What is 'the methodology' in the research of teaching Korean has been a contentious issue in itself for many years, and any exploration of the problem leads to further unresolved questions. We have to give answers to this question. It is hoped that this paper will be of some use in seeking the methodology to promote the practicabilities of the research of teaching Korean. In order to achieve practicability, the research for the teaching Korean has to seek performative theory. Performative theory is composed of a sets of approaches to the contents and the methods. The approaches to the contents are to define and systemize the tasks, and the methods are composed of the theory of aims, materials, teaching-learning, and assessment. At the same time, the research of performative theory is in need of some kind of focusing the grade of students. If we have any belief in any kind of the research of teaching Korean we must encourage each researcher to formulate answers to these questions during initial training and to modify those answers continually in the light of practice and further informed reflection. In that sense, a paper such as this cannot and should not specify a researcher's approach to teaching Korean. On the other hand, none of the existing sets of approaches to the subject seems to provide a theoretical framework which continues to satisfy, or which always helps in tackling the fundamental questions specified above.