The purpose of this study is to critically examine the domain of language use in
the 2015 revised Korean language curriculum. The revised curriculum in 2015 is
considered to be well established in that it has a diverse set of content system and
achievement standards. However, it is not easy to understand how the structure and
composition of the content system is complicated, and why the previous educational
process and the differentiated changes have come to the grounds and logic. One of
the main reasons for this is that the concept definition of the components is
ambiguous. It is also unclear how the generalized knowledge from the core concept
derives its content from the core concepts and generalized knowledge.
In terms of relevance of Korean language education goals and education
contents, it can be seen that the 2015 revised Korean language education curriculum
does not correspond well with the general goal and the detailed goal. One of the
problems is that the statement of detail goals and the content system are out of line.
Overall, the 2015 curriculum content system emphasizes ‘concepts, knowledge, and
skills’, but focusing on only these three can not enhance the ability to use critical
and creative language, which is the main goal of Korean language courses.
Due to the influence of the 2007 curriculum, the term “achievement standards” is
used uncritically in the 2015 curriculum. This is the result of a management model of
education. However, the relationship between achievement standards and learning
elements is not clear, and the relevance of the Korean language to the overall goal
does not seem to be significant.
“Commenting on achievement standards, teaching and learning, evaluation
methods and notes” is far from saying ‘Enhancement of information and communication of curriculum documents’, which is one of the revision directions of ‘2015 Revised
Korean Language Education Curriculum’. In addition, it is not desirable to give
examples of Korean language data only without mentioning whether the content
hierarchy and the learning sequence are taken into consideration in terms of the
needs and level of learners and how they can be reconstructed creatively.