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The purpose of this study is to explorer the characteristics of use of grammatical terminology by Chinese Korean teacher. For this study, four participants’(two Chinese-Korean, two Chinese) 12 Korean class recorded and then this data was analyzed. As a result, we found that Chinese Korean teacher used word-related grammatical terminology most frequently. These results suggest that the educational content and grammatical terminology in the textbooks affected teachers’ use of the grammatical terminology. Second, Chinese Korean teacher mainly used grammatical terminologies in the grammar description and vocabulary explaining stage. These results appear to have been influenced by China’s education culture, where Grammar Translation Methods are mainly used.. Finally, Chinese Korean teacher used grammatical terminology depend on Chinese as student’s L1. This result is affected by nonnative foreign language teacher’s general feature. Consequently, the significance of this study is that characteristics of use of grammatical terminology is related teaching and learning contexts such as textbook, teaching model and teacher.