”等六種觀点。指出在漢語硏究和漢語敎學中應充分考慮漢語和漢字的獨特關系。幷以美國A&M大學網絡漢語敎學爲案例,闡釋了運用漢語漢字的互動觀設計了“語”、“文”分開的初級漢語敎學模式的優勢和可行性。 The subject of the relationship between language and character is the basic theoretical problem about linguistic. The view on language and character in modern linguistics mainly comes from “character is the manifestation of language” which proposed by Saussure, the father of modern linguistics. But the study from Saussure is based on the research of language and character which is from alphabetic words system. Because Chinese character is the typical ideographic words, using “character is the manifestation of language” to research on Chinese language and Chinese character is obviously inexact. Therefore, it has the great significance on the Chinese language research, to find out the relationship between Chinese language and Chinese character by overall understanding and further research. This article takes a panoramic view of the history of research on Chinese language, according to various kinds of study, and we sum up the relationship between Chinese language and Chinese character that “unity” “manifestation of language” “character first” “equality” “expression” “interaction” etc. It should be considered adequately the unique relationship between Chinese and Chinese characters in the Chinese research and Chinese teaching, The view of interaction demonstrate the advantage and feasibility of the idea of teaching spoken Chinese and characters separately. Taking the Chinese teaching via videoconferencing in A & M University as an example, the paper explains the advantages and feasibility of using the interactive view of Chinese language and Chinese characters to design the primary Chinese teaching mode of teaching spoken Chinese and characters separately.

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.