The present study attempts to examine and analyze Korean teachers' recognition of terminology used in the standard curriculum of Korean, thereby obtaining the useful information for the education of pre-service Korean teachers, enhancing the meaningful interactions between teachers and curriculums, and reinforcing the efficiency of the standardization of Korean curriculums. This article presents the results of a survey aimed at assessing the degree of Korean teachers and would-be teachers' understanding of terminology for the Korean standard curriculum, performed with 130 Korean teachers. Among the results, the best recognized terms by teachers are ‘communication, errors, verbal language, native speakers, speaking’ etc., whereas the least recognized terms are ‘Academic Vocabulary, cultural performance, global task, common framework of reference, level description, comprehensive objective, grade system’ etc. The survey also has elucidated the discrepancy between what the teachers think they know and what they actually know. Though they have answered that they are aware of 77% of terms in the survey among 60 terms extracted from the standard curriculums, there were many terms which the teachers did not really know the practical meaning thereof. The results of the survey lead us to the following conclusions：firstly, systemization and adequate application of curriculum terminology is needed to facilitate the successful implementation of the standard curriculum without misunderstandings between teachers and curriculum developers；secondly, selection and adaptation of reader-friendly terms and diverse descriptions are requested；and thirdly, the description of curriculums should be clear and obvious. The findings of this paper demonstrate the current state of the research on the establishment of Korean standard curriculum and provide a chance to explore the communicative aspects of description of curriculums.