This study was carried out under the premise that lack of grammatical education with overall emphasized fluency is not desirable and the grammatical education can function fully to improve the communicative competence. To support this, the studies that attempted comparative linguistics, universal language theories, and attempts of linguistic typology were examined. However, such efforts are limited in explaining the overall Korean grammatical education systematically. As a method to resolve such problems, a suggestion of actively utilizing grammatical categories were provided. The categorization by grammatical systems is quite familiar since it was applied to all languages for a long time and is a concept that can be usefully utilized in comparative linguistics or linguistic typology. In addition, the overall grammatical factors could be examined systematically. As the meanings, functions, and constraints of combinations among the grammatical factors are compared, which could not be done when examining the individual grammatical factor, the differences can be clearly recognized. This study provided an example of expressing negatives and also suggests the methods to use the grammatical categories for Korean educational grammatical system in the sites of Korean education in detail.