Recently, we often hear that Korean students lack in Korean vocabulary performance. The purpose of this paper is to provide some suggestions for improving this delicate situation in elementary school. For this goal, we compare the evaluation items (especially concerning the vocabulary performance) between Korea and France. The results reveal that French vocabulary education is more systematic and detailed than Korean vocabulary education. That’s why we propose to introduce a vocabulary workbook, a vocabulary teaching methodology for teachers and a list of principal vocabulary for example, which seems available to adapt for improving Korean students’ vocabulary performance.