Intermediate Korean Grammar and workbook
INTERMEDIATE KOREAN:
A GRAMMAR AND WORKBOOK
Intermediate Korean: A Grammar and Workbook comprises an
accessible reference grammar and related exercises in a single volume.
This workbook presents twenty-four individual grammar points,
covering the core material which students would expect to encounter
in their second year of learning Korean. Grammar points are followed
by examples and exercises which allow students to reinforce and
consolidate their learning.
Intermediate Korean is suitable for both class use as well as
independent study.
Key features include:
•
•
•
•
•
•
clear, accessible format
many useful language examples
all Korean entries presented in Hangul with English translations
jargon-free explanations of grammar
abundant exercises with full answer key
subject index.
Clearly presented and user-friendly, Intermediate Korean provides
readers with the essential tools to express themselves in a wide variety
of situations, making it an ideal grammar reference and practice
resource for students with some knowledge of the language.
Andrew Sangpil Byon is Associate Professor at the State University of
New York at Albany, where he teaches courses in Korean language
and civilization.
Other titles available in the Grammar Workbooks series are:
Basic Cantonese
Intermediate Cantonese
Basic Chinese
Intermediate Chinese
Basic Dutch
Intermediate Dutch
Basic German
Intermediate German
Basic Irish
Intermediate Irish
Basic Italian
Basic Korean
Intermediate Korean
Basic Polish
Intermediate Polish
Basic Russian
Intermediate Russian
Basic Spanish
Intermediate Spanish
Basic Welsh
Intermediate Welsh
INTERMEDIATE KOREAN:
A GRAMMAR AND
WORKBOOK
Andrew Sangpil Byon
For my parents, James Ki Yong and Gloria Hye Ja Pyon
First published 2010
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Ave, New York, NY10016
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2009.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© 2010 Andrew Sangpil Byon
All rights reserved. No part of this book may be reprinted
or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing
from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloguing-in-Publication Data
Byon, Andrew Sangpil.
Intermediate Korean : a grammar & workbook / Andrew Sangpil Byon.
p. cm.
Simultaneously published in the USA and Canada.
1. Korean language—Grammar—Problems, exercises, etc. 2. Korean language—
Textbooks for foreign speakers—English. I. Title.
PL913.B965 2009
495.7′82421—dc22
2008053381
ISBN 0-203-87590-7 Master e-book ISBN
ISBN10: 0-415-54714-8 (hbk)
ISBN10: 0-415-77488-8 (pbk)
ISBN10: 0-208-87590-7 (ebk)
ISBN13: 978-0-415-54714-7 (hbk)
ISBN13: 978-0-415-77488-8 (pbk)
ISBN13: 978-0-203-87590-2 (ebk)
CONTENTS
1
2
3
G
4
5
6
7
8
9
10
11
Preface
ix
The intimate speech level and the plain speech level
~㠊/㞚, ~⓪/ච┺, ~┞/(㦒)⌦?, ~㞚/㠊⧒, ~㧦
1
Sentence-final endings
~㰖㣪, ~ῆ㣪, ~⍺㣪
11
Particles
⽊┺, 㻮⩒, ṯ㧊, Ⱒ䋒, Ⱎ┺, Ⱎ㩖, 㫆㹾, 㠦
19
Auxiliary verbs I
~㠊/㞚G㡺┺, ~㠊/㞚GṖ┺, ~㠊/㞚G⽊┺
27
Auxiliary verbs II
~㠊/㞚G⌊┺, ~㠊/㞚G⻚Ⰲ┺, ~ἶGⰦ┺, ~㠊/㞚G㭒┺,
~㠊/㞚G✲Ⰲ┺
33
Auxiliary verbs III
~㠊/㞚G⏩┺, ~㠊/㞚G⚦┺, ~㠊/㞚G㧞┺, ~㠊/㞚䞮┺,
~㠊/㞚㰖┺
42
Clausal conjunctives (purpose or intention)
~(㦒)⩂, ~(㦒)⩺ἶ, ~☚⪳G
51
Clausal conjunctives (reasons and cause)
~㠊/㞚㍲, ~(㦒)┞₢, ~ⓦ⧒ἶ
61
Clausal conjunctives (conditions)
~(㦒)Ⳋ, ~㠊/㞚㟒, ~(㦒)ඥ㑮⪳, ~Ệ✶
72
Clausal conjunctives (listing and choice)
~ἶ, ~(㦒)Ⳇ, ~Ệ⋮, ~✶㰖
85
Clausal conjunctives (time)
~(㦒)Ⳋ㍲, ~㧦Ⱎ㧦, ~┺ṖG
95
v
12
Contents
Clausal connectives (background)
~⓪◆/(㦒)ච◆
105
Clausal connectives (although)
~㰖Ⱒ, ~(㦒)⋮, ~㠊/㞚☚
113
Permission, prohibition, and obligation
~㠊/㞚☚G♮┺, ~(㦒)ⳊG㞞G♮┺, 㞞G ~(㦒)ⳊG㞞G♮┺/~㰖G
㞠㦒ⳊG㞞G♮┺, ~㠊/㞚㟒G♮┺/䞮┺
120
Passives and causatives
~㧊, ~䧞, ~Ⰲ, ~₆, ~㤆, ~ῂ, ~㿪, ~ỢG䞮┺
129
The noun-modifying endings
~⓪, ~(㦒)ච, ~(㦒)ඥ
137
G
Describing the appearance of actions or states of affair
~⓪/(㦒)ච/(㦒)ඥGộGṯ┺, ~⓪/(㦒)ච/(㦒)ඥG⳾㟧㧊┺,
~⓪/(㦒)ච/(㦒)ඥG ❅䞮┺, ~⋮/(㦒)චṖG⽊┺, ~㠊/㞚G⽊㧊┺G
146
18
G
Post modifiers I
₎, 㩗, 㧒, ☯㞞, ☚㭧, 㭧, 䘎
157
19
G
Post modifiers II
╖⪲, 䤚㠦, 㻯, ⧢㠦, ộ, ㄪ, ➢
166
20
Ability and possibility
~(㦒)ඥG㑮G㧞┺/㠜┺, ~(㦒)ඥG㭚G㞢┺/⳾⯊┺,
~(㦒)ඥGⰂṖG㠜┺
178
Indirect question form
~⓪/(㦒)ච/(㦒)ඥ㰖
186
The retrospective suffix
~▪
195
Nominalizing endings
~₆ and ~(㦒)ත
205
Direct and indirect quotation
~(㧊)⧒ἶG䞮┺, ~(ⓦ)ච┺ἶG䞮┺, ~ⓦ⌦ἶG䞮┺/ⶑ┺,
~(㦒)⧒ἶG䞮┺, ~㧦ἶG䞮┺
219
Key to exercises
228
Index
279
13
14
15
16
17
21
22
23
24
vi
PREFACE
Intermediate Korean: A Grammar and Workbook is a sequel to its sister
volume Basic Korean: A Grammar and Workbook, and it likewise focuses
on providing an accessible reference grammar explanation and related
exercises in a single volume. It is designed for independent English-speaking
adult Korean-as-a-foreign-language (KFL) learners who intend to maintain
and strengthen their knowledge of essential Korean grammar and for
classroom-based learners who are looking for supplemental grammar
explanations and practices. Consequently, this book differs from existing
KFL materials whose primary purpose is to help KFL learners acquire
four language skills, such as listening, speaking, reading, and writing as well
as cultural knowledge.
The layout of this book also differs from those of existing KFL materials. For instance, a typical KFL textbook chapter may include model dialogues, followed by vocabulary lists, grammar explanations, cultural notes,
and exercises. In contrast, following the pattern of Basic Korean and other
Grammar Workbooks of the Routledge series, every unit of Intermediate
Korean focuses on presenting jargon-free and concise grammar explanations, followed by relevant grammar exercises.
This book has 24 units, and it does not take a functional-situational
approach in grouping and/or sequencing target grammatical points. Rather
it sequences and covers grammatical points according to their grammatical
categories (e.g., sentence endings, conjunctives, particles, and so on), so
that learners can use the book as a reference material as well as a practice
material. The exercises at the end of each unit are designed primarily to
reinforce the target grammatical points.
All Korean entries are presented in Hangul (the Korean alphabet) with
English translations to facilitate understanding. Accordingly, it requires
that learners familiarize themselves with Hangul, before going on to the
book. In addition, when translating Korean entries into English, efforts
were made to reflect the Korean meaning as closely as possible. Consequently,
some learners may feel certain English translations do not reflect typical
English usages. However, the direct translation approach was employed
for pedagogical purposes.
vii
In writing this book, I have been fortunate to have the assistance and
support of many people. I would like to thank my colleagues in the Department of East Asian Studies at the University at Albany, State University
of New York, who were supportive of this project. I am grateful to anonymous reviewers for their constructive and valuable comments. I would like
to express sincere gratitude to Sophie Oliver for initially encouraging this
project and to the editorial and production teams of Routledge—Andrea
Hartill, and Samantha Vale Noya—for their advice and support throughout the process. My thanks also go to Neil Dowden for his careful and
thoughtful copy-editing service and to Kathy Auger at Graphicraft for her
kind assistance during the final stage of production. Finally, as always, my
special thanks go to my wife, Isabel, who, with her optimism and encouragement, makes it possible for me to do what I really love to do. Of course,
I bear all responsibility for any shortcomings and errors in the text.
Preface
viii
UNIT 1
The intimate speech level and
the plain speech level
The intimate speech level
The intimate speech level is in general used in the following situations: by
adults when addressing children, by parents when addressing their kids,
by children when addressing their peers, and by adult friends when addressing their childhood friends (or friends whose relationships are close enough
to switch to the intimate level from the polite level).
The intimate speech level ending is ~㠊/㞚. The choice of ~㠊 or ~㞚 is
the same with that of the polite speech level ending ~㠊㣪/㞚㣪. ~㞚 is
used after a stem that ends in a bright vowel, 㡺 or 㞚 (e.g., 㺔┺ “find”
=> 㺔㞚), while ~㠊 is used with the stem that ends in any other vowels
(e.g., ⺆㤆┺ “learn” => ⺆㤢). Consider the following examples:
Ṗ┺ “go”
⺆㤆┺ “learn”
Ṗ⯊䂮┺ “teach”
ⲏ┺ “eat”
䞮┺ “do”
㧞┺ “have/exist”
㧊┺ “be”
㞚┞┺ “not be”
Polite speech level
Ṗ㣪
⺆㤢㣪
Ṗ⯊㼦㣪
ⲏ㠊㣪
䟊㣪
㧞㠊㣪
㧊㠦㣪
㞚┞㠦㣪
Intimate speecsh level
Ṗ
⺆㤢
Ṗ⯊㼦
ⲏ㠊
䟊
㧞㠊
㧊㟒
㞚┞㟒
As seen above, one can generate the intimate speech level from the
polite speech level, simply by removing 㣪. One exception is that the
copula 㧊┺/㞚┞┺ takes slightly different forms: 㧊㟒 instead of 㧊㠦,
and 㞚┞㟒 instead of 㞚┞㠦.
Just like the polite speech level ending ~㠊㣪/㞚㣪, the intimate speech
level ending ~㠊/㞚 is used for all sentence types: declarative, interrogative,
imperative, and propositive. For instance, consider the following:
1
1
The intimate
speech level
and the plain
speech level
ⰺ㧒G⥆㠊 “(I) run everyday.”
ⰺ㧒G⥆㠊? “(Do you) run everyday?”
ⰺ㧒G⥆㠊! “Run everyday!”
ⰺ㧒G⥆㠊 “(Let us) run everyday.”
Koreans use contextual elements as well as intonation (e.g., rising intonation for a question) to figure out what intimate speech level ending
~㠊/㞚 is used for a specific sentence type.
The plain speech level
The plain speech level ending sounds more blunt and direct than other
speech levels: deferential, polite, and intimate. The plain speech level is
primarily used in the following three contexts: When one addresses a child,
his/her childhood friends, or younger siblings; when the speaker talks to
himself/herself or wants to draw the listener’s attention to information
that is noteworthy or provoking; when one writes (e.g., personal essay,
prose, newspaper articles, academic papers, diary, and so forth).
Unlike the intimate and the polite speech levels that use the same
endings for different sentence types, the plain speech level has different
endings for different sentence types, as shown below.
Declarative
~⓪/ච┺ (for verb stems)
Ṗ┺ “go”
ⲏ┺ “eat”
Ὃ䞮┺ “study”
Ṛ┺
ⲏ⓪┺
Ὃ䞲┺
~┺ (for adjective and copula stems)
㿻┺ “cold”
₾⊭䞮┺ “clean”
㧊┺ “be”
㿻┺
₾⊭䞮┺
㧊┺
~㠞/㞮┺ (for all predicate stems in the past tense)
㞺✲⮮ṖG䞯ᾦ㠦GṪ┺G “Andrew went to school.”
⋶㝾ṖG㿪㤶┺G “The weather was cold.”
㧊G₾⊭䟞┺G “The room was clean.”
⁎G⋾㧦ṖG䞲ῃG㌂⧢㧊㠞┺ “That man was a Korean.”
2
Interrogative
The plain
speech level
~┞/(㦒)⌦? (for all predicate stems)
Ṗ┺G “go”
ⲏ┺G “eat”
Ὃ䞮┺ “study”
㫡┺ “good”
㿻┺ “cold”
₾⊭䞮┺ “clean”
㧊┺ “be”
Ṗ┞? (or Ṗ⌦?)
ⲏ┞? (or ⲏ⌦?)
Ὃ䞮┞? (or Ὃ䞮⌦?)
㫡┞? (or 㫡⌦?) / 㫡㦒⌦? (for writing)
㿻┞? (or 㿻⌦?) / 㿪㤆⌦? (for writing)
₾⊭䞮┞? (or ₾⊭䞮⌦?)
㧊┞? (or 㧊⌦?)
~㠞/㞮┞/(㦒)⌦? (for all predicate stems in the past tense)
㞺✲⮮ṖG䞯ᾦ㠦GṪ┞? “Did Andrew go to school?”
⋶㝾ṖG㿪㤶┞? “Was the weather cold?”
㧊G₾⊭䟞┞? “Was the room clean?”
⁎G⋾㧦ṖG䞲ῃG㌂⧢㧊㠞┞? “Was that man a Korean?”
Imperative (only for verb stems)
~㞚⧒ (after a stem that ends in 㡺 or 㞚)
~㠊⧒ (after a stem that ends in any other vowels)
Ṗ┺ “go”
ⲏ┺ “eat”
Ὃ䞮┺ “study”
Ṗ⧒
ⲏ㠊⧒
Ὃ䟊⧒
Propositive (only for verb stems)
~㧦
Ṗ┺ “go”
ⲏ┺ “eat”
Ὃ䞮┺ “study”
Ṗ㧦
ⲏ㧦
Ὃ䞮㧦
Note that the plain speech level imperative ending ~㠊⧒/㞚⧒Gand propositive ending ~㧦 are used only for verb stems, and they are not conjugated
for the tense.
3
1
The intimate
speech level
and the plain
speech level
Exercises
Key vocabulary for Unit 1 exercises
ṖỢ store
Ṗ bag
Ṗ⯊䂮┺ to teach
ṫ㦮 lecture
Ị⍞┺ to cross over
ἓ㺆ὖ police officer
ὒ㧒 fruits
Ὃ䞮┺ to study
Ὃ㡆 public performance/play
⁎Ⰲ┺ to draw
⁎Ⱂ painting/picture
₆┺Ⰲ┺ to wait
₆ feeling/mood
₾⊭䞮┺ to be clean
⋮㊮┺ to be bad
⋶㝾 weather
⌊⩺Ṗ┺ to go down
⋮ older sister
ⓦ⋢ feeling/mood
ⓦⰂ┺ to be slow/to be sluggish
┺Ⰲ bridge/legs
╁┺ to close/to shut
╂┺ to be sweet
╊⺆ cigarette
▮㰖┺ to throw
➆⦑䞮┺ to be warm
➆⯊┺ to follow
⟶⋮┺ to depart/to take leave of/to leave
⥾ỗ┺ to be hot (water)/to be heated
⪲ⰾ㓺 romance
4
Ⱎ㔲┺ to drink
Ⱎ䂮┺ to finish
Ⱒ⋮┺ to meet
ⲎⰂ head/hair (of one’s head)
ⲏ┺ to eat
Ⲗ┺ to be far
ⶎ door
⹕┺ to trust/to believe
㊮┺ to be busy
┺ to receive
foot
⺆㤆┺ to learn
⻚Ⰲ┺ to throw away
⻚㓺 bus
⻪㧎G criminal
⽊⌊┺ to send
⽊┺ to see/to watch/to read
アⰂ┺ to borrow
Key
vocabulary
for Unit 1
exercises
㌂ὒ apple
㌂⧢ person
㌂ⶊ㔺 office
㌂㰚 picture
㏢䙂 package
㏦ hand
㔲䠮 test/examination
㔶┺ to wear (shoes/socks)
㔶ⶎ newspapers
㕇㕇䞮┺ to be fresh
㝆⩞₆ trash/garbage
㞑┺ to wash
㞚┞┺ not be
㞚⧮ the base/the lower part
㞚⻚㰖 father
㞚䂾 morning
㞚䝚┺ to be sore/to be painful
㟧Ⱖ socks
㠊⪋┺ to be difficult
㠎㩲 when
㡊┺ to open
㡊㐶 keys
㡗䢪 movie
㣎䂮┺ to shout
㧊⻞ this time
㧒 work/matter/errand
㧒⽎㠊 the Japanese language
㧒㹣 early
㧓┺ to read
㧛┺ to wear (clothes)
㧦┺ to sleep
㧦㩚Ệ bicycle
㧷┺ to catch/to hold
㨂⹎㧞┺ to be interesting
5
㩧㔲 dishes/plates
㫆㣿䞮┺ to be quiet
㫡┺ to be good/to be right/to be beneficial
㭒┺ to give
㭒Ⱖ weekend
㭧ῃ㠊 the Chinese language
㰧 house
1
The intimate
speech level
and the plain
speech level
㹾 car
㺔┺ to look for/to seek for
㺓ⶎ window
㺛 book
䂲ῂ friend
䄺䞒 coffee
䋂Ợ aloud
䌖┺ to ride
䕪┺ to sell
䝚⧧㓺 France
䞒㤆┺ to smoke
䞮⓮ sky
䞮┺ to do
䠺㠊㰖┺ to get scattered/to be separated/to break up
䦦Ⰲ┺ to be cloudy
Exercise 1.1
Conjugate each verb or adjective in parentheses with the intimate speech
level ending. Then translate the sentence, as shown in the example.
Example: 䞯ᾦ㠦 (Ṗ┺) / imperative
= 䞯ᾦ㠦GṖ. “Go to school.”
6
1
2
3
4
5
6
7
8
9
10
11
12
┺Ⰲ⯒ (Ị⍞┺) / imperative
ⶎ㦚 (㡊┺) / imperative
㹾⯒ (䕪┺) / propositive
㝆⩞₆⯒ (⻚Ⰲ┺)G / declarative
㺓ⶎ㦚 (╁┺) / imperative
Ὃ㡆㦚G㧒㹣 (Ⱎ䂮┺) / imperative
㩧㔲⯒ (アⰂ┺) / propositive
㦚 (㞑┺) / declarative
㧒㹣 (㧦┺) / propositve
㧦㩚Ệ⯒ (䌖┺) / interrogative
ⓦ⋢㧊 (㫡┺) / declarative
ṫ㦮Ṗ (㨂⹎㧞┺) declarative
13
14
15
16
17
18
19
20
䝚⧧㓺G㌂⧢ (㧊┺) /interrogative
㧒㦚 (䞮┺) / imperative
ἓ㺆ὖ㧊 (㞚┞┺) /interrogative
㰧㧊 (Ⲗ┺) / declarative
㌂ὒṖ (╂┺) / declarative
ⲎⰂṖ (㞚䝚┺) / interrogative
䞮⓮㧊 (䦦Ⰲ┺) / declarative
ὒ㧒㧊 (㕇㕇䞮┺) / interrogative
Exercise 1.2
Exercise 1.2
Conjugate each verb or adjective in parentheses with the declarative plain
speech level ending. Then translate each sentence.
Example: ㍲㤎㠦 (Ṗ┺)
= ㍲㤎㠦GṚ┺. “(I) go to Seoul.”
1
2
3
4
5
6
7
8
9
10
㞚䂾㦚 (ⲏ┺)
㭧ῃ㠊⯒ (Ṗ⯊䂮┺)
⋮⯒ (₆┺Ⰲ┺)
ⶒ㦚 (Ⱎ㔲┺)
㏢䙂⯒ (┺)
㧒⽎㠊⯒ (⺆㤆┺)
㌂ⶊ㔺㧊 (₾⊭䞮┺)
⻚㓺Ṗ (ⓦⰂ┺)
䄺䞒Ṗ (⥾ỗ┺)
㧊⻞G㭒Ⱖ㠦 (㊮┺)
Exercise 1.3
Conjugate each verb or adjective in parethensis with the interrogative
plain speech level ending. Then translate each sentence.
Example: 㓞䗒Ⱎ䅩㠦 (Ṗ┺)
= 㓞䗒Ⱎ䅩㠦GṖ┞? “Do (you) go to the supermarket?”
1
2
3
4
5
6
㠎㩲GṖỢGⶎ㦚 (╁┺)
㠊❪㍲G䂲ῂ⯒ (Ⱒ⋮┺)
㠎㩲 (⟶⋮┺)
㠊❪㍲ (Ὃ䞮┺)
╊⺆⯒ (䞒㤆┺)
㡊㐶⯒ (㺔┺)
7
1
The intimate
speech level
and the plain
speech level
7
8
9
10
⋶㝾Ṗ (➆⦑䞮┺)
㔲䠮㧊 (㠊⪋┺)
₆㧊 (⋮㊮┺)
㰧㧊 (㫆㣿䞮┺)
Exercise 1.4
Conjugate each verb or adjective in parethensis with the imperative plain
speech level ending. Then translate each sentence.
Example: 㤆㼊ῃ㠦 (Ṗ┺)
= 㤆㼊ῃ㠦GṖ⧒. “Go to the post office.”
1
2
3
4
5
6
7
8
9
10
┺Ⰲ⯒ (Ị⍞┺)
㞚⧮⪲ (⌊⩺Ṗ┺)
Ṗ㦚 (▮㰖┺)
㺓ⶎ㦚 (㡊┺)
㞚⻚㰖⯒ (➆⯊┺)
㞺✲⮮⯒ (⹕┺)
㟧Ⱖ㦚 (㔶┺)
㎪䁶⯒ (㧛┺)
㏦㦚 (㧷┺)
䋂Ợ (㣎䂮┺)
Exercise 1.5
Conjugate each verb or adjective in parenthesis with the propositive plain
speech level ending. Then translate each sentence.
Example: ☚㍲ὖ㠦 (Ṗ┺)
= ☚㍲ὖ㠦GṖ㧦. “(Let us) go to the library.”
8
1
2
3
4
5
6
7
8
9
10
㌂㰚㦚 (⽊⌊┺)
⁎Ⱂ㦚 (⁎Ⰲ┺)
⻪㧎㦚 (㧷┺)
㔶ⶎ㦚 (㧓┺)
㧒㦚 (Ⱎ䂮┺)
䌳㔲⯒ (䌖┺)
䄺䞒㑣㠦㍲ (䠺㠊㰖┺)
⪲ⰾ㓺G㡗䢪⯒ (⽊┺)
㺛㦚 (㭒┺)
㝆⩞₆⯒ (⻚Ⰲ┺)
Exercise 1.6
Exercise 1.6
Underline the correct English translation of the Korean phrase below.
Example: 㧦㩚Ệ⯒G䌖㧦.
(Let us) ride a bike / Ride a bike.
1 Page 19 ⯒G㧓㠊⧒U
(Let us) read page 19 / Read page 19.
2 ㏦㦚G㞑㧦.
Wash (your) hands / (Let us) wash (our) hands.
3 ⶎ㦚G╁㞚⧒.
(Let us) close the door / Close the door.
4 ☞㦚GアⰂ㧦.
(Let us) borrow (his) money / Borrow (his) money.
5 㠦㍲G⋮Ṗ⧒.
Go out from the room / (Let us) go out from the room.
6 ⏏㹾⯒GⰞ㎪⧒.
Drink green tea / (Let us) drink green tea.
7 㑯㩲⯒G㭒㧦.
(Let us) give (them) homework / Give (them) homework.
8 㼃㰖⯒G㧛㧦.
Wear jeans / (Let us) wear jeans.
9 㡗㠊⯒G⺆㤢⧒.
Learn English / (Let us) learn English.
10 ⩆▮㦒⪲G⟶⋮㧦.
(Let us) leave for London / Leave for London.
Exercise 1.7
Finish the following translation using the intimate speech level and the
sentence cue provided in parenthesis, as shown in the example.
Example: “What kind of movie do (you) want to see?” (ⶊ㓾G㡗䢪⯒
G
⽊ἶG㕌┺)
= ⶊ㓾G㡗䢪⯒G⽊ἶG㕌㠊?
1 The movie begins at 2 p.m. (㡺䤚GYG㔲㠦G㡗䢪ṖG㔲㧧䞮┺)
2 Be quiet. (㫆㣿䧞G䞮┺)
9
1
The intimate
speech level
and the plain
speech level
3
4
5
6
7
8
9
10
(Let us) clean the house. (㰧㦚G㼃㏢䞮┺)
Where do (you) meet Tom? (䐆㦚G㠊❪㍲GⰢ⋮┺)
Where did (you) go? (㠊❪㠦GṖ┺)
(He) quitted smoking. (╊⺆⯒G⊠┺)
The weather was clear. (⋶㝾ṖGⰧ┺)
Buy some wines. (㢖㧎㦚G㌂┺)
How long did (you) wait? (㠒Ⱎ⋮G₆┺Ⰲ┺)
(They) taught English in Korea. (䞲ῃ㠦㍲G㡗㠊⯒GṖ⯊䂮┺)
Exercise 1.8
Finish the following translation using the plain speech level and the sentence cue provided in parenthesis, as shown in the example.
Example: “(He) attends the University of Hawaii.” (䞮㢖㧊G╖䞯ᾦ㠦
G
┺┞┺)
= 䞮㢖㧊G╖䞯ᾦ㠦G┺┢┺.
1
2
3
4
5
6
7
8
9
10
10
(I) major in economics. (ἓ㩲䞯㦚G㩚Ὃ䞮┺)
(He) traveled in Seoul last year. (㧧⎚㠦G㍲㤎㦚G㡂䟟䞮┺)
The coffee is hot. (䄺䞒ṖG⥾ỗ┺)
Is (he) a Canadian? (䃦⋮┺G㌂⧢㧊┺)
Was the subway convenient? (㰖䞮㻶㧊G䘎䞮┺)
Are (you) happy? (䟟⽋䞮┺)
Open the window. (㺓ⶎ㦚G㡊┺)
Throw the garbage. (㝆⩞₆⯒G⻚Ⰲ┺)
(Let us) have the confidence. (㧦㔶Ṧ㦚GṖ㰖┺)
(Let us) sing a song. (⏎⧮⯒G⯊┺)
UNIT 2
Sentence-final endings
~㰖㣪, ~ῆ㣪, ~⍺㣪
Typical sentence-final endings are speech level endings, such as the deferential, polite, intimate, and plain endings. However, sentence-final endings
also include various sentence-final suffixes, such as 㰖, ῆ, and ⍺. These
suffixes, combined with 㣪 “the politeness marker” can serve as sentencefinal endings that convey the speaker’s various psychological states or
attitudes. This unit introduces three sentence-final endings, ~㰖㣪, ~ῆ㣪,
and ~⍺㣪.
The sentence-final ending ~㰖㣪
㰖㣪
The sentence-final ending ~㰖㣪 is a one-form ending that indicates one
of the following four mental states or attitudes of the speaker: (i) seeking
agreement, (ii) asking a question with a belief that the hearer has the
answer, (iii) assuring information, and (iv) suggesting. The speaker’s
intonation (e.g., falling or rising) as well as contextual factors involved
(e.g., referential and situational contexts) determine which among the four
moods or attitudes the ending indicates.
(1) Seeking agreement (with a rising intonation)
Consider the following two examples:
䙊㧊Gⰺ㧒G㫆ₛ㦚G䟊㣪? “Does Paul jog everyday?”
䙊㧊Gⰺ㧒G㫆ₛ㦚G䞮㰖㣪? “Paul jogs everyday, right?”
Notice that the ending ~㠊/㞚㣪 in the first sentence simply asks the message in a straightforward manner. On the other hand, the ending ~㰖㣪 in
the second sentence indicates that the speaker seeks agreement while
asking the same question. Here are more examples:
㡺⓮G 㩖⎗G ]㔲㠦G Ⱒ⋮㰖㣪? “(They) meet at 6 o’clock this evening,
right?”
㠊㩲G䞯ᾦ㠦G㢪㰖㣪? “(You) came to school yesterday, right?”
11
2
Sentencefinal endings
~㰖㣪,
~ῆ㣪, ~⍺㣪
(2) Asking a question, believing that the hearer has the answer
(with a rising intonation)
䞒䎆ṖGⳝG㔲㠦G☢㞚㢖㣪? “What time does Peter return?”
䞒䎆ṖGⳝG㔲㠦G☢㞚㡺㰖㣪? “What time does Peter return?”
Again, the ending ~㠊/㞚㣪 in the first sentence simply asks the message
in a direct manner. However, the second sentence with the ending ~㰖㣪
implies that the speaker believes that the hearer has the answer. Here are
more examples:
㩖G㌂⧢㧊Gῂ㰖㣪? “Who is that person (over there)?”
㡊㐶ṖG㠊❪㠦G㧞㠞㰖㣪? “Where was the key?”
(3) Assuring information (with a falling intonation)
⍺, ⌊㧒G⟶⋮㣪. “Yes, (they) leave tomorrow.”
⍺, ⌊㧒G⟶⋮㰖㣪. “Yes, (I assure you that they) leave tomorrow.”
The first sentence with the ending ~㠊/㞚㣪 simply states the message.
On the other hand, the ending ~㰖㣪 in the second sentence indicates that
the speaker assures of the referential message. Here are more examples:
㡗ῃ㦮G㑮☚ṖG⩆▮㧊㰖㣪. “(I assure you) that the capital of England
is London.”
⍺, 㠊㩲G㟓㏣㧊G㧞㠞㰖㣪. “Yes, (I assure you) that (we) had an appointment yesterday.”
(4) Suggesting (with a falling intonation)
㿪㤊◆G㺓ⶎG╁㞚㣪. “(It) is cold, so close the window.”
㿪㤊◆G㺓ⶎG╁㰖㣪. “(It) is cold, so how about closing the window?”
The first sentence with the ending ~㠊/㞚㣪 is a direct request. However,
the second sentence is a suggestion because of the ending ~㰖㣪. Here are
more examples:
䎢┞㓺⋮G䂮㰖㣪. “(How about we) play tennis (or something)?”
㩦㕂㧊⋮GⲏἶG㡆㔋䞮㰖㣪. “(How about we) practice after eating lunch
(or something)?”
12
The honorific suffix ~(㦒)㔲 can be optionally used along with ~㰖㣪
to make the suggestion sound more polite, as shown in the following
examples:
㍶㌳┮, Ṗ㔲㰖㣪. “Professor, (how about we) go?”
㺛G㫖Gア⩺G㭒㔲㰖㣪. “(How about you) please lend (me) the book?”
The
sentencefinal ending
~⍺㣪
The sentence-final ending ~⍺㣪
⍺㣪
The one-form sentence-final ending ~⍺㣪 is used to indicate the speaker’s
spontaneous and immediate reaction, such as unexpected surprise and/or
realization. The ending ~⍺㣪 is used only for the declarative statement
sentence type, and it may be translated as “Oh, I see/realize that . . .”
Consider the following two examples:
㫊㧊G䞲ῃⰦ㦚G㧮G䟊㣪. “John speaks Korean well.”
㫊㧊G䞲ῃⰦ㦚G㧮G䞮⍺㣪. “(Oh, I see that) John speaks Korean well.”
Notice that the first sentence simply conveys the message in a straightforward manner. On the other hand, the second sentence with the ending
~⍺㣪 indicates the speaker’s spontaneous emotive reaction. It denotes
that the information which the speaker hears or observes (e.g., John speaking Korean well) is unanticipated and/or contrary to what was expected.
Here are more examples:
㞚䂾㦚GⰤ㧊G㭖゚䟞⍺㣪. “(I realize that you) prepared huge breakfast.”
䏶Ⱎ㓺ṖG㡗㠊G㍶㌳┮㧊㠞⍺㣪. “(I am surprised that) Thomas was an
English teacher.”
゚ṖGⰤ㧊G㡺⍺㣪. “(Oh, I see that) it rains a lot.”
㧊G䄺䞒ṖG㰚䞮⍺㣪. “(Oh, I see that) this coffee is strong.”
~Ỷ⍺㣪
The suffix Ỷ is a pre-final ending that comes between the stem of the
predicate and the final-ending. The suffix Ỷ denotes the speaker’s conjecture or inference about what did occur, what is occurring, and what will
occur, based on circumstantial evidences.
~Ỷ⍺㣪, the combination of the suffix Ỷ and the ending ~⍺㣪, is used
to indicate the speaker’s realization of what will happen in reaction to the
surprised or unanticipated information the speaker just encountered. It is
best translated in English as “(I guess . . . something) may/will . . . ” Consider
the following examples:
㦢㔳㧊GⰤ㧊GⱋỶ⍺㣪. “(Oh, I see that) the food may be very spicy.”
⌊㧒G ⋶㝾ṖG 㿻Ỷ⍺㣪. “(Oh, I realize that) tomorrow’s weather may
be cold.”
⁎⩒, 㤆ⰂG ⌊㧒G Ὃ䟃㠦㍲G Ⱒ⋮Ỷ⍺㣪. “(Oh, I see that) then, we may
run into each other tomorrow at the airport.”
13
~㠞V㞮Ỷ⍺㣪G
2
Sentencefinal endings
~㰖㣪,
~ῆ㣪, ~⍺㣪
~㠞/㞮Ỷ⍺㣪, the combination of the past tense marker 㠞/㞮 and ~Ỷ⍺
㣪, is used to express the speaker’s surprise or realization about what must
have occurred. It can be translated as “I guess that something must have . . . ,”
as shown in the examples below:
Ⱔ㧊G㞚䕶Ỷ⍺㣪. “(I guess that it) must have been painful.”
㡗䢪ṖG 㨂⹎㧞㠞Ỷ⍺㣪. “(I guess that) the movie must have been
interesting.”
⋮G ㌳㧒㧊㠞㦒┞₢G 㰧㠦G Ṫ㠞Ỷ⍺㣪. “Since (it) was (his) older
sister’s birthday, (I guess that he) must have gone home.”
The sentence-final ending ~ῆ㣪
ῆ㣪
The one-form sentence-final ending ~ῆ㣪 is used as an exclamatory ending. It is used to express the speaker’s immediate realization to what he/she
just perceived. The meaning and usage of ~ῆ㣪 is similar to those of
~⍺㣪 in that both indicate what the speaker just realized. However, there
is one subtle difference. While ~⍺㣪 indicates that what’s been realized
or perceived is contrary to the expectation, ~ῆ㣪 simply expresses the
immediate realization in a straightforward manner.
~ῆ㣪 is used after adjective and copula stems. However, for verb stems,
~⓪ “the noun-modifying ending for verbs” is used along with ~ῆ㣪 (e.g.,
~⓪ῆ㣪). Consider the following examples:
After adjective stems
⋶㝾ṖG▻ῆ㣪. “(Oh, I see that) the weather is hot.”
䞲ῃG㦢㔳㧊Gⰱ㧞ῆ㣪. “(Oh, I see that) the Korean food is delicious.”
After copula stems
㩲㔲䃊ṖG 㧒⽎G ㌂⧢㧊ῆ㣪. “(Oh, I see that) Jessica is a Japanese
person.”
㡂₆ṖG㫊㦮G㰧㧊ῆ㣪. “(Oh, I see that) here is John’s house.”
After verb stems
㧒⽎㠊⯒G Ṗ⯊䂮⓪ῆ㣪. “(Oh, I see that they) teach the Japanese
language.”
ⰺ㧒GἾ䝚⯒G⺆㤆⓪ῆ㣪. “(Oh, I see that he) learns golf everyday.
14
For immediate realization about a past event, ~㠞/㞮ῆ㣪 is used for
all predicates.
㡗䢪ṖG㨂⹎㧞㠞ῆ㣪. “(Oh, I see that) the movie was interesting.”
䞲ῃ㦮G㑮☚ṖG㍲㤎㧊㠞ῆ㣪. “(Oh, I see that) the capital of Korea was
Seoul.”
䞲ῃG⏎⧮⯒G㫡㞚䟞ῆ㣪. “(Oh, I see that you) liked Korean songs.”
Key
vocabulary
for Unit 2
exercises
For immediate realization about a possible or guessed future event,
~Ỷῆ㣪 is used.
㍲㤎㠦㍲G 㠊Ⲏ┞⯒G Ⱒ⋮Ỷῆ㣪. “(Oh, I see that he) may meet (his)
mother in Seoul.”
⌊㧒G ṖỢ⯒G 㡊Ỷῆ㣪. “(Oh, I see that they) may open the store
tomorrow.”
䞲ῃGⶎ䞯㦚G㩚Ὃ䞮Ỷῆ㣪. “(Oh, I see that she) may major in Korean
literature.”
Exercises
Key vocabulary for Unit 2 exercises
ṖỢ store
ἓ䂮 scenery
ₖ䂮 kimchi
₾⊭䞮┺ to be clean
⋶㝾 weather
╁┺ to close
▻┺ to be hot (the weather)
ⰱ㧞┺ to be delicious
ⲏ┺ to eat
ⶒṖ prices
room
⼖䢎㌂ lawyer
゚㕎┺ to be expensive
㔲⊚⩓┺ to be noisy
㔶䢒 a new marriage
㞚⯚╋┺ to be beautiful
㠊㩲 yesterday
㠜┺ not have/not exist
㡂䟟 trip/travel
㡺⓮ today
15
㡺䤚 afternoon
㧊㟒₆䞮┺ to talk
㧒䞮┺ to work
㧦┺ to sleep
㫆㣿䞮┺ to be quiet
㰧 house
䡫 older brother
2
Sentencefinal endings
~㰖㣪,
~ῆ㣪, ~⍺㣪
Exercise 2.1
Finish the following translation using ~㰖㣪 (seeking confirmation) and
the sentence cue provided in parenthesis, as shown in the example.
Example: “Nick is also coming, right?” (┟☚G㡺ἶG㧞┺)
= ┟☚G㡺ἶG㧞㰖㣪?
1
2
3
4
5
Wendy is a Chinese, right? (㢶❪ṖG㭧ῃG㌂⧢㧊┺)
(They) meet Edward, right? (㠦✲㤢✲⯒GⰢ⋮┺)
(You) believe me, right? (⋮⯒G⹕┺)
The price is expensive, right? (Ṗỿ㧊G゚㕎┺)
(You) take the bus over there, right? (㩖₆㍲G⻚㓺⯒G䌖┺)
Exercise 2.2
Conjugate the predicate using ~㰖㣪? (seeking confirmation). Then translate the sentence, as shown in the example.
Example: 䏶Ⱎ㓺ṖG㌂ὒ⯒GⲏἶG㕌㠊䞮┺
= 䏶Ⱎ㓺ṖG㌂ὒ⯒GⲏἶG㕌㠊䞮㰖㣪?
“Thomas wants to eat an apple, right?”
1
2
3
4
5
㡺⓮G⋶㝾ṖG▻┺
ἓ䂮ṖG㞚⯚╋┺
㧊G㫆㣿䞮┺
㰧㧊G㔲⊚⩓┺
䄺䞒ṖGⰱ㧞┺
Exercise 2.3
16
Finish the following translation using ~㰖㣪 (suggestion) and the sentence
cue provided in parenthesis, as shown in the example.
Example: “(How about we) see an action movie together?”
(ṯ㧊G㞷㎮G㡗䢪⯒G⽊┺)
= ṯ㧊G㞷㎮G㡗䢪⯒G⽊㰖㣪U
1
2
3
4
5
6
7
8
9
10
Exercise 2.4
(How about we) go back home? (㰧㦒⪲G☢㞚Ṗ┺)
(How about we) order coffee? (䄺䞒⯒G㔲䋺┺)
(How about we) turn on the air conditioner? (㠦㠊䄾㦚G䅲┺)
(How about we) make a phone call to Linda? (Ⰶ┺䞲䎢G 㩚䢪⯒G
Ỏ┺)
(How about we) pay (them) by cash? (䡚⁞㦒⪲G㰖䞮┺)
(How about we) buy a birthday card? (㌳㧒G䃊✲⯒G㌂┺)
(How about we) borrow a Korean movie? (䞲ῃG㡗䢪⯒GアⰂ┺)
(How about we) use the subway? (㰖䞮㻶㦚G㧊㣿䞮┺)
(How about we) invite Jodie’s friends as well? (㫆❪㦮G 䂲ῂ✺☚G
㽞╖䞮┺)
(How about we) quit smoking? (╊⺆⯒G⊠┺)
Exercise 2.4
Finish the following translation using ~⍺㣪 and the sentence cue provided
in parenthesis, as shown in the example.
Example: “(Oh, I see that) it rains outside.” (㠦G゚ṖG㡺┺)
= 㠦G゚ṖG㡺⍺㣪.
1
2
3
4
5
6
(Oh, I
(Oh, I
(Oh, I
(Oh, I
(Oh, I
(Oh, I
see
see
see
see
see
see
that) Chris snores. (䋂Ⰲ㓺ṖG䆪Ἶ┺)
that) Abigail sings well. (㞚゚Ợ㧒㧊G⏎⧮⯒G㧮G䞮┺)
that) Ronald is diligent. (⪲⋶✲ṖG㰖⩆䞮┺)
that) Diana went home from work. (┺㧊㠦⋮ṖG䑊⁒䟞┺)
that) Lidia earned money. (Ⰲ❪㞚ṖG☞㦚G⻢㠞┺)
that) the ring was expensive. (㰖ṖG゚㕢┺)
Exercise 2.5
Conjugate the predicate using ~⍺㣪. Then translate the sentence, as shown
in the example.
Example: 䏶Ⱎ㓺ṖG㩲㧎䞮ἶG䄺䞒⯒GⰞ㔲┺
= 䏶Ⱎ㓺ṖG㩲㧎䞮ἶG䄺䞒⯒GⰞ㔲⍺㣪U
“(Oh, I see that) Thomas drinks coffee with Jane.”
17
2
Sentencefinal endings
~㰖㣪,
~ῆ㣪, ~⍺㣪
1
2
3
4
5
6
㫆㎟㧊G㰧㠦G㠜┺
⩞㧊㼒㧊Gₖ䂮⯒Gⲏ┺
┞䆲⧒㓺ṖG⋮䌞Ⰲ䞮ἶG㧊㟒₆䞮┺
◆㧊キ㧊G㞢⩟㓺㦮G䡫㧊┺
㞂❪ṖG㞚㰗G㞞G㧦┺
㧊G₾⊭䞮┺
Exercise 2.6
Finish the following translation using ~ῆ㣪 and the sentence cue provided
in parenthesis, as shown in the example.
Example: “(Oh, I see that they) arrived (here) already.”
(⻢㖾G☚㹿䟞┺)
= ⻢㖾G☚㹿䟞ῆ㣪.
1 (Oh, I see that) the weather is chilly. (⋶㝾ṖG㕎⓮䞮┺)
2 (Oh, I see that it) was very windy yesterday. (㠊㩲G ⧢㧊G Ⱔ㧊G
㠞┺)
3 (Oh, I see that) Boston is famous for lobster. (⽊㓺䏺㧊G ╍Ṗ㨂⪲G
㥶ⳛ䞮┺)
4 (Oh, I see that) Julia is a nurse. (㯊Ⰲ㞚ṖGṚ䢎㌂㧊┺)
5 (Oh, I see that it) is summer from now on. (㧊㩲䎆G㡂⯚㧊┺)
6 (Oh, I see that) Jim received the bonus. (㰦㧊G⽊⍞㓺⯒G㞮┺)
Exercise 2.7
Conjugate the predicate using ~ῆ㣪. Then translate the sentence, as shown
in the example.
Example: 䙊㧊G☚㍲ὖ㠦GṪ┺
= 䙊㧊G☚㍲ὖ㠦GṪῆ㣪. “(Oh, I see that) Paul went to the
library.”
1
2
3
4
5
6
18
⋮㡺⹎ṖG䕾㎮G⳾◎㧊┺
㥶⩓㦒⪲G㔶䢒G㡂䟟㦚GṖ┺
㡺䤚G`㔲㠦GṖỢ⯒G╁㞮┺
䟊ⰂṖG⼖䢎㌂⪲G㧒䟞┺
ⶒṖṖG゚㕎┺
㠊㩲G㧊G▪㤶┺
UNIT 3
Particles
⽊┺, 㻮⩒, ṯ㧊, Ⱒ䋒, Ⱎ┺, Ⱎ㩖,
㫆㹾, 㠦
⽊┺
The particle ⽊┺Gis used to make a comparative sentence. This particle is
attached to a noun that is being compared, and it is translated as “more
than” or “rather than.” Consider the following example:
㩲㧎㦮G 㧊G 䐆㦮G ⽊┺G 䄺㣪. “Jane’s room is bigger than Tom’s
room.”
Notice that Tom’s room is the noun that is being compared to Jane’s
room.
Adverbs such as ▪ “more,” ▲ “less,” and 䤾㞂 “by far,” can be used
along with the particle ⽊┺ to put more emphasis on the comparison, as
shown below:
㧊G㢍㧊G⁎G㢍⽊┺G▪G゚㕎㣪. “This dress is more expensive than that
dress.”
㡺⓮㧊G㠊㩲⽊┺G▲G㿪㤢㣪. “Today is less cold than yesterday.”
㩲ṖG 䡫⽊┺G 䤾㞂G ▪G Ⱔ㧊G ⲏ㠊㣪. “I eat much more than (my) older
brother.”
Here are more examples:
㩖⓪G ⽚⽊┺G Ṗ㦚㦚G ▪G 㫡㞚䟊㣪. “As for me, (I) like autumn more
than spring.”
㞺✲⮮ṖG ῂ⽊┺G ▪G ⲡ㧞㠊㣪. “Andrew is handsomer than
anybody.”
⪲⋶✲ṖG㩖⽊┺G⚦G㌊㧊G▪GⰤ㞚㣪. “Ronald is two years older than I.”
㫆㰖ṖG䝚⨃䋂⽊┺G▪G⻢㠞㠊㣪. “George earned more than Frank.”
䄺䞒⽊┺G㭒㓺⯒G▪GⰞ㔲ἶG㕌㠞㠊㣪. “(I) wanted to drink juice more
than coffee.”
㧊G㡗䢪ṖG⁎G㡗䢪⽊┺G▲G㨂⹎㧞㠞㠊㣪. “This movie was less interesting than that movie.”
19
3
Particles
⽊┺,
ṯ㧊,
Ⱎ┺,
㫆㹾,
㻮⩒,
Ⱒ䋒,
Ⱎ㩖,
㠦
䐆⽊┺G☞㦚G▲G㗒㠊㣪. “(I) spent less money than Tom.”
ぢ⧮✲ṖG㫊⽊┺G䤾㞂G▪G㥶ⳛ䟊㣪. “Brad is much more popular than
John.”
䞒䎆ṖG㩖⽊┺G䋺ṖG▪G䅎㠞㠊㣪. “Peter used to be taller than I.”
㻮⩒ and ṯ㧊
The particle 㻮⩒ is used to compare one noun with another. It is translated
as “as if” and “like.” Consider the following examples:
㞾Ⰲ㓺ṖG䞲ῃG㌂⧢㻮⩒G䞲ῃⰦ㦚G㧮G䟊㣪. “Alice speaks Korean well
like a Korean.”
┺㧊㞶⋮ṖG㠊⯎㻮⩒G䟟☯䟊㣪. “Diana behaves like an adult.”
䕆⋮㻮⩒G㡊㕂䧞G㧒䞮㎎㣪. “Work hard like Tina.”
The meaning of the particle ṯ㧊G is similar to that of 㻮⩒, as shown
below:
㩲㧎㦖G⳿㏢ⰂṖG⋾㧦G⳿㏢Ⰲṯ㧊G䠞㓺䋺䟊㣪. “As for Jane, (her) voice
is husky like a man’s voice.”
㠊㩲⓪G 㡂⯚ṯ㧊G ▪㤶㠊㣪. “As for yesterday, (it) was hot like
summer.”
㡺⓮G 㦖G ⌄ṯ㧊G 㞚㣪. “As for tonight, (it) is bright like the
daytime.”
Ⱒ䋒G
Ⱒ䋒
The particle Ⱒ䋒 is used to express “as much as” or “to the extent to that.”
Consider the following examples:
㤆ⰂG䡫Ⱒ䋒G⡧⡧䟞㠊㣪. “(I) was as smart as my older brother.”
㡺⓮㦖G 㠊㩲Ⱒ䋒G ▻㰖G 㞠㞚㣪. “As for today, (it) is not as hot as
yesterday.”
㫆㰖ṖG 㥢Ⰲ㠚Ⱒ䋒G Ἶ䝚⯒G 㧮G 㼦㣪. “George plays golf as good as
William.”
㧊G 㹾ṖG 㩖G 㹾Ⱒ䋒G ゚㕎㣪. “This car is as expensive as that car (over
there).”
䧦⩂Ⰲ⓪GⲪⰂⰢ䋒G㡞ㄦ㣪. “As for Hilary, (she) is as pretty as Mary.”
₆╖Ⱒ䋒G㩦㑮ṖG⋮㢪㠊㣪. “The score came out to the extent of (my)
expectation.”
20
Ⱎ┺
Ⱎ┺
The particle Ⱎ┺ means “every” or “each,” as shown in the examples below:
䡫㧊G ╂Ⱎ┺G ☞㦚G 㼦G 㭮㣪. “(My) older brother sends (me) money
every month.”
[㔲ṚⰞ┺G㟓㦚Gⲏ㦒㎎㣪. “Take the medicine every 4 hours.”
Ⱎ┺G䎪⩞゚㩚㧊G㧞㠊㣪? “Does each room have a TV?”
ᾦ㑮┮Ⱎ┺G㡆ῂ㔺㧊G㧞㠊㣪. “Each professor has an office.”
Ⱎ㩖 and 㫆㹾
The particles Ⱎ㩖 or 㫆㹾 are used to express “even.” Consider the following examples:
䏶Ⱎ㓺Ⱎ㩖G 䕢䕆㠦G 㞞G 㢪㠊㣪. “Even Thomas did not come to the
party.”
⁎G 䞯㌳㦖G 㧦₆G 㧊⯚㫆㹾G ⴑG 㖾㣪. “As for that student, (he) can not
write even his name.”
The meanings of Ⱎ㩖 and 㫆㹾 are similar to that of ₢㰖 “even.”
However, differing from ₢㰖, the particles Ⱎ㩖 and 㫆㹾 are in general
associated with unfavorable or unsought contents. Compare the following two sentences:
㫊㦮G㡂㧦䂲ῂ₢㰖GⰢ⌂㠊㣪. “(I) even met John’s girlfriend.”
㫊㦮G㡂㧦䂲ῂⰞ㩖GⰢ⌂㠊㣪. “(I) even met John’s girlfriend.”
Although the translation of both examples are the same, the second
example with Ⱎ㩖 implies that meeting Thomas’ girlfriend was not a
favorable event, whereas the first example with ₢㰖 simply indicates
“including (even).” Here are more examples:
㹾G㌂ἶ⪲G㧎䞮ἶG㞚✺Ⱎ㩖G㧙㠞㠊㣪. “Due to the car accident, (he)
lost (his) wife and even (his) son.”
╏㔶Ⱎ㩖G ⋮⯒G ⟶⋮ⳊG 㠊⠑ỢG ㌊㞚Ṗ㣪? “If you also leave me, how
should (I) go on living?”
グ➢ⶎ㠦G㰧㦚G䕪ἶG㹾Ⱎ㩖G䕪㞮㠊㣪. “Because of the debt, (we) sold
the house and even the car.”
㞚䂾☚G ῌἶG 㩦㕂㫆㹾G ⴑG ⲏ㠞㠊㣪. “(I) skipped breakfast and could
not eat even lunch.”
⁎㦮G 㡂㧦䂲ῂ㫆㹾G ⁎㦮G 㧊㟒₆⯒G 㞞G ⹕㠞㠊㣪. “Even his girlfriend
did not believe his story.”
21
㠦G
㠦
3
Particles
⽊┺,
ṯ㧊,
Ⱎ┺,
㫆㹾,
㻮⩒,
Ⱒ䋒,
Ⱎ㩖,
㠦
The particle 㠦 is used to indicate “only” or “nothing but” in English.
The meaning of 㠦 is similar to that of Ⱒ “only.” However, differing
from Ⱒ, the particle 㠦 always co-occurs with the negative predicate.
For instance, compare the following sentences:
X\G╂⧒ⰢG㧞㠊㣪. “(I) have only 15 dollars.”
X\G ╂⧒㠦G 㠜㠊㣪. “(I) have only 15 dollars (lit. I have nothing but
15 dollars).”
Notice that although the meanings of both sentences are similar, the
second sentence ends in a negative 㠜㠊㣪 “do not have.” Here are more
examples:
\G㠦G㞞G₆┺⪎㠊㣪U “(I) waited only 5 minutes.”
ᾦ㔺㧊G㠦G㞞G㺒㠊㣪U “The classroom is only half full.”
䄺䞒⯒G⚦G㧪㠦G㞞GⰞ㎾㠊㣪U “(I) drank only two cups of coffee.”
┺㦢G 䞯₆⓪G ㎎G ὒ⳿㠦G 㞞G ✺㦚G Ệ㡞㣪. “As for next semester, (I)
will take only three courses.”
㥶┞㓺⓪G㧒⽎㠊⯒G㫆⁞㠦GⴑG䟊㣪. “As for Eunice, (she) can speak
only a little Japanese.”
Exercises
Key vocabulary for Unit 3 exercises
22
₆┺Ⰲ┺ to wait
⌄㧶G nap
Ⱎ㔲┺G to drink
Ⱒ⋮┺G to meet
ⲏ┺ to eat
G minute
㌂ὒG apple
㌦⩂✲G salad
㌳ṗ䞮┺ to think
㏦┮G customer/guest
㔲ṚG hour
㞚ザG dad
㠊Ⲏ┞G mother
㠊㩲G yesterday
㠎┞G older sister
㠚ⰞG mom
㧦┺ to sleep
㨂㯞 jazz
㫡㞚䞮┺ to like
㭒㓺G juice
Exercise 3.1
Exercise 3.1
Complete the following translation using the particle ⽊┺ and the cues
provided in parenthesis, as shown in the example.
Example: “(I) wanted to drink juice more than coffee.”
(䄺䞒G /G㭒㓺⯒G▪GⰞ㔲ἶG㕌㠞㠊㣪)
= 䄺䞒⽊┺G㭒㓺⯒G▪GⰞ㔲ἶG㕌㠞㠊㣪.
1 Charles is more popular than Lisa (Ⰲ㌂G /G 㺆㓺ṖG 㧎₆ṖG ▪G Ⱔ㞚
㣪)
2 Philippine is hotter than Korea (䞲ῃG /G䞚Ⰲ䞖㧊G▪G▪㤢㣪)
3 (I) liked autumn better than spring (⽚G/GṖ㦚㦚G▪G㫡㞚䟞㠊㣪)
4 (He) wanted to major in literature more than science (ὒ䞯G/Gⶎ䞯㦚G
▪G㩚Ὃ䞮ἶG㕌㠊䟞㠊㣪)
5 Did (you) want to buy a notebook more than a digital camera? (❪㰖
䌞G䃊Ⲫ⧒G /G⏎䔎㦚G▪G㌂ἶG㕌㠞㠊㣪?)
6 An airplane is faster than a car (㹾G /G゚䟟₆ṖG▪Gザ⯛┞┺)
7 New York City is bigger than Honolulu (䢎⏖⭆⬾G /G Ⓤ㣫㔲ṖG ▪G 䋓
┞┺)
8 Today is less cold than yesterday (㠊㩲G /G㡺⓮㧊G▲G㿻㔋┞┺)
9 Does Sam play tennis better than Harry? (䟊ⰂG /G ㌮㧊G 䎢┞㓺⯒G ▪G
㧮G䂿┞₢?)
10 Does Jane like meat more than Dave? (◆㧊ぢG /G 㩲㧎㧊G ἶ₆⯒G ▪G
㫡㞚䞿┞₢?)
Exercise 3.2
Finish the following translation using the particle 㻮⩒ and the cues provided in parenthesis, as shown in the example.
Example: “That child drinks water much like a hippo.”
(⁎G㞚㧊G /G䞮ⰞG/Gⶒ㦚GⰤ㧊GⰞ㎪㣪)
= ⁎G㞚㧊ṖG䞮Ⱎ㻮⩒Gⶒ㦚GⰤ㧊GⰞ㎪㣪.
1 Juice is chilly like ice (㭒㓺G/G㠒㦢G /G㹾Ṗ㤢㣪)
2 Lidia acts like a detective (Ⰲ❪㞚G /G䡫㌂G/G䟟☯䟊㣪)
23
3
Particles
⽊┺,
ṯ㧊,
Ⱎ┺,
㫆㹾,
㻮⩒,
Ⱒ䋒,
Ⱎ㩖,
㠦
3 Does Chris swim well like a seal? (䋂Ⰲ㓺G /G ⶒṲG /G 㑮㡗㦚G 㧮G 䟊
㣪?)
4 Jerry was docile like a sheep (㩲ⰂG /G㟧G/G㑲䟞㠊㣪)
5 Vegetables will be expensive like gold (㟒㺚G /G⁞G/G゚㕖GỆ㡞㣪)
6 John is tall like a basketball player (㫊G /G⏣ῂG㍶㑮G/G䋺ṖG䄺㣪)
7 Sandy is slim like a model (㌢❪G /G⳾◎G/G⋶㞂䟊㣪)
8 Anthony is smart like Einstein (㞺㍲┞G /G㞚㧎㓞䌖㧎G /G⡧⡧䟊㣪)
9 Sarah sang the song well like an opera singer (㌂⧒G /G 㡺䗮⧒G Ṗ㑮G /G
⏎⧮⯒G㧮G䟞㠊㣪)
10 Thomas will run well like a marathoner (䏶Ⱎ㓺G /G Ⱎ⧒䏺G ㍶㑮G /G 㧮G
⥎GỆ㡞㣪)
Exercise 3.3
Complete the following translation using the particle Ⱒ䋒 and the cues
provided in parenthesis, as shown in the example.
Example: “Bill is as rich as Tom.” (アG /G䐆G/G㧦㧛┞┺)
= ア㧊G䐆Ⱒ䋒G㧦㧛┞┺.
1 Catherine speaks Korean as fluently as Neal (䃦㍲ⰆG/G┦G/G䞲ῃ㠊⯒G
㧮G䞿┞┺)
2 The kitchen is as big as the living room (㠢G /GỆ㔺G/G䋓┞┺)
3 Daniel is as diligent as Philip (◆┞㠮G /G䞚ⰓG /G㰖⩆䞿┞┺)
4 Did Patrick like wine as much as Erica? (䕾䔎ⰃG /G 㠦Ⰲ䃊G /G 㢖㧎㦚G
㫡㞚䟞㔋┞₢?)
5 Rebecca was as graceful as Jennifer (⩞䃊G /G 㩲┞䗒G /G 㟢㩚䟞㔋
┞┺)
6 Seoul is as expensive as New York (㍲㤎G /GⓊ㣫G/G゚㕎㣪)
7 This car is as good as that car (over there) (㧊G㹾G /G㩖G㹾G/G㫡㞚㣪)
8 Does Philip earns money as much as Adam? (䞚ⰓG /G 㞚╊G /G ☞㦚G ⻢
㠊㣪?)
9 The subway was as convenient as taxi (㰖䞮㻶G/G䌳㔲G/G䘎䟞㠊㣪)
10 Edward drank (it) as much as Thomas (㠦✲㤢✲G /G 䏶Ⱎ㓺G /G Ⱎ㎾
㠊㣪)
24
Exercise 3.4
Exercise 3.4
Complete the following translation using the particle Ⱎ┺ and the cues
provided in parenthesis, as shown in the example.
Example: “Does Hugh jog every morning?” (䦊G /G㞚䂾G/G㫆ₛ㦚G
G
䞿┞₢?)
“䦊ṖG㞚䂾Ⱎ┺G㫆ₛ㦚G䞿┞₢?”
1
2
3
4
5
6
7
8
9
(I) take a walk every evening (㩖⎗G/G㌆㺛䞿┞┺)
Do (you) ski every winter? (Ỿ㤎G /G㓺䋺⯒G䌧┞₢?)
(We) went to the beach every summer (㡂⯚G /G╍Ṗ㠦GṪ㔋┞┺)
Every store will be busy (ṖỢG /G㊶GỆ㡞㣪)
(Let us) meet every night (G /GⰢ⋿㔲┺)
Every supermarket sells juice (㓞䗒Ⱎ䅩G/G㭒㓺G /G䕪㞚㣪)
Each school has alma mater (䞯ᾦG /GᾦṖṖG 㧞㠊㣪)
Each room had a window (G /G㺓ⶎ㧊G㧞㠞㠊㣪)
Every student is studying for the test (䞯㌳G/G㔲䠮GὋ⯒G䞮ἶG㧞㠊
㣪)
10 Did (your) friends play golf every Saturday? (䂲ῂ✺G/G䏶㣪㧒G/GἾ䝚
⯒G㼺㠊㣪?)
Exercise 3.5
Complete the following translation using the particle Ⱎ㩖 and the cues
provided in parenthesis, as shown in the example.
Example: “Even Jane was sick.” (㩲㧎G/G㞚䕶㠊㣪)
= 㩲㧎Ⱎ㩖G㞚䕶㠊㣪.
1
2
3
4
5
6
7
Even Sabrina lied (㌂ぢⰂ⋮G/GỆ㰩Ⱖ㦚G䟞㠊㣪)
Even (my) older sister hid the fact (⋮G/G㌂㔺㦚GṦ䀚㠊㣪)
Even the weather was cold (⋶㝾G /G㿪㤶㠊㣪)
Even my room was dark (㩲GG /G㠊⚦㤶㠊㣪)
Even the air conditioner was broken (㠦㠊䄾G/Gἶ㧻⌂㠊㣪)
Even Matthew did not go to school (ⰺ䓲G/G䞯ᾦ㠦G㞞GṪ㠊㣪)
Even (his) wife will go back to the States (㧎G /G ⹎ῃ㦒⪲G ☢㞚ṞG
Ệ㡞㣪)
8 Even Monica failed the test (⳾┞䃊G/G㔲䠮㠦G⟾㠊㪢㠊㣪)
9 Did even the convenient store close? (䘎㦮㩦G /G╁㞮㠊㣪?)
10 Even Paul will sell (his) car (䙊G /G㹾⯒G䕪GỆ㡞㣪)
25
3
Exercise 3.6
Particles
⽊┺,
ṯ㧊,
Ⱎ┺,
㫆㹾,
㻮⩒,
Ⱒ䋒,
Ⱎ㩖,
㠦
Rewrite the following sentence using the [㠦 + negative] pattern, as
shown in the example. Then translate the sentence.
Example: ㌂ὒⰢG㧞㠊㣪.
= ㌂ὒ㠦G㠜㠊㣪. “(I) have only apples.”
1
2
3
4
5
6
7
8
9
10
26
㌂ὒG㭒㓺ⰢGⰞ㎪㣪U
㌦⩂✲ⰢGⲏ㠊㣪U
㠚Ⱎ⓪G㞚ザⰢG㫡㞚䟊㣪U
㏦┮㧊G^GⳛⰢG㧞㠊㣪U
⌄㧶㦚GXG㔲ṚⰢG㧮GỆ㡞㣪U
㠊Ⲏ┞ⰢG㌳ṗ䟞㠊㣪U
㨂㯞ⰢG㫡㞚䟞㠊㣪U
㠊㩲G\G㔲ṚⰢG㧺㠊㣪U
XWGⰢG₆┺ⰊGỆ㡞㣪U
㠎┞ⰢGⰢ⋶GỆ㡞㣪U
UNIT 4
Auxiliary verbs I
An auxiliary verb combines with a main verb to express tense, aspect,
mood and/or voice. For instance, English auxiliary verbs include “can,”
“have,” “may,” “shall,” and “will,” since they combine with a main verb, as
in “I can speak Korean.” This unit first discusses some general structural
characteristics of Korean auxiliary verbs. Then, it introduces how the
following three verbs, ⽊┺ “see,” 㡺┺ “come,” and Ṗ┺ “go,” can serve
as auxiliary verbs.
Korean auxiliary verbs
Korean auxiliary verbs are in fact all regular verbs. However, when these
verbs are used as auxiliary verbs, they express different meanings, as shown
below:
Regular verbs
⽊┺ “see”
㡺┺ “come”
Ṗ┺ “go”
㭒┺ “give”
⌊┺ “produce”
⋮┺ “occur”
⻚Ⰲ┺ “throw away”
⏩┺ “put down”
䞮┺ “do”
㰖┺ “become”
Ⱖ┺ “stop”
Auxiliary verbs
~㠊/㞚G⽊┺ “try (doing something)”
~㠊/㞚G㡺┺ “continue to”
~㠊/㞚GṖ┺ “continue to”
~㠊/㞚G㭒┺ “do for (someone)”
~㠊/㞚G⌊┺ “do all the way completely”
~㠊/㞚G⋮┺ “have finished”
~㠊/㞚G⻚Ⰲ┺ “finish up/end up with”
~㠊/㞚G⏩┺ “do for later”
~㠊/㞚䞮┺ “be in the state of”
~㠊/㞚㰖┺ “become”
~ἶGⰦ┺ “end up doing”
Korean auxiliary verbs always appear after the main verb (or adjectives
for limited auxiliary verbs). In addition, the main verb is always conjugated
with ~㠊/㞚 (or ~ἶ for limited auxiliary verbs). The compounding process
takes the following pattern: [stem of the main verb ~㠊/㞚 plus an auxiliary verb]. ~㞚 is used after the stem that ends in 㞚 or 㡺 (e.g., 㺔┺ “find”
27
=> 㺔㞚G ⽊┺ “try looking for something”), while ~㠊 is used after the
stem that ends in all other vowels (e.g., Ⱒ✺┺ “make” => Ⱒ✺㠊G ⽊┺
“try making something”).
4
Auxiliary
verbs I
~㠊V㞚G
㠊V㞚G ⽊┺
⽊┺G G
When the verb ⽊┺ “see” is used as an auxiliary verb, it is used to express
“try (doing something)/experience.” It is used when a speaker tries doing
some action just once so that he/she can explore the consequences. For
instance, consider how the auxiliary verb ~㠊/㞚G ⽊┺ is used with the
main verb ⺆㤆┺ “learn.”
䞲ῃ㠊⯒G⺆㤢G⽛┞┺. “(I) try learning Korean.”
䞲ῃ㠊⯒G⺆㤢G⽛㔲┺. “(Let us) t
A GRAMMAR AND WORKBOOK
Intermediate Korean: A Grammar and Workbook comprises an
accessible reference grammar and related exercises in a single volume.
This workbook presents twenty-four individual grammar points,
covering the core material which students would expect to encounter
in their second year of learning Korean. Grammar points are followed
by examples and exercises which allow students to reinforce and
consolidate their learning.
Intermediate Korean is suitable for both class use as well as
independent study.
Key features include:
•
•
•
•
•
•
clear, accessible format
many useful language examples
all Korean entries presented in Hangul with English translations
jargon-free explanations of grammar
abundant exercises with full answer key
subject index.
Clearly presented and user-friendly, Intermediate Korean provides
readers with the essential tools to express themselves in a wide variety
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Andrew Sangpil Byon is Associate Professor at the State University of
New York at Albany, where he teaches courses in Korean language
and civilization.
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Basic Dutch
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Basic German
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Intermediate Korean
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Basic Spanish
Intermediate Spanish
Basic Welsh
Intermediate Welsh
INTERMEDIATE KOREAN:
A GRAMMAR AND
WORKBOOK
Andrew Sangpil Byon
For my parents, James Ki Yong and Gloria Hye Ja Pyon
First published 2010
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Ave, New York, NY10016
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2009.
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© 2010 Andrew Sangpil Byon
All rights reserved. No part of this book may be reprinted
or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing
from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloguing-in-Publication Data
Byon, Andrew Sangpil.
Intermediate Korean : a grammar & workbook / Andrew Sangpil Byon.
p. cm.
Simultaneously published in the USA and Canada.
1. Korean language—Grammar—Problems, exercises, etc. 2. Korean language—
Textbooks for foreign speakers—English. I. Title.
PL913.B965 2009
495.7′82421—dc22
2008053381
ISBN 0-203-87590-7 Master e-book ISBN
ISBN10: 0-415-54714-8 (hbk)
ISBN10: 0-415-77488-8 (pbk)
ISBN10: 0-208-87590-7 (ebk)
ISBN13: 978-0-415-54714-7 (hbk)
ISBN13: 978-0-415-77488-8 (pbk)
ISBN13: 978-0-203-87590-2 (ebk)
CONTENTS
1
2
3
G
4
5
6
7
8
9
10
11
Preface
ix
The intimate speech level and the plain speech level
~㠊/㞚, ~⓪/ච┺, ~┞/(㦒)⌦?, ~㞚/㠊⧒, ~㧦
1
Sentence-final endings
~㰖㣪, ~ῆ㣪, ~⍺㣪
11
Particles
⽊┺, 㻮⩒, ṯ㧊, Ⱒ䋒, Ⱎ┺, Ⱎ㩖, 㫆㹾, 㠦
19
Auxiliary verbs I
~㠊/㞚G㡺┺, ~㠊/㞚GṖ┺, ~㠊/㞚G⽊┺
27
Auxiliary verbs II
~㠊/㞚G⌊┺, ~㠊/㞚G⻚Ⰲ┺, ~ἶGⰦ┺, ~㠊/㞚G㭒┺,
~㠊/㞚G✲Ⰲ┺
33
Auxiliary verbs III
~㠊/㞚G⏩┺, ~㠊/㞚G⚦┺, ~㠊/㞚G㧞┺, ~㠊/㞚䞮┺,
~㠊/㞚㰖┺
42
Clausal conjunctives (purpose or intention)
~(㦒)⩂, ~(㦒)⩺ἶ, ~☚⪳G
51
Clausal conjunctives (reasons and cause)
~㠊/㞚㍲, ~(㦒)┞₢, ~ⓦ⧒ἶ
61
Clausal conjunctives (conditions)
~(㦒)Ⳋ, ~㠊/㞚㟒, ~(㦒)ඥ㑮⪳, ~Ệ✶
72
Clausal conjunctives (listing and choice)
~ἶ, ~(㦒)Ⳇ, ~Ệ⋮, ~✶㰖
85
Clausal conjunctives (time)
~(㦒)Ⳋ㍲, ~㧦Ⱎ㧦, ~┺ṖG
95
v
12
Contents
Clausal connectives (background)
~⓪◆/(㦒)ච◆
105
Clausal connectives (although)
~㰖Ⱒ, ~(㦒)⋮, ~㠊/㞚☚
113
Permission, prohibition, and obligation
~㠊/㞚☚G♮┺, ~(㦒)ⳊG㞞G♮┺, 㞞G ~(㦒)ⳊG㞞G♮┺/~㰖G
㞠㦒ⳊG㞞G♮┺, ~㠊/㞚㟒G♮┺/䞮┺
120
Passives and causatives
~㧊, ~䧞, ~Ⰲ, ~₆, ~㤆, ~ῂ, ~㿪, ~ỢG䞮┺
129
The noun-modifying endings
~⓪, ~(㦒)ච, ~(㦒)ඥ
137
G
Describing the appearance of actions or states of affair
~⓪/(㦒)ච/(㦒)ඥGộGṯ┺, ~⓪/(㦒)ච/(㦒)ඥG⳾㟧㧊┺,
~⓪/(㦒)ච/(㦒)ඥG ❅䞮┺, ~⋮/(㦒)චṖG⽊┺, ~㠊/㞚G⽊㧊┺G
146
18
G
Post modifiers I
₎, 㩗, 㧒, ☯㞞, ☚㭧, 㭧, 䘎
157
19
G
Post modifiers II
╖⪲, 䤚㠦, 㻯, ⧢㠦, ộ, ㄪ, ➢
166
20
Ability and possibility
~(㦒)ඥG㑮G㧞┺/㠜┺, ~(㦒)ඥG㭚G㞢┺/⳾⯊┺,
~(㦒)ඥGⰂṖG㠜┺
178
Indirect question form
~⓪/(㦒)ච/(㦒)ඥ㰖
186
The retrospective suffix
~▪
195
Nominalizing endings
~₆ and ~(㦒)ත
205
Direct and indirect quotation
~(㧊)⧒ἶG䞮┺, ~(ⓦ)ච┺ἶG䞮┺, ~ⓦ⌦ἶG䞮┺/ⶑ┺,
~(㦒)⧒ἶG䞮┺, ~㧦ἶG䞮┺
219
Key to exercises
228
Index
279
13
14
15
16
17
21
22
23
24
vi
PREFACE
Intermediate Korean: A Grammar and Workbook is a sequel to its sister
volume Basic Korean: A Grammar and Workbook, and it likewise focuses
on providing an accessible reference grammar explanation and related
exercises in a single volume. It is designed for independent English-speaking
adult Korean-as-a-foreign-language (KFL) learners who intend to maintain
and strengthen their knowledge of essential Korean grammar and for
classroom-based learners who are looking for supplemental grammar
explanations and practices. Consequently, this book differs from existing
KFL materials whose primary purpose is to help KFL learners acquire
four language skills, such as listening, speaking, reading, and writing as well
as cultural knowledge.
The layout of this book also differs from those of existing KFL materials. For instance, a typical KFL textbook chapter may include model dialogues, followed by vocabulary lists, grammar explanations, cultural notes,
and exercises. In contrast, following the pattern of Basic Korean and other
Grammar Workbooks of the Routledge series, every unit of Intermediate
Korean focuses on presenting jargon-free and concise grammar explanations, followed by relevant grammar exercises.
This book has 24 units, and it does not take a functional-situational
approach in grouping and/or sequencing target grammatical points. Rather
it sequences and covers grammatical points according to their grammatical
categories (e.g., sentence endings, conjunctives, particles, and so on), so
that learners can use the book as a reference material as well as a practice
material. The exercises at the end of each unit are designed primarily to
reinforce the target grammatical points.
All Korean entries are presented in Hangul (the Korean alphabet) with
English translations to facilitate understanding. Accordingly, it requires
that learners familiarize themselves with Hangul, before going on to the
book. In addition, when translating Korean entries into English, efforts
were made to reflect the Korean meaning as closely as possible. Consequently,
some learners may feel certain English translations do not reflect typical
English usages. However, the direct translation approach was employed
for pedagogical purposes.
vii
In writing this book, I have been fortunate to have the assistance and
support of many people. I would like to thank my colleagues in the Department of East Asian Studies at the University at Albany, State University
of New York, who were supportive of this project. I am grateful to anonymous reviewers for their constructive and valuable comments. I would like
to express sincere gratitude to Sophie Oliver for initially encouraging this
project and to the editorial and production teams of Routledge—Andrea
Hartill, and Samantha Vale Noya—for their advice and support throughout the process. My thanks also go to Neil Dowden for his careful and
thoughtful copy-editing service and to Kathy Auger at Graphicraft for her
kind assistance during the final stage of production. Finally, as always, my
special thanks go to my wife, Isabel, who, with her optimism and encouragement, makes it possible for me to do what I really love to do. Of course,
I bear all responsibility for any shortcomings and errors in the text.
Preface
viii
UNIT 1
The intimate speech level and
the plain speech level
The intimate speech level
The intimate speech level is in general used in the following situations: by
adults when addressing children, by parents when addressing their kids,
by children when addressing their peers, and by adult friends when addressing their childhood friends (or friends whose relationships are close enough
to switch to the intimate level from the polite level).
The intimate speech level ending is ~㠊/㞚. The choice of ~㠊 or ~㞚 is
the same with that of the polite speech level ending ~㠊㣪/㞚㣪. ~㞚 is
used after a stem that ends in a bright vowel, 㡺 or 㞚 (e.g., 㺔┺ “find”
=> 㺔㞚), while ~㠊 is used with the stem that ends in any other vowels
(e.g., ⺆㤆┺ “learn” => ⺆㤢). Consider the following examples:
Ṗ┺ “go”
⺆㤆┺ “learn”
Ṗ⯊䂮┺ “teach”
ⲏ┺ “eat”
䞮┺ “do”
㧞┺ “have/exist”
㧊┺ “be”
㞚┞┺ “not be”
Polite speech level
Ṗ㣪
⺆㤢㣪
Ṗ⯊㼦㣪
ⲏ㠊㣪
䟊㣪
㧞㠊㣪
㧊㠦㣪
㞚┞㠦㣪
Intimate speecsh level
Ṗ
⺆㤢
Ṗ⯊㼦
ⲏ㠊
䟊
㧞㠊
㧊㟒
㞚┞㟒
As seen above, one can generate the intimate speech level from the
polite speech level, simply by removing 㣪. One exception is that the
copula 㧊┺/㞚┞┺ takes slightly different forms: 㧊㟒 instead of 㧊㠦,
and 㞚┞㟒 instead of 㞚┞㠦.
Just like the polite speech level ending ~㠊㣪/㞚㣪, the intimate speech
level ending ~㠊/㞚 is used for all sentence types: declarative, interrogative,
imperative, and propositive. For instance, consider the following:
1
1
The intimate
speech level
and the plain
speech level
ⰺ㧒G⥆㠊 “(I) run everyday.”
ⰺ㧒G⥆㠊? “(Do you) run everyday?”
ⰺ㧒G⥆㠊! “Run everyday!”
ⰺ㧒G⥆㠊 “(Let us) run everyday.”
Koreans use contextual elements as well as intonation (e.g., rising intonation for a question) to figure out what intimate speech level ending
~㠊/㞚 is used for a specific sentence type.
The plain speech level
The plain speech level ending sounds more blunt and direct than other
speech levels: deferential, polite, and intimate. The plain speech level is
primarily used in the following three contexts: When one addresses a child,
his/her childhood friends, or younger siblings; when the speaker talks to
himself/herself or wants to draw the listener’s attention to information
that is noteworthy or provoking; when one writes (e.g., personal essay,
prose, newspaper articles, academic papers, diary, and so forth).
Unlike the intimate and the polite speech levels that use the same
endings for different sentence types, the plain speech level has different
endings for different sentence types, as shown below.
Declarative
~⓪/ච┺ (for verb stems)
Ṗ┺ “go”
ⲏ┺ “eat”
Ὃ䞮┺ “study”
Ṛ┺
ⲏ⓪┺
Ὃ䞲┺
~┺ (for adjective and copula stems)
㿻┺ “cold”
₾⊭䞮┺ “clean”
㧊┺ “be”
㿻┺
₾⊭䞮┺
㧊┺
~㠞/㞮┺ (for all predicate stems in the past tense)
㞺✲⮮ṖG䞯ᾦ㠦GṪ┺G “Andrew went to school.”
⋶㝾ṖG㿪㤶┺G “The weather was cold.”
㧊G₾⊭䟞┺G “The room was clean.”
⁎G⋾㧦ṖG䞲ῃG㌂⧢㧊㠞┺ “That man was a Korean.”
2
Interrogative
The plain
speech level
~┞/(㦒)⌦? (for all predicate stems)
Ṗ┺G “go”
ⲏ┺G “eat”
Ὃ䞮┺ “study”
㫡┺ “good”
㿻┺ “cold”
₾⊭䞮┺ “clean”
㧊┺ “be”
Ṗ┞? (or Ṗ⌦?)
ⲏ┞? (or ⲏ⌦?)
Ὃ䞮┞? (or Ὃ䞮⌦?)
㫡┞? (or 㫡⌦?) / 㫡㦒⌦? (for writing)
㿻┞? (or 㿻⌦?) / 㿪㤆⌦? (for writing)
₾⊭䞮┞? (or ₾⊭䞮⌦?)
㧊┞? (or 㧊⌦?)
~㠞/㞮┞/(㦒)⌦? (for all predicate stems in the past tense)
㞺✲⮮ṖG䞯ᾦ㠦GṪ┞? “Did Andrew go to school?”
⋶㝾ṖG㿪㤶┞? “Was the weather cold?”
㧊G₾⊭䟞┞? “Was the room clean?”
⁎G⋾㧦ṖG䞲ῃG㌂⧢㧊㠞┞? “Was that man a Korean?”
Imperative (only for verb stems)
~㞚⧒ (after a stem that ends in 㡺 or 㞚)
~㠊⧒ (after a stem that ends in any other vowels)
Ṗ┺ “go”
ⲏ┺ “eat”
Ὃ䞮┺ “study”
Ṗ⧒
ⲏ㠊⧒
Ὃ䟊⧒
Propositive (only for verb stems)
~㧦
Ṗ┺ “go”
ⲏ┺ “eat”
Ὃ䞮┺ “study”
Ṗ㧦
ⲏ㧦
Ὃ䞮㧦
Note that the plain speech level imperative ending ~㠊⧒/㞚⧒Gand propositive ending ~㧦 are used only for verb stems, and they are not conjugated
for the tense.
3
1
The intimate
speech level
and the plain
speech level
Exercises
Key vocabulary for Unit 1 exercises
ṖỢ store
Ṗ bag
Ṗ⯊䂮┺ to teach
ṫ㦮 lecture
Ị⍞┺ to cross over
ἓ㺆ὖ police officer
ὒ㧒 fruits
Ὃ䞮┺ to study
Ὃ㡆 public performance/play
⁎Ⰲ┺ to draw
⁎Ⱂ painting/picture
₆┺Ⰲ┺ to wait
₆ feeling/mood
₾⊭䞮┺ to be clean
⋮㊮┺ to be bad
⋶㝾 weather
⌊⩺Ṗ┺ to go down
⋮ older sister
ⓦ⋢ feeling/mood
ⓦⰂ┺ to be slow/to be sluggish
┺Ⰲ bridge/legs
╁┺ to close/to shut
╂┺ to be sweet
╊⺆ cigarette
▮㰖┺ to throw
➆⦑䞮┺ to be warm
➆⯊┺ to follow
⟶⋮┺ to depart/to take leave of/to leave
⥾ỗ┺ to be hot (water)/to be heated
⪲ⰾ㓺 romance
4
Ⱎ㔲┺ to drink
Ⱎ䂮┺ to finish
Ⱒ⋮┺ to meet
ⲎⰂ head/hair (of one’s head)
ⲏ┺ to eat
Ⲗ┺ to be far
ⶎ door
⹕┺ to trust/to believe
㊮┺ to be busy
┺ to receive
foot
⺆㤆┺ to learn
⻚Ⰲ┺ to throw away
⻚㓺 bus
⻪㧎G criminal
⽊⌊┺ to send
⽊┺ to see/to watch/to read
アⰂ┺ to borrow
Key
vocabulary
for Unit 1
exercises
㌂ὒ apple
㌂⧢ person
㌂ⶊ㔺 office
㌂㰚 picture
㏢䙂 package
㏦ hand
㔲䠮 test/examination
㔶┺ to wear (shoes/socks)
㔶ⶎ newspapers
㕇㕇䞮┺ to be fresh
㝆⩞₆ trash/garbage
㞑┺ to wash
㞚┞┺ not be
㞚⧮ the base/the lower part
㞚⻚㰖 father
㞚䂾 morning
㞚䝚┺ to be sore/to be painful
㟧Ⱖ socks
㠊⪋┺ to be difficult
㠎㩲 when
㡊┺ to open
㡊㐶 keys
㡗䢪 movie
㣎䂮┺ to shout
㧊⻞ this time
㧒 work/matter/errand
㧒⽎㠊 the Japanese language
㧒㹣 early
㧓┺ to read
㧛┺ to wear (clothes)
㧦┺ to sleep
㧦㩚Ệ bicycle
㧷┺ to catch/to hold
㨂⹎㧞┺ to be interesting
5
㩧㔲 dishes/plates
㫆㣿䞮┺ to be quiet
㫡┺ to be good/to be right/to be beneficial
㭒┺ to give
㭒Ⱖ weekend
㭧ῃ㠊 the Chinese language
㰧 house
1
The intimate
speech level
and the plain
speech level
㹾 car
㺔┺ to look for/to seek for
㺓ⶎ window
㺛 book
䂲ῂ friend
䄺䞒 coffee
䋂Ợ aloud
䌖┺ to ride
䕪┺ to sell
䝚⧧㓺 France
䞒㤆┺ to smoke
䞮⓮ sky
䞮┺ to do
䠺㠊㰖┺ to get scattered/to be separated/to break up
䦦Ⰲ┺ to be cloudy
Exercise 1.1
Conjugate each verb or adjective in parentheses with the intimate speech
level ending. Then translate the sentence, as shown in the example.
Example: 䞯ᾦ㠦 (Ṗ┺) / imperative
= 䞯ᾦ㠦GṖ. “Go to school.”
6
1
2
3
4
5
6
7
8
9
10
11
12
┺Ⰲ⯒ (Ị⍞┺) / imperative
ⶎ㦚 (㡊┺) / imperative
㹾⯒ (䕪┺) / propositive
㝆⩞₆⯒ (⻚Ⰲ┺)G / declarative
㺓ⶎ㦚 (╁┺) / imperative
Ὃ㡆㦚G㧒㹣 (Ⱎ䂮┺) / imperative
㩧㔲⯒ (アⰂ┺) / propositive
㦚 (㞑┺) / declarative
㧒㹣 (㧦┺) / propositve
㧦㩚Ệ⯒ (䌖┺) / interrogative
ⓦ⋢㧊 (㫡┺) / declarative
ṫ㦮Ṗ (㨂⹎㧞┺) declarative
13
14
15
16
17
18
19
20
䝚⧧㓺G㌂⧢ (㧊┺) /interrogative
㧒㦚 (䞮┺) / imperative
ἓ㺆ὖ㧊 (㞚┞┺) /interrogative
㰧㧊 (Ⲗ┺) / declarative
㌂ὒṖ (╂┺) / declarative
ⲎⰂṖ (㞚䝚┺) / interrogative
䞮⓮㧊 (䦦Ⰲ┺) / declarative
ὒ㧒㧊 (㕇㕇䞮┺) / interrogative
Exercise 1.2
Exercise 1.2
Conjugate each verb or adjective in parentheses with the declarative plain
speech level ending. Then translate each sentence.
Example: ㍲㤎㠦 (Ṗ┺)
= ㍲㤎㠦GṚ┺. “(I) go to Seoul.”
1
2
3
4
5
6
7
8
9
10
㞚䂾㦚 (ⲏ┺)
㭧ῃ㠊⯒ (Ṗ⯊䂮┺)
⋮⯒ (₆┺Ⰲ┺)
ⶒ㦚 (Ⱎ㔲┺)
㏢䙂⯒ (┺)
㧒⽎㠊⯒ (⺆㤆┺)
㌂ⶊ㔺㧊 (₾⊭䞮┺)
⻚㓺Ṗ (ⓦⰂ┺)
䄺䞒Ṗ (⥾ỗ┺)
㧊⻞G㭒Ⱖ㠦 (㊮┺)
Exercise 1.3
Conjugate each verb or adjective in parethensis with the interrogative
plain speech level ending. Then translate each sentence.
Example: 㓞䗒Ⱎ䅩㠦 (Ṗ┺)
= 㓞䗒Ⱎ䅩㠦GṖ┞? “Do (you) go to the supermarket?”
1
2
3
4
5
6
㠎㩲GṖỢGⶎ㦚 (╁┺)
㠊❪㍲G䂲ῂ⯒ (Ⱒ⋮┺)
㠎㩲 (⟶⋮┺)
㠊❪㍲ (Ὃ䞮┺)
╊⺆⯒ (䞒㤆┺)
㡊㐶⯒ (㺔┺)
7
1
The intimate
speech level
and the plain
speech level
7
8
9
10
⋶㝾Ṗ (➆⦑䞮┺)
㔲䠮㧊 (㠊⪋┺)
₆㧊 (⋮㊮┺)
㰧㧊 (㫆㣿䞮┺)
Exercise 1.4
Conjugate each verb or adjective in parethensis with the imperative plain
speech level ending. Then translate each sentence.
Example: 㤆㼊ῃ㠦 (Ṗ┺)
= 㤆㼊ῃ㠦GṖ⧒. “Go to the post office.”
1
2
3
4
5
6
7
8
9
10
┺Ⰲ⯒ (Ị⍞┺)
㞚⧮⪲ (⌊⩺Ṗ┺)
Ṗ㦚 (▮㰖┺)
㺓ⶎ㦚 (㡊┺)
㞚⻚㰖⯒ (➆⯊┺)
㞺✲⮮⯒ (⹕┺)
㟧Ⱖ㦚 (㔶┺)
㎪䁶⯒ (㧛┺)
㏦㦚 (㧷┺)
䋂Ợ (㣎䂮┺)
Exercise 1.5
Conjugate each verb or adjective in parenthesis with the propositive plain
speech level ending. Then translate each sentence.
Example: ☚㍲ὖ㠦 (Ṗ┺)
= ☚㍲ὖ㠦GṖ㧦. “(Let us) go to the library.”
8
1
2
3
4
5
6
7
8
9
10
㌂㰚㦚 (⽊⌊┺)
⁎Ⱂ㦚 (⁎Ⰲ┺)
⻪㧎㦚 (㧷┺)
㔶ⶎ㦚 (㧓┺)
㧒㦚 (Ⱎ䂮┺)
䌳㔲⯒ (䌖┺)
䄺䞒㑣㠦㍲ (䠺㠊㰖┺)
⪲ⰾ㓺G㡗䢪⯒ (⽊┺)
㺛㦚 (㭒┺)
㝆⩞₆⯒ (⻚Ⰲ┺)
Exercise 1.6
Exercise 1.6
Underline the correct English translation of the Korean phrase below.
Example: 㧦㩚Ệ⯒G䌖㧦.
(Let us) ride a bike / Ride a bike.
1 Page 19 ⯒G㧓㠊⧒U
(Let us) read page 19 / Read page 19.
2 ㏦㦚G㞑㧦.
Wash (your) hands / (Let us) wash (our) hands.
3 ⶎ㦚G╁㞚⧒.
(Let us) close the door / Close the door.
4 ☞㦚GアⰂ㧦.
(Let us) borrow (his) money / Borrow (his) money.
5 㠦㍲G⋮Ṗ⧒.
Go out from the room / (Let us) go out from the room.
6 ⏏㹾⯒GⰞ㎪⧒.
Drink green tea / (Let us) drink green tea.
7 㑯㩲⯒G㭒㧦.
(Let us) give (them) homework / Give (them) homework.
8 㼃㰖⯒G㧛㧦.
Wear jeans / (Let us) wear jeans.
9 㡗㠊⯒G⺆㤢⧒.
Learn English / (Let us) learn English.
10 ⩆▮㦒⪲G⟶⋮㧦.
(Let us) leave for London / Leave for London.
Exercise 1.7
Finish the following translation using the intimate speech level and the
sentence cue provided in parenthesis, as shown in the example.
Example: “What kind of movie do (you) want to see?” (ⶊ㓾G㡗䢪⯒
G
⽊ἶG㕌┺)
= ⶊ㓾G㡗䢪⯒G⽊ἶG㕌㠊?
1 The movie begins at 2 p.m. (㡺䤚GYG㔲㠦G㡗䢪ṖG㔲㧧䞮┺)
2 Be quiet. (㫆㣿䧞G䞮┺)
9
1
The intimate
speech level
and the plain
speech level
3
4
5
6
7
8
9
10
(Let us) clean the house. (㰧㦚G㼃㏢䞮┺)
Where do (you) meet Tom? (䐆㦚G㠊❪㍲GⰢ⋮┺)
Where did (you) go? (㠊❪㠦GṖ┺)
(He) quitted smoking. (╊⺆⯒G⊠┺)
The weather was clear. (⋶㝾ṖGⰧ┺)
Buy some wines. (㢖㧎㦚G㌂┺)
How long did (you) wait? (㠒Ⱎ⋮G₆┺Ⰲ┺)
(They) taught English in Korea. (䞲ῃ㠦㍲G㡗㠊⯒GṖ⯊䂮┺)
Exercise 1.8
Finish the following translation using the plain speech level and the sentence cue provided in parenthesis, as shown in the example.
Example: “(He) attends the University of Hawaii.” (䞮㢖㧊G╖䞯ᾦ㠦
G
┺┞┺)
= 䞮㢖㧊G╖䞯ᾦ㠦G┺┢┺.
1
2
3
4
5
6
7
8
9
10
10
(I) major in economics. (ἓ㩲䞯㦚G㩚Ὃ䞮┺)
(He) traveled in Seoul last year. (㧧⎚㠦G㍲㤎㦚G㡂䟟䞮┺)
The coffee is hot. (䄺䞒ṖG⥾ỗ┺)
Is (he) a Canadian? (䃦⋮┺G㌂⧢㧊┺)
Was the subway convenient? (㰖䞮㻶㧊G䘎䞮┺)
Are (you) happy? (䟟⽋䞮┺)
Open the window. (㺓ⶎ㦚G㡊┺)
Throw the garbage. (㝆⩞₆⯒G⻚Ⰲ┺)
(Let us) have the confidence. (㧦㔶Ṧ㦚GṖ㰖┺)
(Let us) sing a song. (⏎⧮⯒G⯊┺)
UNIT 2
Sentence-final endings
~㰖㣪, ~ῆ㣪, ~⍺㣪
Typical sentence-final endings are speech level endings, such as the deferential, polite, intimate, and plain endings. However, sentence-final endings
also include various sentence-final suffixes, such as 㰖, ῆ, and ⍺. These
suffixes, combined with 㣪 “the politeness marker” can serve as sentencefinal endings that convey the speaker’s various psychological states or
attitudes. This unit introduces three sentence-final endings, ~㰖㣪, ~ῆ㣪,
and ~⍺㣪.
The sentence-final ending ~㰖㣪
㰖㣪
The sentence-final ending ~㰖㣪 is a one-form ending that indicates one
of the following four mental states or attitudes of the speaker: (i) seeking
agreement, (ii) asking a question with a belief that the hearer has the
answer, (iii) assuring information, and (iv) suggesting. The speaker’s
intonation (e.g., falling or rising) as well as contextual factors involved
(e.g., referential and situational contexts) determine which among the four
moods or attitudes the ending indicates.
(1) Seeking agreement (with a rising intonation)
Consider the following two examples:
䙊㧊Gⰺ㧒G㫆ₛ㦚G䟊㣪? “Does Paul jog everyday?”
䙊㧊Gⰺ㧒G㫆ₛ㦚G䞮㰖㣪? “Paul jogs everyday, right?”
Notice that the ending ~㠊/㞚㣪 in the first sentence simply asks the message in a straightforward manner. On the other hand, the ending ~㰖㣪 in
the second sentence indicates that the speaker seeks agreement while
asking the same question. Here are more examples:
㡺⓮G 㩖⎗G ]㔲㠦G Ⱒ⋮㰖㣪? “(They) meet at 6 o’clock this evening,
right?”
㠊㩲G䞯ᾦ㠦G㢪㰖㣪? “(You) came to school yesterday, right?”
11
2
Sentencefinal endings
~㰖㣪,
~ῆ㣪, ~⍺㣪
(2) Asking a question, believing that the hearer has the answer
(with a rising intonation)
䞒䎆ṖGⳝG㔲㠦G☢㞚㢖㣪? “What time does Peter return?”
䞒䎆ṖGⳝG㔲㠦G☢㞚㡺㰖㣪? “What time does Peter return?”
Again, the ending ~㠊/㞚㣪 in the first sentence simply asks the message
in a direct manner. However, the second sentence with the ending ~㰖㣪
implies that the speaker believes that the hearer has the answer. Here are
more examples:
㩖G㌂⧢㧊Gῂ㰖㣪? “Who is that person (over there)?”
㡊㐶ṖG㠊❪㠦G㧞㠞㰖㣪? “Where was the key?”
(3) Assuring information (with a falling intonation)
⍺, ⌊㧒G⟶⋮㣪. “Yes, (they) leave tomorrow.”
⍺, ⌊㧒G⟶⋮㰖㣪. “Yes, (I assure you that they) leave tomorrow.”
The first sentence with the ending ~㠊/㞚㣪 simply states the message.
On the other hand, the ending ~㰖㣪 in the second sentence indicates that
the speaker assures of the referential message. Here are more examples:
㡗ῃ㦮G㑮☚ṖG⩆▮㧊㰖㣪. “(I assure you) that the capital of England
is London.”
⍺, 㠊㩲G㟓㏣㧊G㧞㠞㰖㣪. “Yes, (I assure you) that (we) had an appointment yesterday.”
(4) Suggesting (with a falling intonation)
㿪㤊◆G㺓ⶎG╁㞚㣪. “(It) is cold, so close the window.”
㿪㤊◆G㺓ⶎG╁㰖㣪. “(It) is cold, so how about closing the window?”
The first sentence with the ending ~㠊/㞚㣪 is a direct request. However,
the second sentence is a suggestion because of the ending ~㰖㣪. Here are
more examples:
䎢┞㓺⋮G䂮㰖㣪. “(How about we) play tennis (or something)?”
㩦㕂㧊⋮GⲏἶG㡆㔋䞮㰖㣪. “(How about we) practice after eating lunch
(or something)?”
12
The honorific suffix ~(㦒)㔲 can be optionally used along with ~㰖㣪
to make the suggestion sound more polite, as shown in the following
examples:
㍶㌳┮, Ṗ㔲㰖㣪. “Professor, (how about we) go?”
㺛G㫖Gア⩺G㭒㔲㰖㣪. “(How about you) please lend (me) the book?”
The
sentencefinal ending
~⍺㣪
The sentence-final ending ~⍺㣪
⍺㣪
The one-form sentence-final ending ~⍺㣪 is used to indicate the speaker’s
spontaneous and immediate reaction, such as unexpected surprise and/or
realization. The ending ~⍺㣪 is used only for the declarative statement
sentence type, and it may be translated as “Oh, I see/realize that . . .”
Consider the following two examples:
㫊㧊G䞲ῃⰦ㦚G㧮G䟊㣪. “John speaks Korean well.”
㫊㧊G䞲ῃⰦ㦚G㧮G䞮⍺㣪. “(Oh, I see that) John speaks Korean well.”
Notice that the first sentence simply conveys the message in a straightforward manner. On the other hand, the second sentence with the ending
~⍺㣪 indicates the speaker’s spontaneous emotive reaction. It denotes
that the information which the speaker hears or observes (e.g., John speaking Korean well) is unanticipated and/or contrary to what was expected.
Here are more examples:
㞚䂾㦚GⰤ㧊G㭖゚䟞⍺㣪. “(I realize that you) prepared huge breakfast.”
䏶Ⱎ㓺ṖG㡗㠊G㍶㌳┮㧊㠞⍺㣪. “(I am surprised that) Thomas was an
English teacher.”
゚ṖGⰤ㧊G㡺⍺㣪. “(Oh, I see that) it rains a lot.”
㧊G䄺䞒ṖG㰚䞮⍺㣪. “(Oh, I see that) this coffee is strong.”
~Ỷ⍺㣪
The suffix Ỷ is a pre-final ending that comes between the stem of the
predicate and the final-ending. The suffix Ỷ denotes the speaker’s conjecture or inference about what did occur, what is occurring, and what will
occur, based on circumstantial evidences.
~Ỷ⍺㣪, the combination of the suffix Ỷ and the ending ~⍺㣪, is used
to indicate the speaker’s realization of what will happen in reaction to the
surprised or unanticipated information the speaker just encountered. It is
best translated in English as “(I guess . . . something) may/will . . . ” Consider
the following examples:
㦢㔳㧊GⰤ㧊GⱋỶ⍺㣪. “(Oh, I see that) the food may be very spicy.”
⌊㧒G ⋶㝾ṖG 㿻Ỷ⍺㣪. “(Oh, I realize that) tomorrow’s weather may
be cold.”
⁎⩒, 㤆ⰂG ⌊㧒G Ὃ䟃㠦㍲G Ⱒ⋮Ỷ⍺㣪. “(Oh, I see that) then, we may
run into each other tomorrow at the airport.”
13
~㠞V㞮Ỷ⍺㣪G
2
Sentencefinal endings
~㰖㣪,
~ῆ㣪, ~⍺㣪
~㠞/㞮Ỷ⍺㣪, the combination of the past tense marker 㠞/㞮 and ~Ỷ⍺
㣪, is used to express the speaker’s surprise or realization about what must
have occurred. It can be translated as “I guess that something must have . . . ,”
as shown in the examples below:
Ⱔ㧊G㞚䕶Ỷ⍺㣪. “(I guess that it) must have been painful.”
㡗䢪ṖG 㨂⹎㧞㠞Ỷ⍺㣪. “(I guess that) the movie must have been
interesting.”
⋮G ㌳㧒㧊㠞㦒┞₢G 㰧㠦G Ṫ㠞Ỷ⍺㣪. “Since (it) was (his) older
sister’s birthday, (I guess that he) must have gone home.”
The sentence-final ending ~ῆ㣪
ῆ㣪
The one-form sentence-final ending ~ῆ㣪 is used as an exclamatory ending. It is used to express the speaker’s immediate realization to what he/she
just perceived. The meaning and usage of ~ῆ㣪 is similar to those of
~⍺㣪 in that both indicate what the speaker just realized. However, there
is one subtle difference. While ~⍺㣪 indicates that what’s been realized
or perceived is contrary to the expectation, ~ῆ㣪 simply expresses the
immediate realization in a straightforward manner.
~ῆ㣪 is used after adjective and copula stems. However, for verb stems,
~⓪ “the noun-modifying ending for verbs” is used along with ~ῆ㣪 (e.g.,
~⓪ῆ㣪). Consider the following examples:
After adjective stems
⋶㝾ṖG▻ῆ㣪. “(Oh, I see that) the weather is hot.”
䞲ῃG㦢㔳㧊Gⰱ㧞ῆ㣪. “(Oh, I see that) the Korean food is delicious.”
After copula stems
㩲㔲䃊ṖG 㧒⽎G ㌂⧢㧊ῆ㣪. “(Oh, I see that) Jessica is a Japanese
person.”
㡂₆ṖG㫊㦮G㰧㧊ῆ㣪. “(Oh, I see that) here is John’s house.”
After verb stems
㧒⽎㠊⯒G Ṗ⯊䂮⓪ῆ㣪. “(Oh, I see that they) teach the Japanese
language.”
ⰺ㧒GἾ䝚⯒G⺆㤆⓪ῆ㣪. “(Oh, I see that he) learns golf everyday.
14
For immediate realization about a past event, ~㠞/㞮ῆ㣪 is used for
all predicates.
㡗䢪ṖG㨂⹎㧞㠞ῆ㣪. “(Oh, I see that) the movie was interesting.”
䞲ῃ㦮G㑮☚ṖG㍲㤎㧊㠞ῆ㣪. “(Oh, I see that) the capital of Korea was
Seoul.”
䞲ῃG⏎⧮⯒G㫡㞚䟞ῆ㣪. “(Oh, I see that you) liked Korean songs.”
Key
vocabulary
for Unit 2
exercises
For immediate realization about a possible or guessed future event,
~Ỷῆ㣪 is used.
㍲㤎㠦㍲G 㠊Ⲏ┞⯒G Ⱒ⋮Ỷῆ㣪. “(Oh, I see that he) may meet (his)
mother in Seoul.”
⌊㧒G ṖỢ⯒G 㡊Ỷῆ㣪. “(Oh, I see that they) may open the store
tomorrow.”
䞲ῃGⶎ䞯㦚G㩚Ὃ䞮Ỷῆ㣪. “(Oh, I see that she) may major in Korean
literature.”
Exercises
Key vocabulary for Unit 2 exercises
ṖỢ store
ἓ䂮 scenery
ₖ䂮 kimchi
₾⊭䞮┺ to be clean
⋶㝾 weather
╁┺ to close
▻┺ to be hot (the weather)
ⰱ㧞┺ to be delicious
ⲏ┺ to eat
ⶒṖ prices
room
⼖䢎㌂ lawyer
゚㕎┺ to be expensive
㔲⊚⩓┺ to be noisy
㔶䢒 a new marriage
㞚⯚╋┺ to be beautiful
㠊㩲 yesterday
㠜┺ not have/not exist
㡂䟟 trip/travel
㡺⓮ today
15
㡺䤚 afternoon
㧊㟒₆䞮┺ to talk
㧒䞮┺ to work
㧦┺ to sleep
㫆㣿䞮┺ to be quiet
㰧 house
䡫 older brother
2
Sentencefinal endings
~㰖㣪,
~ῆ㣪, ~⍺㣪
Exercise 2.1
Finish the following translation using ~㰖㣪 (seeking confirmation) and
the sentence cue provided in parenthesis, as shown in the example.
Example: “Nick is also coming, right?” (┟☚G㡺ἶG㧞┺)
= ┟☚G㡺ἶG㧞㰖㣪?
1
2
3
4
5
Wendy is a Chinese, right? (㢶❪ṖG㭧ῃG㌂⧢㧊┺)
(They) meet Edward, right? (㠦✲㤢✲⯒GⰢ⋮┺)
(You) believe me, right? (⋮⯒G⹕┺)
The price is expensive, right? (Ṗỿ㧊G゚㕎┺)
(You) take the bus over there, right? (㩖₆㍲G⻚㓺⯒G䌖┺)
Exercise 2.2
Conjugate the predicate using ~㰖㣪? (seeking confirmation). Then translate the sentence, as shown in the example.
Example: 䏶Ⱎ㓺ṖG㌂ὒ⯒GⲏἶG㕌㠊䞮┺
= 䏶Ⱎ㓺ṖG㌂ὒ⯒GⲏἶG㕌㠊䞮㰖㣪?
“Thomas wants to eat an apple, right?”
1
2
3
4
5
㡺⓮G⋶㝾ṖG▻┺
ἓ䂮ṖG㞚⯚╋┺
㧊G㫆㣿䞮┺
㰧㧊G㔲⊚⩓┺
䄺䞒ṖGⰱ㧞┺
Exercise 2.3
16
Finish the following translation using ~㰖㣪 (suggestion) and the sentence
cue provided in parenthesis, as shown in the example.
Example: “(How about we) see an action movie together?”
(ṯ㧊G㞷㎮G㡗䢪⯒G⽊┺)
= ṯ㧊G㞷㎮G㡗䢪⯒G⽊㰖㣪U
1
2
3
4
5
6
7
8
9
10
Exercise 2.4
(How about we) go back home? (㰧㦒⪲G☢㞚Ṗ┺)
(How about we) order coffee? (䄺䞒⯒G㔲䋺┺)
(How about we) turn on the air conditioner? (㠦㠊䄾㦚G䅲┺)
(How about we) make a phone call to Linda? (Ⰶ┺䞲䎢G 㩚䢪⯒G
Ỏ┺)
(How about we) pay (them) by cash? (䡚⁞㦒⪲G㰖䞮┺)
(How about we) buy a birthday card? (㌳㧒G䃊✲⯒G㌂┺)
(How about we) borrow a Korean movie? (䞲ῃG㡗䢪⯒GアⰂ┺)
(How about we) use the subway? (㰖䞮㻶㦚G㧊㣿䞮┺)
(How about we) invite Jodie’s friends as well? (㫆❪㦮G 䂲ῂ✺☚G
㽞╖䞮┺)
(How about we) quit smoking? (╊⺆⯒G⊠┺)
Exercise 2.4
Finish the following translation using ~⍺㣪 and the sentence cue provided
in parenthesis, as shown in the example.
Example: “(Oh, I see that) it rains outside.” (㠦G゚ṖG㡺┺)
= 㠦G゚ṖG㡺⍺㣪.
1
2
3
4
5
6
(Oh, I
(Oh, I
(Oh, I
(Oh, I
(Oh, I
(Oh, I
see
see
see
see
see
see
that) Chris snores. (䋂Ⰲ㓺ṖG䆪Ἶ┺)
that) Abigail sings well. (㞚゚Ợ㧒㧊G⏎⧮⯒G㧮G䞮┺)
that) Ronald is diligent. (⪲⋶✲ṖG㰖⩆䞮┺)
that) Diana went home from work. (┺㧊㠦⋮ṖG䑊⁒䟞┺)
that) Lidia earned money. (Ⰲ❪㞚ṖG☞㦚G⻢㠞┺)
that) the ring was expensive. (㰖ṖG゚㕢┺)
Exercise 2.5
Conjugate the predicate using ~⍺㣪. Then translate the sentence, as shown
in the example.
Example: 䏶Ⱎ㓺ṖG㩲㧎䞮ἶG䄺䞒⯒GⰞ㔲┺
= 䏶Ⱎ㓺ṖG㩲㧎䞮ἶG䄺䞒⯒GⰞ㔲⍺㣪U
“(Oh, I see that) Thomas drinks coffee with Jane.”
17
2
Sentencefinal endings
~㰖㣪,
~ῆ㣪, ~⍺㣪
1
2
3
4
5
6
㫆㎟㧊G㰧㠦G㠜┺
⩞㧊㼒㧊Gₖ䂮⯒Gⲏ┺
┞䆲⧒㓺ṖG⋮䌞Ⰲ䞮ἶG㧊㟒₆䞮┺
◆㧊キ㧊G㞢⩟㓺㦮G䡫㧊┺
㞂❪ṖG㞚㰗G㞞G㧦┺
㧊G₾⊭䞮┺
Exercise 2.6
Finish the following translation using ~ῆ㣪 and the sentence cue provided
in parenthesis, as shown in the example.
Example: “(Oh, I see that they) arrived (here) already.”
(⻢㖾G☚㹿䟞┺)
= ⻢㖾G☚㹿䟞ῆ㣪.
1 (Oh, I see that) the weather is chilly. (⋶㝾ṖG㕎⓮䞮┺)
2 (Oh, I see that it) was very windy yesterday. (㠊㩲G ⧢㧊G Ⱔ㧊G
㠞┺)
3 (Oh, I see that) Boston is famous for lobster. (⽊㓺䏺㧊G ╍Ṗ㨂⪲G
㥶ⳛ䞮┺)
4 (Oh, I see that) Julia is a nurse. (㯊Ⰲ㞚ṖGṚ䢎㌂㧊┺)
5 (Oh, I see that it) is summer from now on. (㧊㩲䎆G㡂⯚㧊┺)
6 (Oh, I see that) Jim received the bonus. (㰦㧊G⽊⍞㓺⯒G㞮┺)
Exercise 2.7
Conjugate the predicate using ~ῆ㣪. Then translate the sentence, as shown
in the example.
Example: 䙊㧊G☚㍲ὖ㠦GṪ┺
= 䙊㧊G☚㍲ὖ㠦GṪῆ㣪. “(Oh, I see that) Paul went to the
library.”
1
2
3
4
5
6
18
⋮㡺⹎ṖG䕾㎮G⳾◎㧊┺
㥶⩓㦒⪲G㔶䢒G㡂䟟㦚GṖ┺
㡺䤚G`㔲㠦GṖỢ⯒G╁㞮┺
䟊ⰂṖG⼖䢎㌂⪲G㧒䟞┺
ⶒṖṖG゚㕎┺
㠊㩲G㧊G▪㤶┺
UNIT 3
Particles
⽊┺, 㻮⩒, ṯ㧊, Ⱒ䋒, Ⱎ┺, Ⱎ㩖,
㫆㹾, 㠦
⽊┺
The particle ⽊┺Gis used to make a comparative sentence. This particle is
attached to a noun that is being compared, and it is translated as “more
than” or “rather than.” Consider the following example:
㩲㧎㦮G 㧊G 䐆㦮G ⽊┺G 䄺㣪. “Jane’s room is bigger than Tom’s
room.”
Notice that Tom’s room is the noun that is being compared to Jane’s
room.
Adverbs such as ▪ “more,” ▲ “less,” and 䤾㞂 “by far,” can be used
along with the particle ⽊┺ to put more emphasis on the comparison, as
shown below:
㧊G㢍㧊G⁎G㢍⽊┺G▪G゚㕎㣪. “This dress is more expensive than that
dress.”
㡺⓮㧊G㠊㩲⽊┺G▲G㿪㤢㣪. “Today is less cold than yesterday.”
㩲ṖG 䡫⽊┺G 䤾㞂G ▪G Ⱔ㧊G ⲏ㠊㣪. “I eat much more than (my) older
brother.”
Here are more examples:
㩖⓪G ⽚⽊┺G Ṗ㦚㦚G ▪G 㫡㞚䟊㣪. “As for me, (I) like autumn more
than spring.”
㞺✲⮮ṖG ῂ⽊┺G ▪G ⲡ㧞㠊㣪. “Andrew is handsomer than
anybody.”
⪲⋶✲ṖG㩖⽊┺G⚦G㌊㧊G▪GⰤ㞚㣪. “Ronald is two years older than I.”
㫆㰖ṖG䝚⨃䋂⽊┺G▪G⻢㠞㠊㣪. “George earned more than Frank.”
䄺䞒⽊┺G㭒㓺⯒G▪GⰞ㔲ἶG㕌㠞㠊㣪. “(I) wanted to drink juice more
than coffee.”
㧊G㡗䢪ṖG⁎G㡗䢪⽊┺G▲G㨂⹎㧞㠞㠊㣪. “This movie was less interesting than that movie.”
19
3
Particles
⽊┺,
ṯ㧊,
Ⱎ┺,
㫆㹾,
㻮⩒,
Ⱒ䋒,
Ⱎ㩖,
㠦
䐆⽊┺G☞㦚G▲G㗒㠊㣪. “(I) spent less money than Tom.”
ぢ⧮✲ṖG㫊⽊┺G䤾㞂G▪G㥶ⳛ䟊㣪. “Brad is much more popular than
John.”
䞒䎆ṖG㩖⽊┺G䋺ṖG▪G䅎㠞㠊㣪. “Peter used to be taller than I.”
㻮⩒ and ṯ㧊
The particle 㻮⩒ is used to compare one noun with another. It is translated
as “as if” and “like.” Consider the following examples:
㞾Ⰲ㓺ṖG䞲ῃG㌂⧢㻮⩒G䞲ῃⰦ㦚G㧮G䟊㣪. “Alice speaks Korean well
like a Korean.”
┺㧊㞶⋮ṖG㠊⯎㻮⩒G䟟☯䟊㣪. “Diana behaves like an adult.”
䕆⋮㻮⩒G㡊㕂䧞G㧒䞮㎎㣪. “Work hard like Tina.”
The meaning of the particle ṯ㧊G is similar to that of 㻮⩒, as shown
below:
㩲㧎㦖G⳿㏢ⰂṖG⋾㧦G⳿㏢Ⰲṯ㧊G䠞㓺䋺䟊㣪. “As for Jane, (her) voice
is husky like a man’s voice.”
㠊㩲⓪G 㡂⯚ṯ㧊G ▪㤶㠊㣪. “As for yesterday, (it) was hot like
summer.”
㡺⓮G 㦖G ⌄ṯ㧊G 㞚㣪. “As for tonight, (it) is bright like the
daytime.”
Ⱒ䋒G
Ⱒ䋒
The particle Ⱒ䋒 is used to express “as much as” or “to the extent to that.”
Consider the following examples:
㤆ⰂG䡫Ⱒ䋒G⡧⡧䟞㠊㣪. “(I) was as smart as my older brother.”
㡺⓮㦖G 㠊㩲Ⱒ䋒G ▻㰖G 㞠㞚㣪. “As for today, (it) is not as hot as
yesterday.”
㫆㰖ṖG 㥢Ⰲ㠚Ⱒ䋒G Ἶ䝚⯒G 㧮G 㼦㣪. “George plays golf as good as
William.”
㧊G 㹾ṖG 㩖G 㹾Ⱒ䋒G ゚㕎㣪. “This car is as expensive as that car (over
there).”
䧦⩂Ⰲ⓪GⲪⰂⰢ䋒G㡞ㄦ㣪. “As for Hilary, (she) is as pretty as Mary.”
₆╖Ⱒ䋒G㩦㑮ṖG⋮㢪㠊㣪. “The score came out to the extent of (my)
expectation.”
20
Ⱎ┺
Ⱎ┺
The particle Ⱎ┺ means “every” or “each,” as shown in the examples below:
䡫㧊G ╂Ⱎ┺G ☞㦚G 㼦G 㭮㣪. “(My) older brother sends (me) money
every month.”
[㔲ṚⰞ┺G㟓㦚Gⲏ㦒㎎㣪. “Take the medicine every 4 hours.”
Ⱎ┺G䎪⩞゚㩚㧊G㧞㠊㣪? “Does each room have a TV?”
ᾦ㑮┮Ⱎ┺G㡆ῂ㔺㧊G㧞㠊㣪. “Each professor has an office.”
Ⱎ㩖 and 㫆㹾
The particles Ⱎ㩖 or 㫆㹾 are used to express “even.” Consider the following examples:
䏶Ⱎ㓺Ⱎ㩖G 䕢䕆㠦G 㞞G 㢪㠊㣪. “Even Thomas did not come to the
party.”
⁎G 䞯㌳㦖G 㧦₆G 㧊⯚㫆㹾G ⴑG 㖾㣪. “As for that student, (he) can not
write even his name.”
The meanings of Ⱎ㩖 and 㫆㹾 are similar to that of ₢㰖 “even.”
However, differing from ₢㰖, the particles Ⱎ㩖 and 㫆㹾 are in general
associated with unfavorable or unsought contents. Compare the following two sentences:
㫊㦮G㡂㧦䂲ῂ₢㰖GⰢ⌂㠊㣪. “(I) even met John’s girlfriend.”
㫊㦮G㡂㧦䂲ῂⰞ㩖GⰢ⌂㠊㣪. “(I) even met John’s girlfriend.”
Although the translation of both examples are the same, the second
example with Ⱎ㩖 implies that meeting Thomas’ girlfriend was not a
favorable event, whereas the first example with ₢㰖 simply indicates
“including (even).” Here are more examples:
㹾G㌂ἶ⪲G㧎䞮ἶG㞚✺Ⱎ㩖G㧙㠞㠊㣪. “Due to the car accident, (he)
lost (his) wife and even (his) son.”
╏㔶Ⱎ㩖G ⋮⯒G ⟶⋮ⳊG 㠊⠑ỢG ㌊㞚Ṗ㣪? “If you also leave me, how
should (I) go on living?”
グ➢ⶎ㠦G㰧㦚G䕪ἶG㹾Ⱎ㩖G䕪㞮㠊㣪. “Because of the debt, (we) sold
the house and even the car.”
㞚䂾☚G ῌἶG 㩦㕂㫆㹾G ⴑG ⲏ㠞㠊㣪. “(I) skipped breakfast and could
not eat even lunch.”
⁎㦮G 㡂㧦䂲ῂ㫆㹾G ⁎㦮G 㧊㟒₆⯒G 㞞G ⹕㠞㠊㣪. “Even his girlfriend
did not believe his story.”
21
㠦G
㠦
3
Particles
⽊┺,
ṯ㧊,
Ⱎ┺,
㫆㹾,
㻮⩒,
Ⱒ䋒,
Ⱎ㩖,
㠦
The particle 㠦 is used to indicate “only” or “nothing but” in English.
The meaning of 㠦 is similar to that of Ⱒ “only.” However, differing
from Ⱒ, the particle 㠦 always co-occurs with the negative predicate.
For instance, compare the following sentences:
X\G╂⧒ⰢG㧞㠊㣪. “(I) have only 15 dollars.”
X\G ╂⧒㠦G 㠜㠊㣪. “(I) have only 15 dollars (lit. I have nothing but
15 dollars).”
Notice that although the meanings of both sentences are similar, the
second sentence ends in a negative 㠜㠊㣪 “do not have.” Here are more
examples:
\G㠦G㞞G₆┺⪎㠊㣪U “(I) waited only 5 minutes.”
ᾦ㔺㧊G㠦G㞞G㺒㠊㣪U “The classroom is only half full.”
䄺䞒⯒G⚦G㧪㠦G㞞GⰞ㎾㠊㣪U “(I) drank only two cups of coffee.”
┺㦢G 䞯₆⓪G ㎎G ὒ⳿㠦G 㞞G ✺㦚G Ệ㡞㣪. “As for next semester, (I)
will take only three courses.”
㥶┞㓺⓪G㧒⽎㠊⯒G㫆⁞㠦GⴑG䟊㣪. “As for Eunice, (she) can speak
only a little Japanese.”
Exercises
Key vocabulary for Unit 3 exercises
22
₆┺Ⰲ┺ to wait
⌄㧶G nap
Ⱎ㔲┺G to drink
Ⱒ⋮┺G to meet
ⲏ┺ to eat
G minute
㌂ὒG apple
㌦⩂✲G salad
㌳ṗ䞮┺ to think
㏦┮G customer/guest
㔲ṚG hour
㞚ザG dad
㠊Ⲏ┞G mother
㠊㩲G yesterday
㠎┞G older sister
㠚ⰞG mom
㧦┺ to sleep
㨂㯞 jazz
㫡㞚䞮┺ to like
㭒㓺G juice
Exercise 3.1
Exercise 3.1
Complete the following translation using the particle ⽊┺ and the cues
provided in parenthesis, as shown in the example.
Example: “(I) wanted to drink juice more than coffee.”
(䄺䞒G /G㭒㓺⯒G▪GⰞ㔲ἶG㕌㠞㠊㣪)
= 䄺䞒⽊┺G㭒㓺⯒G▪GⰞ㔲ἶG㕌㠞㠊㣪.
1 Charles is more popular than Lisa (Ⰲ㌂G /G 㺆㓺ṖG 㧎₆ṖG ▪G Ⱔ㞚
㣪)
2 Philippine is hotter than Korea (䞲ῃG /G䞚Ⰲ䞖㧊G▪G▪㤢㣪)
3 (I) liked autumn better than spring (⽚G/GṖ㦚㦚G▪G㫡㞚䟞㠊㣪)
4 (He) wanted to major in literature more than science (ὒ䞯G/Gⶎ䞯㦚G
▪G㩚Ὃ䞮ἶG㕌㠊䟞㠊㣪)
5 Did (you) want to buy a notebook more than a digital camera? (❪㰖
䌞G䃊Ⲫ⧒G /G⏎䔎㦚G▪G㌂ἶG㕌㠞㠊㣪?)
6 An airplane is faster than a car (㹾G /G゚䟟₆ṖG▪Gザ⯛┞┺)
7 New York City is bigger than Honolulu (䢎⏖⭆⬾G /G Ⓤ㣫㔲ṖG ▪G 䋓
┞┺)
8 Today is less cold than yesterday (㠊㩲G /G㡺⓮㧊G▲G㿻㔋┞┺)
9 Does Sam play tennis better than Harry? (䟊ⰂG /G ㌮㧊G 䎢┞㓺⯒G ▪G
㧮G䂿┞₢?)
10 Does Jane like meat more than Dave? (◆㧊ぢG /G 㩲㧎㧊G ἶ₆⯒G ▪G
㫡㞚䞿┞₢?)
Exercise 3.2
Finish the following translation using the particle 㻮⩒ and the cues provided in parenthesis, as shown in the example.
Example: “That child drinks water much like a hippo.”
(⁎G㞚㧊G /G䞮ⰞG/Gⶒ㦚GⰤ㧊GⰞ㎪㣪)
= ⁎G㞚㧊ṖG䞮Ⱎ㻮⩒Gⶒ㦚GⰤ㧊GⰞ㎪㣪.
1 Juice is chilly like ice (㭒㓺G/G㠒㦢G /G㹾Ṗ㤢㣪)
2 Lidia acts like a detective (Ⰲ❪㞚G /G䡫㌂G/G䟟☯䟊㣪)
23
3
Particles
⽊┺,
ṯ㧊,
Ⱎ┺,
㫆㹾,
㻮⩒,
Ⱒ䋒,
Ⱎ㩖,
㠦
3 Does Chris swim well like a seal? (䋂Ⰲ㓺G /G ⶒṲG /G 㑮㡗㦚G 㧮G 䟊
㣪?)
4 Jerry was docile like a sheep (㩲ⰂG /G㟧G/G㑲䟞㠊㣪)
5 Vegetables will be expensive like gold (㟒㺚G /G⁞G/G゚㕖GỆ㡞㣪)
6 John is tall like a basketball player (㫊G /G⏣ῂG㍶㑮G/G䋺ṖG䄺㣪)
7 Sandy is slim like a model (㌢❪G /G⳾◎G/G⋶㞂䟊㣪)
8 Anthony is smart like Einstein (㞺㍲┞G /G㞚㧎㓞䌖㧎G /G⡧⡧䟊㣪)
9 Sarah sang the song well like an opera singer (㌂⧒G /G 㡺䗮⧒G Ṗ㑮G /G
⏎⧮⯒G㧮G䟞㠊㣪)
10 Thomas will run well like a marathoner (䏶Ⱎ㓺G /G Ⱎ⧒䏺G ㍶㑮G /G 㧮G
⥎GỆ㡞㣪)
Exercise 3.3
Complete the following translation using the particle Ⱒ䋒 and the cues
provided in parenthesis, as shown in the example.
Example: “Bill is as rich as Tom.” (アG /G䐆G/G㧦㧛┞┺)
= ア㧊G䐆Ⱒ䋒G㧦㧛┞┺.
1 Catherine speaks Korean as fluently as Neal (䃦㍲ⰆG/G┦G/G䞲ῃ㠊⯒G
㧮G䞿┞┺)
2 The kitchen is as big as the living room (㠢G /GỆ㔺G/G䋓┞┺)
3 Daniel is as diligent as Philip (◆┞㠮G /G䞚ⰓG /G㰖⩆䞿┞┺)
4 Did Patrick like wine as much as Erica? (䕾䔎ⰃG /G 㠦Ⰲ䃊G /G 㢖㧎㦚G
㫡㞚䟞㔋┞₢?)
5 Rebecca was as graceful as Jennifer (⩞䃊G /G 㩲┞䗒G /G 㟢㩚䟞㔋
┞┺)
6 Seoul is as expensive as New York (㍲㤎G /GⓊ㣫G/G゚㕎㣪)
7 This car is as good as that car (over there) (㧊G㹾G /G㩖G㹾G/G㫡㞚㣪)
8 Does Philip earns money as much as Adam? (䞚ⰓG /G 㞚╊G /G ☞㦚G ⻢
㠊㣪?)
9 The subway was as convenient as taxi (㰖䞮㻶G/G䌳㔲G/G䘎䟞㠊㣪)
10 Edward drank (it) as much as Thomas (㠦✲㤢✲G /G 䏶Ⱎ㓺G /G Ⱎ㎾
㠊㣪)
24
Exercise 3.4
Exercise 3.4
Complete the following translation using the particle Ⱎ┺ and the cues
provided in parenthesis, as shown in the example.
Example: “Does Hugh jog every morning?” (䦊G /G㞚䂾G/G㫆ₛ㦚G
G
䞿┞₢?)
“䦊ṖG㞚䂾Ⱎ┺G㫆ₛ㦚G䞿┞₢?”
1
2
3
4
5
6
7
8
9
(I) take a walk every evening (㩖⎗G/G㌆㺛䞿┞┺)
Do (you) ski every winter? (Ỿ㤎G /G㓺䋺⯒G䌧┞₢?)
(We) went to the beach every summer (㡂⯚G /G╍Ṗ㠦GṪ㔋┞┺)
Every store will be busy (ṖỢG /G㊶GỆ㡞㣪)
(Let us) meet every night (G /GⰢ⋿㔲┺)
Every supermarket sells juice (㓞䗒Ⱎ䅩G/G㭒㓺G /G䕪㞚㣪)
Each school has alma mater (䞯ᾦG /GᾦṖṖG 㧞㠊㣪)
Each room had a window (G /G㺓ⶎ㧊G㧞㠞㠊㣪)
Every student is studying for the test (䞯㌳G/G㔲䠮GὋ⯒G䞮ἶG㧞㠊
㣪)
10 Did (your) friends play golf every Saturday? (䂲ῂ✺G/G䏶㣪㧒G/GἾ䝚
⯒G㼺㠊㣪?)
Exercise 3.5
Complete the following translation using the particle Ⱎ㩖 and the cues
provided in parenthesis, as shown in the example.
Example: “Even Jane was sick.” (㩲㧎G/G㞚䕶㠊㣪)
= 㩲㧎Ⱎ㩖G㞚䕶㠊㣪.
1
2
3
4
5
6
7
Even Sabrina lied (㌂ぢⰂ⋮G/GỆ㰩Ⱖ㦚G䟞㠊㣪)
Even (my) older sister hid the fact (⋮G/G㌂㔺㦚GṦ䀚㠊㣪)
Even the weather was cold (⋶㝾G /G㿪㤶㠊㣪)
Even my room was dark (㩲GG /G㠊⚦㤶㠊㣪)
Even the air conditioner was broken (㠦㠊䄾G/Gἶ㧻⌂㠊㣪)
Even Matthew did not go to school (ⰺ䓲G/G䞯ᾦ㠦G㞞GṪ㠊㣪)
Even (his) wife will go back to the States (㧎G /G ⹎ῃ㦒⪲G ☢㞚ṞG
Ệ㡞㣪)
8 Even Monica failed the test (⳾┞䃊G/G㔲䠮㠦G⟾㠊㪢㠊㣪)
9 Did even the convenient store close? (䘎㦮㩦G /G╁㞮㠊㣪?)
10 Even Paul will sell (his) car (䙊G /G㹾⯒G䕪GỆ㡞㣪)
25
3
Exercise 3.6
Particles
⽊┺,
ṯ㧊,
Ⱎ┺,
㫆㹾,
㻮⩒,
Ⱒ䋒,
Ⱎ㩖,
㠦
Rewrite the following sentence using the [㠦 + negative] pattern, as
shown in the example. Then translate the sentence.
Example: ㌂ὒⰢG㧞㠊㣪.
= ㌂ὒ㠦G㠜㠊㣪. “(I) have only apples.”
1
2
3
4
5
6
7
8
9
10
26
㌂ὒG㭒㓺ⰢGⰞ㎪㣪U
㌦⩂✲ⰢGⲏ㠊㣪U
㠚Ⱎ⓪G㞚ザⰢG㫡㞚䟊㣪U
㏦┮㧊G^GⳛⰢG㧞㠊㣪U
⌄㧶㦚GXG㔲ṚⰢG㧮GỆ㡞㣪U
㠊Ⲏ┞ⰢG㌳ṗ䟞㠊㣪U
㨂㯞ⰢG㫡㞚䟞㠊㣪U
㠊㩲G\G㔲ṚⰢG㧺㠊㣪U
XWGⰢG₆┺ⰊGỆ㡞㣪U
㠎┞ⰢGⰢ⋶GỆ㡞㣪U
UNIT 4
Auxiliary verbs I
An auxiliary verb combines with a main verb to express tense, aspect,
mood and/or voice. For instance, English auxiliary verbs include “can,”
“have,” “may,” “shall,” and “will,” since they combine with a main verb, as
in “I can speak Korean.” This unit first discusses some general structural
characteristics of Korean auxiliary verbs. Then, it introduces how the
following three verbs, ⽊┺ “see,” 㡺┺ “come,” and Ṗ┺ “go,” can serve
as auxiliary verbs.
Korean auxiliary verbs
Korean auxiliary verbs are in fact all regular verbs. However, when these
verbs are used as auxiliary verbs, they express different meanings, as shown
below:
Regular verbs
⽊┺ “see”
㡺┺ “come”
Ṗ┺ “go”
㭒┺ “give”
⌊┺ “produce”
⋮┺ “occur”
⻚Ⰲ┺ “throw away”
⏩┺ “put down”
䞮┺ “do”
㰖┺ “become”
Ⱖ┺ “stop”
Auxiliary verbs
~㠊/㞚G⽊┺ “try (doing something)”
~㠊/㞚G㡺┺ “continue to”
~㠊/㞚GṖ┺ “continue to”
~㠊/㞚G㭒┺ “do for (someone)”
~㠊/㞚G⌊┺ “do all the way completely”
~㠊/㞚G⋮┺ “have finished”
~㠊/㞚G⻚Ⰲ┺ “finish up/end up with”
~㠊/㞚G⏩┺ “do for later”
~㠊/㞚䞮┺ “be in the state of”
~㠊/㞚㰖┺ “become”
~ἶGⰦ┺ “end up doing”
Korean auxiliary verbs always appear after the main verb (or adjectives
for limited auxiliary verbs). In addition, the main verb is always conjugated
with ~㠊/㞚 (or ~ἶ for limited auxiliary verbs). The compounding process
takes the following pattern: [stem of the main verb ~㠊/㞚 plus an auxiliary verb]. ~㞚 is used after the stem that ends in 㞚 or 㡺 (e.g., 㺔┺ “find”
27
=> 㺔㞚G ⽊┺ “try looking for something”), while ~㠊 is used after the
stem that ends in all other vowels (e.g., Ⱒ✺┺ “make” => Ⱒ✺㠊G ⽊┺
“try making something”).
4
Auxiliary
verbs I
~㠊V㞚G
㠊V㞚G ⽊┺
⽊┺G G
When the verb ⽊┺ “see” is used as an auxiliary verb, it is used to express
“try (doing something)/experience.” It is used when a speaker tries doing
some action just once so that he/she can explore the consequences. For
instance, consider how the auxiliary verb ~㠊/㞚G ⽊┺ is used with the
main verb ⺆㤆┺ “learn.”
䞲ῃ㠊⯒G⺆㤢G⽛┞┺. “(I) try learning Korean.”
䞲ῃ㠊⯒G⺆㤢G⽛㔲┺. “(Let us) t