In transcription method, Hangeul has a uniquely precious characteristic very
different from other writing systems: It is equipped with both phonemic symbol
and syllabogram. In Korea, however, the standard rules for Hangeul does not
specify the subject matter and associated terminologies in sufficient ways.
Moreover, the descriptions that are currently available are obscure at best.
Unfaithfulness and obscurity of the standard rules for Hangeul has wholly
reflected themselves on the elementary school curriculum of Korean, textbook
and guide book for lessons. Results of inadequate understanding on phonemic
symbol and syllabogram have continually been exposed even without the terms
referring to these two symbols in consistent manner. Such a tendency remaining
much the same since the independence in 1945 is prominent in books for
lessons for middle grades and higher. On the other hand, since ?1981 curriculum?,
lower grades course for Hangeul lessons has positively presented ‘(basic) syllable
table’, which contains every kind of problems.
In the meantime, there has been a positive progress in outline. Turning the
time period of ?1987 curriculum? for textbooks, terms for phonemic symbols
were almost set into ‘낱자(natja)’ and syllabograms into ‘글자(geulja)’. ?2007
curriculum? and textbooks at this time began to use ‘자음자(consonant letter)’
and ‘모음자(vowel letter)’ as the term for sorting 낱자(natja). Still, this is the case mostly for the first grader’s course and that with an unstable scope for
It is considered necessary that not only the standard rules for Hangeul and
curriculums but also textbook and guide book for all grades should improve
soon with stability of the scope for ‘낱자’ in the direction of expansion