近代 語文敎育에서 文識性의 성격과 변천 과정

Abstract

This paper discussed the educational limitations and significance of Korean literacy by examining whether the dissemination and education of Hangeul could satisfy social literacy in the modern literary life. Modern language education such as consistency between speech and text, Hangeul movement and so on, was mainly Korean language education for illiterates who did not know any letters. However, the literacy community at the time was a Chinese-literary society, so even if the Korean alphabet was learned, it needed more Chinese- language knowledge to carry out the institutional literacy required by society, at least middle school, or to read newspapers, publications, and official documents. In the case of modern government gazette, telegram, newspaper, and books, almost all the words meaning the main subject or concept were written in Chinese characters, except for postpositional particle, ending of a word and native words. As such, the Chinese characters that consolidated the feudal status society were separated and Hangeul was given status as national characters, but the real literary life was different from that. However, Hangeul literacy played a role as a tool for reading Korean newspapers, telegrams, and novels in the late 1890s, leading to a shift in perception toward modern awareness by allowing them to escape the least illiteracy.