The purpose of this study was to examine the pattern of directive speech act in Korean language education in order to understand the Korean language education conducted for foreign learners in North Korea. To this end, North Korea’s Korean language textbooks were used as the target of analysis, and how the types and strategies of directive speech act appeared according to their level of proficiency. The types of directive speech action appeared in the order of 'suggestions', 'requests', 'commands', 'recommendations'. The reason why the appearance of 'commands', 'recommendations', and 'requests', which are compelling to the degree of demand for actions by the listeners, was high because North Korea's view of language was reflected. As result of analyzing the emergence of directive speech act strategies at the level of instructional strage, the frequency of occurrence of direct and indirect stages was relatively uniform. However, it can be judged that it constitutes a dialogue that does not take into account the damage to the face of the listener, as it appears to be biased toward the strategy of 'mood derivable' at the direct stage and the strategy of 'suggestory fomula' at the indirect stage. It was confirmed that the pragmatic discussion was not conducted. In addition, it can be seen that North Korea's Korean language textbooks indirectly emphasize the promotion of North Korean society and system propaganda as proficiency increases. As such, this study is significant in that the study of Korean language education has been expanded to the level of discourse through dialogues in Korean painting textbooks.
Hangeun Kim (Sun,) studied this question.