In this paper, we analyze the goal, contents and instructional method of the vocabulary learning activities in the first-grade Korean language textbook that was developed according to the 2015 revised Korean language curriculum. The result of this study confirm the problem that the vocabulary learning activities in the 2015 textbooks are too narrowly focused on teaching understanding words, individual words and semantics, and transfer of meaning. The construction of vocabulary learning activities for future textbooks should therefore encompass the following: First, vocabulary learning activities should balance comprehension activities with expression activities. Second, vocabulary learning activities should not be limited to words but should also include idiomatic expressions. Third, vocabulary learning activities should not be limited to individual words but should also incorporate words that have semantic relations. Fourth, vocabulary learning activities should not be limited to a focus on the meaning only but should also include a focus on form (pronunciation, spelling), structure, syntax, and pragmatics. Fifth, vocabulary teaching and learning methods should not be limited to simply the transfer of meaning but should also actively utilize inquiry-based and meta-language activities.