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n 2008, the one hundredth anniversary of Korean modern poetry and literature was celebrated and related academic events were held and books were published. The year one or 1908 was designated as such due to the fact Choi Nam-sun published his first “shinchesi (new poetry)”, From Sea To A Boy in the first issue of So-Nyeon (Boy), the first modern magazine in Korea, in November of the year. However, Choi failed to realize the historic significance of his poem and wasn’t aware that his new style of writing poem ushered in a new ear of the Korean literature. Thus his status as the pioneer of the Korean modern literature, even if it wasn’t entirely based on hype, could be considered as accidental and extrinsic. Thus, I propose to move focus onto around 1925, when after a series of trial and error in writing poetry in modern style, the poetic potential of modern Korean language finally realized and settled in the style of free verse poetry, bringing about some significant literal accomplishments such as Azaleas by Kim So-wol, The Silence Of The Beloved by Han Yong-woon. Im Hwa’s theory of literature trans-plantation was focused on the role of translation and copying of western poetry in the process of learning to write modern poems. However, I prefer the notion of appropriation to transplantation as a tool to properly capture the dynamism of such literary phenomenon.

Over 60 years after division of South and North Korea, the two Koreas have wasted time showing enmity toward each other rather than trying to understand each other. Thus, even though it could be thought of as being a little late, South and North Korea should actively participate in preparation for reunification with respect to socio-cultural aspects as well as politico-economic aspects. Especially, teaching subjects related to North Korean in middle and high schools will make an enormous contributions in helping the next generation build a homogeneous cultural community after reunification by reducing cultural and emotional conflict between the two Koreas. Although previous Korean textbooks for secondary school contain the subjects related to North Korean, more enthusiastic, comprehensive and reunification-oriented education for the North Korean language is needed in these days. We need to go beyond the elementary step simply teaching the list of differences between South and North Korean, in order to come up with the curriculum helping students understand North Korean society and lifestyle including language culture. Comparing to the Korean textbook of the 6th curriculum, the contents relevant to North Korean were lessened in that of the 7th curriculum. Thus, we need to reinforce the education for reunification including North Korean education, and also to lead North Korea to teach more of language and language culture of South Korea. Right after the national liberation, there was a dialectal bifurcation between South and North Korea. Even though the difference between them is not serious yet, the differentiation will be accelerated through continuous severance. It can be said that the language change which took place independently in South and North Korea has provided enrichment and diversity to the Korean language. Now, the South and North Korea need to cooperate to combine the both Koreans for the bright future of our national language. In order to achieve this, the two Koreas have to study and teach each other’s Korean.

The Panini grammar refers to the sanskrit grammar which was compiled around 600 B.C. by Panini, a distinguished Indian grammarian. Since the Panini grammar has been passed down well up to now, a half million people in India still learn and use Sanskrit as Panini spoke without a minor change. Bloomfield(1933) praised the Panini grammar as "This grammar is one of the greatest monuments of human intelligence. ...... No other language, to this day, has been so perfectly described." Before he described Sanskrit grammatical system, Panini had made the lists of every lexical items and affixes, as precedent work, including verbal roots, alphabetic indices of verbal stems, semantically assorted verbal stems, verbal stems with a special mark, noun stems, prefixes and suffixes and etc. The Panini grammar contains 4,000 sutra (grammatical rules), and at the end of description, Panini arranged the rules in alphabetic order for easy access. The grammatical description of the Panini grammar was carried out in following ways: First, it is organized in a comprehensive manner without dividing phonology, morphology, syntax and semantics. Second, the rules are formulated in a way for easy reciting. Third, a symbolic system is employed to simplify the rules. Fourth, the deep and surface structures are separated and finally, relevant notes are provided so that no rules are repeated or left out. Most importantly, it should be noted that the Panini grammar is rule-generative in that it is not for grammatical knowledge but for language acquisition.

This paper is about the development of the Korean grammar education. I divided the development of the Korean grammar education into five periods ; ① the beginning period of grammar education (1832 ~1893), ② the formation period of grammar education (1894~1910), ③ the stagnant period of grammar education (1911~1944), ④ the development period of grammar education (1945~1984), ⑤ the unified period of grammar education (1985~present ) Korean language and its grammar during the beginning period were mainly studied by the Christian missionaries. Therefore, it was not deeply studied yet. Afterwards, modern education started by western people and Koreans who had the Enlightened thought. The formation period of Korean grammar education was started with the Chosun’s open door policy based on the “Eulsa treaty”(Eul Sa Cho Yark). So this period is separated into two ; the first period was controlled by Chosun government and the second one was by the Japanese colonial government. The stagnant period of grammar educationwas separated into the 1st, the 2nd, and the 3rd~4th period of Chosun education law. The development period of grammar education is divided into the US military ministration period, the 1st authorized grammar textbook period, and the 2nd authorized grammar textbook period. The unified period of grammar education is divided into the 1st unified authorized grammar textbook, the 2nd unified authorized grammar textbook, and the periods of the state-authorized grammar textbooks during the fourth through the seventh education curriculum. This period means literally that the school grammar education was unified. And the content of the grammar textbook was expanded into a more practical way.

Sijo has received considerable attention and has been studied a lot as the most significant genre in Korean literature. But owing to incomplete and wrong viewpoint about it, there are still misunderstandings and errors of it. The biggest one of them is that being overlooked the musical nature which sijo has originally, it has been dealt with one-sidedly only as literature. This can be applied to modern sijo but can’t be applied to old sijo, the root of modern sijo. The intention of this study is to look into the musical nature closely as the essential character of sijo and establish a basis to review sijo positively. Actually there were some efforts to discuss it, though. It is absolutely necessary to review it positively.

The purpose of this study was to research novel that is characterized Hwang Jin Yi at the change of style. Stylistic analysis discussion have been made to target analysis regards as ‘Impression style’ and ‘Linguistic factors’. In the abstract was trying to textlinguistic analysis to events of ‘Man’s death caused of lovesick’. Through the external manifestation will give to the internal structure. Stylistic analysis of the elements of the narrative, cohesion and coherence, deploying aspects of dialogue, narrator’s attitude, intertextuality. Period due to changes in the way artists looked at the style selection. Choose the style of writer is checking in accordance with age changes. As a result, writers are not immune from the era, he could see in the context belongs to.

Kim, Dal-jin’s poems are particularly marked by the image of light. The light appears in nature, and is also found in life and space. I would like to delve into what the light in his poem signifies through several of his poems and to attempt to explore what the light suggests to alienated modern people like us. His poem, life reflects the image of the current self. Here, the light reveals my life to the world. The existence is made possible by light. Here, the light is a ‘light of vitality’. It unveils true self-awakening from delusions by bringing light into darkness. His poems typically use the symbols of light. His poems reveal a world of empty mind and a spirit of retreat from the secular world in an attitude of strengthened world by one’s clear and calm conduct. By being devoted to Buddhism, Kim, Dal-Jin attempts to transcend from a limited being and to find his identity as an infinite being. He cites ‘spring water’ as a mirror to reflect and ponder over his own view. In Sadness in spring water, he expresses men’s state of absolute purity and absolute solitude in simple words. We can see that he is composed, quiet and has a strong will to contemplate himself. Spring water means a ceaseless self-reflection and beneath it, there lies a shadow of darkness. Starting to look inside, the poet came to see the things in an objective stance. See the things in the eyes of self means being free from self-pity and self-obsession.

Lee Cheong Jun takes a view from different angles about variety grade of life. 􀅸Seok Hwa Chon􀅹is study about humanical reality and the root of human likewise another his novel. The sea is not a land scape of nature and the ground of life in Lee Cheong Jun’s novel. The Sea is space of death and completion of love in 􀅸Seok Hwa Chon􀅹. After seek for another elements and should analysis, We should inquire codes and binomial confrontations. 􀅸Seok Hwa Chon􀅹shows all sorts of occurrences throughout the cross of the present and the past time. It shows love of Geo-mu and Byeol-ne, presents’ death of Byeol-ne. Naturally It connect a water demon motif that is foundation of narrative structure in 􀅸Seok Hwa Chon􀅹on the cross of the present and the past time. Traditionally, We called “sokssin” that is traditional folk belief in korea. The essay found codes of “sokssin”, elements of myth, and I studied a coordinate concept is the same about life and death throughout structure of folk religion. We have a ethnic religion that is native and popular in korea, It is “sokssin” that is based on history of 5000 years. “sokssin” become the most basically base to complete of korean culture and literature. The essay analysed 􀅸Seok Hwa Chon􀅹only in a point of view on structuralism but If we limit about analyse way, clearly we will slip about a lot of stuff. If we study about 􀅸Seok Hwa Chon􀅹throughout a specific of mutual negotiation, The Reader will become different, when Reader read 􀅸Seok Hwa Chon􀅹

Park Mok-wol’s early poetry show a fairyland, a paradise, and a palace in the moon, its ideal boundary based on the will of oriental painting, when the choice of poetic words, color image, and background legendary are examined. It also has something in common with the symbolism of flower painting’s materials in that the image of animals and plants is very mild and reconciliatory. In addition to the relativity of oriental painting’s subjects and materials, Park Mokwol’s early poetry represent the quotation of the composition principles of oriental paintings as follows. First, it is the relativity of Mok-wol’s poetry and oriental painting’s composition. The beauty of space in oriental painting is represented in his brief and simple poetic type. Its characteristic is the succinct composition through ellipsis and condensation. Whereas the detailed placement of lines visually expands the large space of oriental painting, ellipsis leading to dramatic effect quotes its small space. It makes readers exert their infinite imagination like in a picture. This is another expression of their boundless thoughts. Throughout the first half of the poetry, travel distance of time and space seems to be short because of restrained tone and a lingering sound by omitted postposition, but it is an extremely long distance between the ideal and the real world. The fact actually causes very strong afterimage effect. It is descriptive in scene but quite emotional. Second, it is the relativity of Mok-wol’s poetry and oriental painting’s techniques. ‘Energy’ of oriental chiaroscuro techniques (for the expression of mountains or rocks) in techniques is the motion feeling of form. The grasp and description of ‘energy’ is the first element that gives the liveliness to a picture. The Cheongnoru in Park Mokwol 􀅯s poem, Cheongnoru, plays a main role as a foreground while the backgrounds including Cheongwun temple emphasize on ‘energy’ given to Cheongnoru. Moreover Cheongnoru makes moving scene of perspective by using mobile point of view, or ‘disperse perspective drawing technique’ in which space or time is not restricted when it arranges a form. With rhythm of trimeter variation, in reciting by controling high and low speed of breath and using a nasal sound ‘􀎞’ repeatedly, readers can feel speed and liveliness like those in sliding down a hill. It can be also referred to the expression of ‘energy’ of oriental paintings.

Although <Standard Pronunciation> was established in 1989, the guidance related to it in the field of secondary school has not been built properly. Accordingly, first of all, It was conducted a survey of the pronunciation of high school students in Cheonan in this study. It turned out that the prominent using of lateralization, strong sound, 'ㅐ[􀒝]'& 'ㅔ[e]'were serious. Students were in the wrong pronunciation about unfamiliar vocabulary, Chinese character of compound word, strong sound and 'ㅐ[􀒝]'& 'ㅔ[e]'Consequently, teachers should teach morphological environment about lateralization, Chinese character with strong sound, tongue-height or opening and shutting of the lips about 'ㅐ'&'ㅔ'. In addition, intensive learning pronunciation should be preceded in school in order to prevent wrong pronunciation from speading out.

In 2007 revised Korean education curriculum, speech education aims at improving students’ ability to cope actively with various communication contexts and attitude to create desirable Korean language culture on the basis of understanding about speech and broad discourse activities. However, there are no meaningful listening education in the current education state. Since there’s no listening activities, the listening test is given little weight and a variety of listening comprehension question items are not secured. This study analyzed listening comprehension test by territories, contents and scenes and compared it with non-literal reading, which helps to consider listening comprehension questions items through various angles. It is found that the listening comprehension test is taken mostly from ‘inference’ and ‘fact’ territory, ‘arts’ content and ‘lecture’ scene rather than other parts. Especially, as the content of non-literary is similar to that of the listening comprehension test, the students who are great at non-literary reading score high on the listening comprehension test. Based on these results, the following recommendations are suggested for future listening comprehension tests. First, as students spend almost all of their time in school, the test items should be developed based on the in school life or school situation. Second, various kinds of question items which contain diverse territories should be made by a drastic territory break. Third, question items which are using visual and audio aids should be developed. Fourth, question items about theory on the function of language use should be made. Fifth, items should be developed as a method that can assess ‘logic’ and ‘creativity’. Sixth, the importance of listening assessment should be secured by difficulty adjustment. There is no doubt that listening education is essential in school. Considering the state of our current listening education, now is the time to raise interest in listening education and work toward the next phase of speaking-listening education. Listening assessment is one of the ways to enhance the position of listening education. If listening omprehension question items are consistently made with no theoretical support and lack of variety and objectivity, it will lose its educational essence. Listening comprehension test accounts for about 10 percent of College Scholastic Ability Test. Even though listening comprehension tests are given somewhat a great deal of weight on College Scholastic Ability Test, there was not enough understanding about importance of listening comprehension test and sufficient ways to study for the listening test. This is the result of not only the difficulty of the tests but also overlooking the essence of listening education, study on it and variety of listening. If listening assessment items related to school situations are developed based on systematic theory and practice of listening, listening education will have educational meaning and at the same time have practical value as well.