The purpose of this study is to shed theoretical light on the concepts of the Korean language for Korean learners in China based on the Joseon language and to improve their ability to fluently communicate. It has its roots in establishing educational ... The purpose of this study is to shed theoretical light on the concepts of the Korean language for Korean learners in China based on the Joseon language and to improve their ability to fluently communicate. It has its roots in establishing educational support and strategies in preparation for the unification of the Korean languages and achieving the standardization of the Korean languages. Since the year of 2017, there has been an emphasis on the need to establish an agreement on the language use of Korean, the Chinese Joseon language, and North Korean. In particular, after the publication of an article in the JoongAng Daily which addressed the news about the “Korean-Joseon Dictionary” to be published by 2019, studies have been conducted regarding many aspects of the linguistic agreement. Also, according to the result of the sixth census in China, there are 1,830,929 ethnic Korean-Chinese residing in China whose mother tongue is the Chinese Joseon language. These nearly 1.8 million speakers of the Chinese Joseon language can possibly go to South Korea to work and become learners of Korean. Among the many features of language education such as pronunciation, grammar and vocabulary, the knowledge of vocabulary is an essential factor in understanding written scripts or speaking the language. Motivated by this point, this study has developed a strategy for teaching Korean vocabularies to Korean learners in China who speak the Joseon language. For this purpose, we have selected vocabularies listed in “Vocabulary Explanation” in 『Joseoneomun』 published by Yanbien Education Press, a textbook used in Korean-Chinese middle schools in China. Then we have articulated the way that the Chinese Joseon language is transcribed, and analyzed them by consulting the “Joseon Language Dictionary” published by Yanbien Education Press in China, the “Small Dictionary of the Joseon Language” compiled by the Historical Linguistics Research Center in Yanbian Korean-Chinese autonomous prefecture, and the “Korean Standard Dictionary” edited by the National Institute of Korean Language. In order to ensure that Joseon-language-based learners of Korean obtain the skills for smooth communication, education of Korean vocabularies is a learning area that must be completed in advance. Therefore, we have arranged vocabularies listed in the vocabulary book of the textbook 『Joseoneomun』 used in Korean-Chinese middle schools in China and analyzed them by categorizing them according to their Notation characteristics. Based on the analysis results, we have proposed a teaching method and a learning activity model that can be applied to Joseon-language-based learners of Korean in China who have basic knowledge of the Chinese Joseon language. What follows are our findings regarding the main causes of vocabulary differences between Korean and the Joseon language in the historical aspect and analyzing the Notation characteristics of the Chinese Joseon language. The first is the initial law. According to the principle of the Chinese Joseon language, Sino-Korean words are written with the corresponding sound of the Sino-Korean character for every syllable. This is because the spelling system of the Joseon language was established according to the spelling system of North Korean. The difference is found in writing words where a Sino-Korean character sound with the initial sound ‘ㄴ’ or ‘ㄹ’ is the beginning of the word. While such words are written with ‘ㅇ’ or ‘ㄴ’ in South Korea in consideration of the actual pronunciation, the original Sino-Korean character sounds with ‘ㄴ’ and ‘ㄹ’ are written as they are in the Chinese Joseon language. The second is the phonemic change. The phonemic change includes vowel change, consonant change, phoneme addition, and phoneme ellipsis. The vowel change refers to cases where there is difference only in notating a vowel of a syllable in the word. Similarly, the consonant change occurs when there is difference only in notating a consonant of a syllable in the word. The phoneme addition refers to phenomena where a phoneme is added compared to the way vocabularies are transcribed in Korean. Conversely, the phoneme ellipsis refers to cases where a phoneme is omitted compared to the notation of Korean vocabularies. The third is the syllable change. The syllable change means that there is difference in notating a syllable in the word. As opposed to the phonemic change, the syllable change does not refer to cases where only a phoneme changes compared to the notation of Korean vocabularies, but includes cases in which there is a more complex change in the word notation. In particular, there are cases where both vowels and consonants are altered. The syllable change is categorized into three sorts of change: general syllable change, syllable addition, and syllable ellipsis. The fourth is the difference in writing the ‘inter-Siot’ While inter-Siots are transcribed in Korean, according to “Orthography of the Joseon Language”, inter-Siots are not separately transcribed and original forms of words are written in the same way that other compound words are transcribed even when the inter-Siot pronunciation occurs. The fifth is the difference in writing Sino-Korean words. In the case of the Chinese Joseon language, the principle is to transcribe each syllable of the Sino-Korean word according to the corresponding Sino-Korean character’s sound. This is because the spelling system of the Joseon language was established according to the spelling system of North Korean. On the other hand, though the spelling system of North Korean was previously followed in South Korea, the “General Rules of Hangeul Orthography” was completed after a few amendments and is currently used. The sixth is the difference in the way that loanwords are written. Personal names and place names that are loanwords in the Chinese Joseon language are transcribed with their Sino-Korean character sound when they are transcribed in Chinese. In addition, the Chinese Joseon language uses fortis sounds more frequently. By grasping these characteristics, from the vocabularies listed in the vocabulary book of the textbook 『Joseoneomun』, we have selected vocabularies that are comparable to Korean vocabularies and analyzed the Notation characteristics of the Chinese Joseon language. Based on these results, this study has proposed a strategy for teaching Korean vocabularies to Joseon-language-based learners of Korean in China. The strategies for vocabulary teaching proposed include the ‘form-distinguishing method’, the ‘concept-utilizing method’, the ‘paragraph-rewriting method’, and the ‘culture-recognizing method’. In accordance with these methods, in this study we have suggested the development of such a vocabulary education strategy as the basic orientation, and proposed a vocabulary education strategy and learning activity model based on existing research principles.
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