This study examines the types and usage of abbreviations of foreign proper nouns used in media articles based on a basic understanding of Korean abbreviations, and seeks to identify the effects of their use. Abbreviations of foreign proper nouns are widely used for reasons of economy, ease of identification, and to facilitate the provision of information. There are two types of abbreviations. Romanized abbreviations are characterized by strong economy and identifiability but have difficulty conveying meaning, and they also distinguish the social classes of speakers by their knowledge of loan words or understanding of foreign languages, thereby threatening to undermine social integration. In contrast, abbreviations translated into Korean have the advantage of easily conveying meaning and not hindering language accessibility, but they are weak in identifiability and their number remains exceedingly small. The reason for the excessive use of Romanized abbreviations by the government and media seems to be that no provision for Korean translation abbreviations was made earlier. It is necessary to create and publicize Korean abbreviations widely, as well as create good Korean translation terms with the introduction of foreign proper nouns into Korean.

Unlike common nouns, proper nouns do not depend on the situation. So a proper noun is defined as either pointing to a particular object or pointing to a single object. In philosophy, these proper nouns have been known to play an important role in linking objects only to language and language extrinsic targets. For these reasons, however, proper nouns were not considered as important in foreign language education. However, after ‘the pragmatic turn of linguistics’ in the early 1960s, communication-oriented foreign language education became important. Because communication is closely related to the concept of culture, and culture and proper nouns are closely related. The purpose of this paper is to examine the status of proper nouns in the basic vocabulary of the second foreign language curriculum and how these proper nouns are presented in the College Entrance Trial Test/College Scholastic Ability Test. This paper seeks to analyze how often the same proper nouns are repeated in the test, how the proper nouns are translated, and whether such translations are consistent. Im Gegensatz zu gewöhnlichen Substantiven sind Eigennamen nicht von der Situation abhängig. Ein Eigenname ist also definiert als entweder auf ein bestimmtes Objekt zeigend oder auf ein einzelnes Objekt zeigend. In der Philosophie ist bekannt, dass diese Eigennamen eine wichtige Rolle bei der Verknüpfung von Objekten nur mit extrinsischen Zielsetzungen von Sprache und Sprache spielen. Aus diesen Gründen wurden Eigennamen im Fremdsprachenunterricht jedoch nicht als wichtig erachtet. Nach der “pragmatischen Wende der Linguistik” in den frühen 1960er Jahren wurde jedoch der kommunikationsorientierte Fremdsprachenunterricht wichtig. Es ist wichtig zu beachten, dass es eine enge Beziehung zwischen Kommunikation und Kultur gibt. Kultur und Eigennamen haben miteinander zu tun. Der Zweck dieses Artikels ist es, den Status von Eigennamen im Vokabular des zweiten Fremdsprachenlehrplans zu untersuchen und wie diese Eigennamen im College Entrance Trial Test / College Scholastic Ability Test dargestellt werden. Diese Arbeit versucht zu analysieren, wie oft dieselben Eigennamen im Test wiederholt werden, wie die Eigennamen übersetzt werden und ob solche Übersetzungen konsistent sind.