The purpose of this study is to analyze the elements of giftedness and talent, relating them to the competence and thinking skills in Korean language and literature. There was a turning point of researching giftedness and talent in Korea after the legislation of the laws of giftedness in 2000. Unfortunately, we can only find just a few research papers and results regarding giftedness in Korean Education so far. F. Gagne(2004) differentiated giftedness from talent, defining them respectively as natural abilities and developed abilities(or skills) and knowledge in at least one ability domain, to a degree that places an individual at least in the top 10% of his or her age group. The viewpoint of F. Gagne contributed to the differentiation of the gifted and talented, extending those ranges which were limited to just 1% in the early years of the 20th century. In addition, Renzulli extended the range to almost the upper 50% by defining giftedness as “above the ability.” Even though Gagne and Renzulli had fine ideas and suggested differentiated models regarding giftedness and talent, those are general models. So their models have limitations when we try to apply them to the area of language and literature. Therefore, I suggested specific elements of giftedness in the language-literature area, in particular Korean language, such as “abilities of processing linguistic code and text, creative language and literature, value judgment, affective thinking abilities.” The fundamental characteristics of the intrapersonal domain which make manifest the talent consist of language attitudes and motivations, teaching-learning environment and language experience. These elements play roles as catalysts for talent in specific areas such as academics, arts, press, managements, interpersonal relations and ICT.