Intermediate Korean

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

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

© 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 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)

For my parents, James Ki Yong and Gloria Hye Ja Pyon

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.

v

CONTENTS

Preface ix

1 The intimate speech level and the plain speech level

~㠊/㞚, ~⓪/ච┺, ~┞/(㦒)⌦?, ~㞚/㠊⧒, ~㧦 1 2 Sentence-final endings ~㰖㣪, ~ῆ㣪, ~⍺㣪 11 3 Particles G ⽊┺, 㻮⩒, ṯ㧊, Ⱒ䋒, Ⱎ┺, Ⱎ㩖, 㫆㹾, ⹬㠦 19 4 Auxiliary verbs I ~㠊/㞚G㡺┺, ~㠊/㞚GṖ┺, ~㠊/㞚G⽊┺ 27 5 Auxiliary verbs II ~㠊/㞚G⌊┺, ~㠊/㞚G⻚Ⰲ┺, ~ἶGⰦ┺, ~㠊/㞚G㭒┺, ~㠊/㞚G✲Ⰲ┺ 33 6 Auxiliary verbs III

~㠊/㞚G⏩┺, ~㠊/㞚G⚦┺, ~㠊/㞚G㧞┺, ~㠊/㞚䞮┺,

~㠊/㞚㰖┺ 42 7 Clausal conjunctives (purpose or intention)

~(㦒)⩂, ~(㦒)⩺ἶ, ~☚⪳G 51 8 Clausal conjunctives (reasons and cause)

~㠊/㞚㍲, ~(㦒)┞₢, ~ⓦ⧒ἶ 61 9 Clausal conjunctives (conditions)

~(㦒)Ⳋ, ~㠊/㞚㟒, ~(㦒)ඥ㑮⪳, ~Ệ✶ 72 10 Clausal conjunctives (listing and choice)

~ἶ, ~(㦒)Ⳇ, ~Ệ⋮, ~✶㰖 85 11 Clausal conjunctives (time)

Contents

vi

12 Clausal connectives (background)

~⓪◆/(㦒)ච◆ 105 13 Clausal connectives (although)

~㰖Ⱒ, ~(㦒)⋮, ~㠊/㞚☚ 113 14 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 15 Passives and causatives

~㧊, ~䧞, ~Ⰲ, ~₆, ~㤆, ~ῂ, ~㿪, ~ỢG䞮┺ 129 16 The noun-modifying endings

~⓪, ~(㦒)ච, ~(㦒)ඥ 137 17 Describing the appearance of actions or states of affair

~⓪/(㦒)ච/(㦒)ඥGộGṯ┺, ~⓪/(㦒)ච/(㦒)ඥG⳾㟧㧊┺, G ~⓪/(㦒)ච/(㦒)ඥG ❅䞮┺, ~⋮/(㦒)චṖG⽊┺, ~㠊/㞚G⽊㧊┺G 146 18 Post modifiers I G ₎, 㩗, 㧒, ☯㞞, ☚㭧, 㭧, 䘎 157 19 Post modifiers II G ╖⪲, 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 21 Indirect question form

~⓪/(㦒)ච/(㦒)ඥ㰖 186 22 The retrospective suffix

~▪ 195 23 Nominalizing endings

~₆ and ~(㦒)ත 205 24 Direct and indirect quotation

~(㧊)⧒ἶG䞮┺, ~(ⓦ)ච┺ἶG䞮┺, ~ⓦ⌦ἶG䞮┺/ⶑ┺,

~(㦒)⧒ἶG䞮┺, ~㧦ἶG䞮┺ 219

Key to exercises 228

vii

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 mater-ials. For instance, a typical KFL textbook chapter may include model dia-logues, 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

explana-tions, 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.

viii

Preface 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 Depart-ment of East Asian Studies at the University at Albany, State University of New York, who were supportive of this project. I am grateful to anonym-ous 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 through-out 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 encour-agement, 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.

UNIT 1

The intimate speech level and

the plain speech level

1

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 address-ing 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:

Polite speech level Intimate speecsh level

Ṗ┺ “go” Ṗ㣪 Ṗ ⺆㤆┺ “learn” ⺆㤢㣪 ⺆㤢 Ṗ⯊䂮┺ “teach” Ṗ⯊㼦㣪 Ṗ⯊㼦 ⲏ┺ “eat” ⲏ㠊㣪 ⲏ㠊 䞮┺ “do” 䟊㣪 䟊 㧞┺ “have/exist” 㧞㠊㣪 㧞㠊 㧊┺ “be” 㧊㠦㣪 㧊㟒 㞚┞┺ “not be” 㞚┞㠦㣪 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

The intimate speech level and the plain speech level

2

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 into-nation 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” Ṛ┺

ⲏ┺ “eat” ⲏ⓪┺

Ὃ⿖䞮┺ “study” Ὃ⿖䞲┺

~┺ (for adjective and copula stems)

㿻┺ “cold” 㿻┺

₾⊭䞮┺ “clean” ₾⊭䞮┺

㧊┺ “be” 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.”

3

The plain speech level

Interrogative

~┞/(㦒)⌦? (for all predicate stems)

Ṗ┺G“go” Ṗ┞? (or Ṗ⌦?)

ⲏ┺G“eat” ⲏ┞? (or ⲏ⌦?)

Ὃ⿖䞮┺ “study” Ὃ⿖䞮┞? (or Ὃ⿖䞮⌦?)

㫡┺ “good” 㫡┞? (or 㫡⌦?) / 㫡㦒⌦? (for writing)

㿻┺ “cold” 㿻┞? (or 㿻⌦?) / 㿪㤆⌦? (for writing)

₾⊭䞮┺ “clean” ₾⊭䞮┞? (or ₾⊭䞮⌦?)

㧊┺ “be” 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” Ṗ⧒

ⲏ┺ “eat” ⲏ㠊⧒

Ὃ⿖䞮┺ “study” Ὃ⿖䟊⧒

Propositive (only for verb stems)

~㧦

Ṗ┺ “go” Ṗ㧦

ⲏ┺ “eat” ⲏ㧦

Ὃ⿖䞮┺ “study” Ὃ⿖䞮㧦

Note that the plain speech level imperative ending ~㠊⧒/㞚⧒Gand prop-ositive ending ~㧦 are used only for verb stems, and they are not conjugated for the tense.

1

The intimate speech level and the plain speech level

4

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

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

5 Key vocabulary for Unit 1 exercises ⹱┺ to receive ⹲ foot ⺆㤆┺ to learn ⻚Ⰲ┺ to throw away ⻚㓺 bus ⻪㧎Gcriminal ⽊⌊┺ to send

⽊┺ to see/to watch/to read アⰂ┺ to borrow 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

1

The intimate speech level and the plain speech level

6

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

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.” 1 ┺Ⰲ⯒ (Ị⍞┺) / imperative 2 ⶎ㦚 (㡊┺) / imperative 3 㹾⯒ (䕪┺) / propositive 4 㝆⩞₆⯒ (⻚Ⰲ┺)G/ declarative 5 㺓ⶎ㦚 (╁┺) / imperative 6 Ὃ㡆㦚G㧒㹣 (Ⱎ䂮┺) / imperative 7 㩧㔲⯒ (アⰂ┺) / propositive 8 ⹲㦚 (㞑┺) / declarative 9 㧒㹣 (㧦┺) / propositve 10 㧦㩚Ệ⯒ (䌖┺) / interrogative 11 ⓦ⋢㧊 (㫡┺) / declarative 12 ṫ㦮Ṗ (㨂⹎㧞┺) declarative

Exercise 1.2 7 13 䝚⧧㓺G㌂⧢ (㧊┺) /interrogative 14 㧒㦚 (䞮┺) / imperative 15 ἓ㺆ὖ㧊 (㞚┞┺) /interrogative 16 㰧㧊 (Ⲗ┺) / declarative 17 ㌂ὒṖ (╂┺) / declarative 18 ⲎⰂṖ (㞚䝚┺) / interrogative 19 䞮⓮㧊 (䦦Ⰲ┺) / declarative 20 ὒ㧒㧊 (㕇㕇䞮┺) / interrogative

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 㞚䂾㦚 (ⲏ┺) 2 㭧ῃ㠊⯒ (Ṗ⯊䂮┺) 3 ⑚⋮⯒ (₆┺Ⰲ┺) 4 ⶒ㦚 (Ⱎ㔲┺) 5 ㏢䙂⯒ (⹱┺) 6 㧒⽎㠊⯒ (⺆㤆┺) 7 ㌂ⶊ㔺㧊 (₾⊭䞮┺) 8 ⻚㓺Ṗ (ⓦⰂ┺) 9 䄺䞒Ṗ (⥾ỗ┺) 10 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 㠎㩲GṖỢGⶎ㦚 (╁┺) 2 㠊❪㍲G䂲ῂ⯒ (Ⱒ⋮┺) 3 㠎㩲 (⟶⋮┺) 4 㠊❪㍲ (Ὃ⿖䞮┺) 5 ╊⺆⯒ (䞒㤆┺) 6 㡊㐶⯒ (㺔┺)

1

The intimate speech level and the plain speech level 8 7 ⋶㝾Ṗ (➆⦑䞮┺) 8 㔲䠮㧊 (㠊⪋┺) 9 ₆⿚㧊 (⋮㊮┺) 10 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 ┺Ⰲ⯒ (Ị⍞┺) 2 㞚⧮⪲ (⌊⩺Ṗ┺) 3 Ṗ⹿㦚 (▮㰖┺) 4 㺓ⶎ㦚 (㡊┺) 5 㞚⻚㰖⯒ (➆⯊┺) 6 㞺✲⮮⯒ (⹕┺) 7 㟧Ⱖ㦚 (㔶┺) 8 ㎪䁶⯒ (㧛┺) 9 ㏦㦚 (㧷┺) 10 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.”

1 ㌂㰚㦚 (⽊⌊┺) 2 ⁎Ⱂ㦚 (⁎Ⰲ┺) 3 ⻪㧎㦚 (㧷┺) 4 㔶ⶎ㦚 (㧓┺) 5 㧒㦚 (Ⱎ䂮┺) 6 䌳㔲⯒ (䌖┺) 7 䄺䞒㑣㠦㍲ (䠺㠊㰖┺) 8 ⪲ⰾ㓺G㡗䢪⯒ (⽊┺) 9 㺛㦚 (㭒┺) 10 㝆⩞₆⯒ (⻚Ⰲ┺)

9

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┺)

1

The intimate speech level and the plain speech level

10

3 (Let us) clean the house. (㰧㦚G㼃㏢䞮┺)

4 Where do (you) meet Tom? (䐆㦚G㠊❪㍲GⰢ⋮┺) 5 Where did (you) go? (㠊❪㠦GṖ┺)

6 (He) quitted smoking. (╊⺆⯒G⊠┺) 7 The weather was clear. (⋶㝾ṖGⰧ┺) 8 Buy some wines. (㢖㧎㦚G㌂┺)

9 How long did (you) wait? (㠒Ⱎ⋮G₆┺Ⰲ┺)

10 (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 sen-tence 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 (I) major in economics. (ἓ㩲䞯㦚G㩚Ὃ䞮┺)

2 (He) traveled in Seoul last year. (㧧⎚㠦G㍲㤎㦚G㡂䟟䞮┺) 3 The coffee is hot. (䄺䞒ṖG⥾ỗ┺)

4 Is (he) a Canadian? (䃦⋮┺G㌂⧢㧊┺)

5 Was the subway convenient? (㰖䞮㻶㧊G䘎䞮┺) 6 Are (you) happy? (䟟⽋䞮┺)

7 Open the window. (㺓ⶎ㦚G㡊┺) 8 Throw the garbage. (㝆⩞₆⯒G⻚Ⰲ┺)

9 (Let us) have the confidence. (㧦㔶Ṧ㦚GṖ㰖┺) 10 (Let us) sing a song. (⏎⧮⯒G⿖⯊┺)

UNIT 2

Sentence-final endings

~

㰖㣪, ~ῆ㣪, ~⍺㣪

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Typical sentence-final endings are speech level endings, such as the defer-ential, 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 sentence-final 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 mes-sage 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?”

2 Sentence-final endings ~㰖㣪, ~ῆ㣪, ~⍺㣪 12

(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G⑚ῂ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 appoint-ment 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)?”

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:

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The sentence-final ending ~⍺㣪 ㍶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 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 straightfor-ward 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 speak-ing 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 con-jecture 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.”

2 Sentence-final endings ~㰖㣪, ~ῆ㣪, ~⍺㣪 14 ~㠞V㞮Ỷ⍺㣪G

~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 end-ing. 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.”

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Key vocabulary for Unit 2 exercises 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.” 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

2 Sentence-final endings ~㰖㣪, ~ῆ㣪, ~⍺㣪 16 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

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 Wendy is a Chinese, right? (㢶❪ṖG㭧ῃG㌂⧢㧊┺) 2 (They) meet Edward, right? (㠦✲㤢✲⯒GⰢ⋮┺) 3 (You) believe me, right? (⋮⯒G⹕┺)

4 The price is expensive, right? (Ṗỿ㧊G゚㕎┺)

5 (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 trans-late 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 㡺⓮G⋶㝾ṖG▻┺ 2 ἓ䂮ṖG㞚⯚╋┺ 3 ⹿㧊G㫆㣿䞮┺ 4 㰧㧊G㔲⊚⩓┺ 5 䄺䞒ṖGⰱ㧞┺

Exercise 2.3

Finish the following translation using ~㰖㣪 (suggestion) and the sentence cue provided in parenthesis, as shown in the example.

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Exercise 2.4 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 (How about we) go back home? (㰧㦒⪲G☢㞚Ṗ┺) 2 (How about we) order coffee? (䄺䞒⯒G㔲䋺┺)

3 (How about we) turn on the air conditioner? (㠦㠊䄾㦚G䅲┺) 4 (How about we) make a phone call to Linda? (Ⰶ┺䞲䎢G 㩚䢪⯒G

Ỏ┺)

5 (How about we) pay (them) by cash? (䡚⁞㦒⪲G㰖⿞䞮┺) 6 (How about we) buy a birthday card? (㌳㧒G䃊✲⯒G㌂┺) 7 (How about we) borrow a Korean movie? (䞲ῃG㡗䢪⯒GアⰂ┺) 8 (How about we) use the subway? (㰖䞮㻶㦚G㧊㣿䞮┺)

9 (How about we) invite Jodie’s friends as well? (㫆❪㦮G 䂲ῂ✺☚G 㽞╖䞮┺)

10 (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 (Oh, I see that) Chris snores. (䋂Ⰲ㓺ṖG䆪Ἶ┺)

2 (Oh, I see that) Abigail sings well. (㞚゚Ợ㧒㧊G⏎⧮⯒G㧮G䞮┺) 3 (Oh, I see that) Ronald is diligent. (⪲⋶✲ṖG⿖㰖⩆䞮┺)

4 (Oh, I see that) Diana went home from work. (┺㧊㠦⋮ṖG䑊⁒䟞┺) 5 (Oh, I see that) Lidia earned money. (Ⰲ❪㞚ṖG☞㦚G⻢㠞┺)

6 (Oh, I see 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

2 Sentence-final endings ~㰖㣪, ~ῆ㣪, ~⍺㣪 18 1 㫆㎟㧊G㰧㠦G㠜┺ 2 ⩞㧊㼒㧊Gₖ䂮⯒Gⲏ┺ 3 ┞䆲⧒㓺ṖG⋮䌞Ⰲ䞮ἶG㧊㟒₆䞮┺ 4 ◆㧊キ㧊G㞢⩟㓺㦮G䡫㧊┺ 5 㞂❪ṖG㞚㰗G㞞G㧦┺ 6 ⹿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 ⋮㡺⹎ṖG䕾㎮G⳾◎㧊┺ 2 㥶⩓㦒⪲G㔶䢒G㡂䟟㦚GṖ┺ 3 㡺䤚G`㔲㠦GṖỢ⯒G╁㞮┺ 4 䟊ⰂṖG⼖䢎㌂⪲G㧒䟞┺ 5 ⶒṖṖG゚㕎┺ 6 㠊㩲G⹿㧊G▪㤶┺

UNIT 3

Particles

⽊┺, 㻮⩒, ṯ㧊, Ⱒ䋒, Ⱎ┺, Ⱎ㩖,

㫆㹾, ⹬㠦

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⽊┺

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 interest-ing than that movie.”

3 Particles ⽊┺, 㻮⩒, ṯ㧊, Ⱒ䋒, Ⱎ┺, Ⱎ㩖, 㫆㹾, ⹬㠦 20

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⩒

㻮⩒ and ṯ㧊

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

Ⱒ䋒G

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.”

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Ⱎ┺

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

Ⱎ㩖 and 㫆㹾

㫆㹾

The particles Ⱎ㩖 or 㫆㹾 are used to express “even.” Consider the fol-lowing 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 follow-ing 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.”

3 Particles ⽊┺, 㻮⩒, ṯ㧊, Ⱒ䋒, Ⱎ┺, Ⱎ㩖, 㫆㹾, ⹬㠦 22

⹬㠦

⹬㠦G

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

₆┺Ⰲ┺ to wait ⌄㧶Gnap Ⱎ㔲┺Gto drink Ⱒ⋮┺Gto meet ⲏ┺ to eat ⿚Gminute ㌂ὒGapple ㌦⩂✲Gsalad ㌳ṗ䞮┺ to think ㏦┮Gcustomer/guest 㔲ṚGhour 㞚ザGdad 㠊Ⲏ┞Gmother 㠊㩲Gyesterday 㠎┞Golder sister 㠚ⰞGmom

Exercise 3.1 23 㧦┺ to sleep 㨂㯞 jazz 㫡㞚䞮┺ to like 㭒㓺Gjuice

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 pro-vided 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)

3 Particles ⽊┺, 㻮⩒, ṯ㧊, Ⱒ䋒, Ⱎ┺, Ⱎ㩖, 㫆㹾, ⹬㠦 24

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㎾

25

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 (I) take a walk every evening (㩖⎗G/G㌆㺛䞿┞┺) 2 Do (you) ski every winter? (Ỿ㤎G /G㓺䋺⯒G䌧┞₢?)

3 (We) went to the beach every summer (㡂⯚G /G⹪╍Ṗ㠦GṪ㔋┞┺) 4 Every store will be busy (ṖỢG/G⹪㊶GỆ㡞㣪)

5 (Let us) meet every night (⹺G/GⰢ⋿㔲┺)

6 Every supermarket sells juice (㓞䗒Ⱎ䅩G/G㭒㓺G/G䕪㞚㣪) 7 Each school has alma mater (䞯ᾦG/GᾦṖṖG㧞㠊㣪) 8 Each room had a window (⹿G /G㺓ⶎ㧊G㧞㠞㠊㣪)

9 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 Even Sabrina lied (㌂ぢⰂ⋮G/GỆ㰩Ⱖ㦚G䟞㠊㣪)

2 Even (my) older sister hid the fact (⑚⋮G/G㌂㔺㦚GṦ䀚㠊㣪) 3 Even the weather was cold (⋶㝾G/G㿪㤶㠊㣪)

4 Even my room was dark (㩲G⹿G /G㠊⚦㤶㠊㣪)

5 Even the air conditioner was broken (㠦㠊䄾G/Gἶ㧻⌂㠊㣪) 6 Even Matthew did not go to school (ⰺ䓲G/G䞯ᾦ㠦G㞞GṪ㠊㣪) 7 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)

3 Particles ⽊┺, 㻮⩒, ṯ㧊, Ⱒ䋒, Ⱎ┺, Ⱎ㩖, 㫆㹾, ⹬㠦 26

Exercise 3.6

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 ㌂ὒG㭒㓺ⰢGⰞ㎪㣪U 2 ㌦⩂✲ⰢGⲏ㠊㣪U 3 㠚Ⱎ⓪G㞚ザⰢG㫡㞚䟊㣪U 4 ㏦┮㧊G^GⳛⰢG㧞㠊㣪U 5 ⌄㧶㦚GXG㔲ṚⰢG㧮GỆ㡞㣪U 6 㠊Ⲏ┞ⰢG㌳ṗ䟞㠊㣪U 7 㨂㯞ⰢG㫡㞚䟞㠊㣪U 8 㠊㩲G\G㔲ṚⰢG㧺㠊㣪U 9 XWG⿚ⰢG₆┺ⰊGỆ㡞㣪U 10 㠎┞ⰢGⰢ⋶GỆ㡞㣪U

UNIT 4

Auxiliary verbs I

27

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 Auxiliary verbs

⽊┺ “see” ~㠊/㞚G⽊┺ “try (doing something)”

㡺┺ “come” ~㠊/㞚G㡺┺ “continue to”

Ṗ┺ “go” ~㠊/㞚GṖ┺ “continue to”

㭒┺ “give” ~㠊/㞚G㭒┺ “do for (someone)”

⌊┺ “produce” ~㠊/㞚G⌊┺ “do all the way completely”

⋮┺ “occur” ~㠊/㞚G⋮┺ “have finished”

⻚Ⰲ┺ “throw away” ~㠊/㞚G⻚Ⰲ┺ “finish up/end up with”

⏩┺ “put down” ~㠊/㞚G⏩┺ “do for later”

䞮┺ “do” ~㠊/㞚䞮┺ “be in the state of”

㰖┺ “become” ~㠊/㞚㰖┺ “become”

Ⱖ┺ “stop” ~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 auxili-ary verb]. ~㞚 is used after the stem that ends in 㞚 or 㡺 (e.g., 㺔┺ “find”

4

Auxiliary verbs I

28

=> 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”).

~

㠊V㞚G⽊┺

㠊V㞚G⽊┺GG

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) try learning Korean.”

䞲ῃ㠊⯒G⺆㤢G⽊㔲㰖㣪U “(Why don’t you try) learning Korean?” 䞲ῃ㠊⯒G⺆㤢G⽊㕃㔲㡺U “Try learning Korean.”

䞲ῃ㠊⯒G⺆㤢G⽺㔋┞┺U “(I) tried learning Korean.” 䞲ῃ㠊⯒G⺆㤢G⽒GỆ㡞㣪. “(I) will try learning Korean.”

Notice in the examples above that ~㠊/㞚G⽊┺ completes each expres-sion and carries all grammatical information, such as tense, sentence types, and honorifics. Here are more examples:

ₖ䂮⯒G ⲏ㠊G ⽺㠊㣪. “(I) tried eating kimchi” (lit. “I ate kimchi and saw what it was like”).

䝚⧧㓺㠦GṖG⽺㔋┞┺. “(I) have been to France.”

㡺䏶⹪㧊⯒G䌖G⽺㔋┞₢? “Have (you) tried riding a motorcycle?” ₖ䂮⯒Gⲏ㠊G⽊㎎㣪. “Please try (eating) kimchi.”

㫊㦚GⰢ⋮G⽊㕃㔲㡺. “Try to meet John.”

㩲Ⰲ䞲䎢G 㧒㦚G ⰷỾG ⽛㔲┺. “(Let us) try entrusting the task to Jerry.”

䞲ῃG㦢㔳㦚Gⲏ㠊G⽒GỆ㡞㣪. “(I) will try eating Korean food.” 䞲ῃGⰻ㭒⯒GⰞ㎪G⽒GỆ㡞㣪. “(I) will try drinking Korean beer.”

~

㠊V㞚G㡺┺VṖ┺

㠊V㞚G㡺┺VṖ┺G

Korean has two motion verbs 㡺┺ “come” and Ṗ┺ “go.” When these motion verbs are used as auxiliary verbs, both indicate that an action of the main verb is carried out continually. Since 㡺┺ “come” signifies the motion toward the speaker,G~㠊/㞚G㡺┺ is used to express an continuous action that comes toward the present, as shown below:

29

Key vocabulary for Unit 4 exercises 㰖⁞₢㰖G 䢒㧦G 㧮G ㌊㞚G 㢪㠊㣪. “Until now, (I) have lived alone

well.”

ₖ㌂㧻┮㧊G 䣢㌂⯒G 㧮G 㧊⊢㠊G 㢪㠊㣪. “President Kim has led the company well.”

㩖䧂⓪G㍶㌳┮GⰦ㝖㦚G⹕㠊G㢪㠊㣪. “As for us, (we) have believed the teacher’s word.”

On the other hand, Ṗ┺ “go” indicates the motion away from the speaker. Consequently, ~㠊/㞚GṖ┺ is used to express a continuous action that goes into the future.

✲⧒ⰞṖG⊳⋮GṖ㣪. “The drama is going to end.” Ṗ㦚㧊G₠㠊GṖ㣪. “Autumn is ripening.”

㌂㠛㧊G㧮G♮㠊GṖ㣪? “Does (your) business continue to do well?” 㞚㧊ṖG 㠚Ⱎ⯒G ╄㞚G Ṗ㣪. “The child continues to take after (her) mother.”

Exercises

Key vocabulary for Unit 4 exercises

Ṗ┺ to go Ṗ⯊䂮┺ to teach Ṗ㩫 family Ṧ₆ a cold/flu ἶ䂮┺ to fix ⊳⋮┺ to end/to finish

⌁┺ to get well/to recover from (illness) ⏒ⶎ thesis ⓯┺ to grow older ┺ all ☚㧦₆ ceramics Ⱒ✺┺ to make ⲏ┺ to eat ⶒ water ⹪∎┺ to change ⼧㤦 hospital ㌆ mountain ㌊┺ to live 㝆┺ to use/to write 㡂㧦 woman 㡗㠊 English 㢂⧒Ṗ┺ to climb/to go up

4 Auxiliary verbs I 30 㦢㔳 food 㧊㩲 now 㧎☚ India 㧛┺ to wear

㩚䢪䞮┺ to make a phone call

㩞㟓䞮┺ to economize on/to save/to be thrifty 㫆⁞㝿 little by little

䂲ῂ friends

䞲⽋ traditional Korean clothes 䟊 a year/the sun

䟟⽋䞮┺ to be happy 䠺㠊㰖┺ to break up 䢒㧦 alone

Exercise 4.1

Conjugate the predicate using ~㠊/㞚G⽺㔋┞┺ as shown in the example. Then translate the sentence.

Example: 㰧㠦GṖ┺

= 㰧㠦GṖG⽺㔋┞┺. “(I) have been to the house.”

1 㧎☚G㦢㔳㦚Gⲏ┺ 2 ☚㧦₆⯒GⰢ✺┺ 3 䞲⽋㦚G㧛┺ 4 ⻶㧊㰫㠦GṖ┺ 5 ⼧㤦㠦G㩚䢪䞮┺

Exercise 4.2

Conjugate the predicate using ~㠊/㞚G⽺㔋┞₢? as shown in the example. Then translate the sentence.

Example: 㠮゚㓺㦮G⏎⧮⯒G✹┺

= 㠮゚㓺㦮G⏎⧮⯒G✺㠊G⽺㔋┞₢?

“Have (you) tried listening to Elvis’ song?”

1 ⶊ㡃G䣢㌂㠦㍲G㧒䞮┺

2 ⋰㔲⯒G䞮┺

3 䌖㧊G㦢㔳㦚Gⲏ┺

4 䞲ῃ㠊⯒G⺆㤆┺

31

Exercise 4.3

Exercise 4.3

Conjugate the predicate using ~㠊/㞚G⽊㕃㔲㡺, as shown in the example. Then translate the sentence.

Example: 㣪Ṗ⯒G䞮┺

= 㣪Ṗ⯒G䟊G⽊㕃㔲㡺. “Try doing yoga.”

1 㡗㠊⯒GṖ⯊䂮┺ 2 ㌆㦚G㢂⧒Ṗ┺ 3 㞚䕢䔎㠦㍲G㌊┺ 4 㡂㧦䂲ῂ⧧G䠺㠊㰖┺ 5 䅊䜾䎆⯒Gἶ䂮┺

Exercise 4.4

Conjugate the predicate using ~㠊/㞚G ⽛㔲┺, as shown in the example. Then translate the sentence.

Example: ☚㍲ὖ㠦GṖ┺

= ☚㍲ὖ㠦GṖG⽛㔲┺. “(Let us) try going to the library.”

1 ₆☚䞮┺ 2 ㍶㌳┮䞲䎢G⿖䌗䞮┺ 3 㹾⯒Gἶ䂮┺ 4 ῂⲣ㦚GⰟ┺ 5 㠦㠊䄾㦚G䅲┺

Exercise 4.5

Finish the following translation using ~㠊/㞚G ⽊┺ and the sentence cue provided in parenthesis, as shown in the example.

Example: “(I) tried (doing) bungee jumping” (⻞㰖㩦䝚⯒G䞮┺) = ⻞㰖㩦䝚⯒G䟊G⽺㔋┞┺.

1 (I) have been to Africa (㞚䝚Ⰲ䃊㠦GṖ┺)

2 (I) will try to study the Korean language (䞲ῃ㠊⯒GὋ⿖䞮┺) 3 (I) tried drinking Korean beer (䞲ῃGⰻ㭒⯒GⰞ㔲┺)

4 Have (you) been to Sweden? (㓺㤾◊㠦GṖ┺) 5 Have (you) tried playing a guitar? (₆䌖⯒G䂮┺)

6 Try to memorize (her) home phone number (㰧G 㩚䢪G ⻞䢎⯒G 㣎㤆 ┺)

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Auxiliary verbs I

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7 Try (using) the massage machine (Ⱎ㌂㰖G₆Ἒ⯒G㌂㣿䞮┺) 8 Try making Korean friends (䞲ῃG㌂⧢䞮ἶG㌂‖┺)

9 (Let us) try to learn cooking (㣪Ⰲ⯒G⺆㤆┺)

10 (Let us) try to repair the computer (䅊䜾䎆⯒Gἶ䂮┺)

Exercise 4.6

Finish the following translation using ~㠊/㞚G Ṗ┺ (or ~㠊/㞚G 㡺┺) and the sentence cue provided in parenthesis, as shown in the example. Example: “Ice is melting” (㠒㦢㧊G⏏┺)

= 㠒㦢㧊G⏏㞚GṖ㣪.

1 (My) older brother brought good news (䡫㧊G㫡㦖G㏢㔳㦚G㩚䞮┺) 2 The dog has run toward this way (ṲṖG㧊㴓㦒⪲G╂Ⰲ┺)

3 William has suffered from a cold (㥢Ⰲ㠚㧊GṦ₆⪲Gἶ㌳䞮┺)

4 (They) have been receiving help from Robert (⪲⻚䔎⪲⿖䎆G ☚㤖㦚G ⹱┺)

5 Water is getting frozen (ⶒ㧊G㠒┺)

Exercise 4.7

Conjugate the predicate using ~㠊/㞚GṖ┺, as shown in the example. Then translate the sentence.

Example: 㡗䢪ṖG⊳⋮┺ (declarative)

= 㡗䢪ṖG⊳⋮Gṧ┞┺. “The movie is going to end.”

1 㤆ⰂG䞶Ⲏ┞⓪G䟊Ⱎ┺G⓯┺ (declarative)

2 㧊㩲⿖䎆G䢒㧦G㌊┺ (interrogative)

3 䟟⽋䞲GṖ㩫㦚GⰢ✺┺ (imperative)

4 ⶒ㦚G㩞㟓䞮┺ (propositive)

UNIT 5

Auxiliary verbs II

33

~

㠊V㞚G⌊┺

㠊V㞚G⌊┺G

The verb ⌊┺ means “produce/put forth” as in 㣿₆⯒G⌊㎎㣪 “Put forth courage” or ㏣⩻㦚G ⌊㎎㣪 “Speed up” (lit. “Produce speed”). However, as an auxiliary verb, ~㠊/㞚 ⌊┺ means “do all the way (to the very end).” It is used to express that although a certain task/action is troublesome or difficult, he/she completes the action to the very end (or does all the way). Compare the following two examples:

䞮⬾Ⱒ㠦G㺛㦚G㧓㠞㠊㣪. “(I) read the book within a day.”

䞮⬾Ⱒ㠦G㺛㦚G㧓㠊G⌞㠊㣪. “(I) read the book (to the very end) within a day.”

Notice that the first sentence simply indicates that the speaker finished reading the book in one day. On the other hand, the second sentence with ~㠊/㞚G ⌊┺ implies that although reading the book within a day was a difficult task, the speaker did it anyway. Here are more examples:

䢒㧦G ἶ㌳㦚G ἂ◢G ⌞㔋┞┺. “(He) endured hardship alone (all the way).”

ἆῃG㰖ṧ㦚G㺔㞚G⌞㠊㣪. “Finally, (I) found the wallet.”

Z ⎚㞞㠦G䞯㥚⯒G➆G⌞㠊㣪. “(He) got the degree within three years.” ἆῃG 㩚ῂ⯒G Ⱒ✺㠊G ⌞㔋┞┺. “Eventually, (he) made an electric bulb.”

~

㠊V㞚G⻚Ⰲ┺

㠊V㞚G⻚Ⰲ┺G

The verb ⻚Ⰲ┺ means “throw (it) away/dismiss/abandon,” as shown in the following examples:

㠊㩲G㡱G㌂㰚✺㦚G⻚⪎㠊㣪. “Yesterday, (I) discarded old pictures.” ⁎⎖ṖG⋾䘎㦚G⻚⪎㠊㣪. “She abandoned (her) husband.”

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Auxiliary verbs II

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⌊㧒₢㰖G㝆⩞₆⯒G⻚Ⰲ㎎㣪. “Throw the garbage away by tomorrow.” 䂲ῂ⯒G 㥚䟊㍲G ⳿㑾㦚G ⻚ⰊG Ệ㡞㣪. “(I) will lay down (my) life for (my) friend.”

However, as an auxiliary verb ~㠊/㞚G ⻚Ⰲ┺ means “do completely/ end up doing/get (it) done.” Compare the following sentences:

⌊㧒G䘎㰖⯒G⿖䂮㎎㣪. “Send the letter tomorrow.” ⌊㧒G䘎㰖⯒G⿖㼦G⻚Ⰲ㎎㣪. “Send the letter tomorrow.”

The basic meanings of both sentences are the same. However, the mes-sage of the second sentence is stronger than the first sentence, since ~㠊/㞚G⻚Ⰲ┺ adds the meaning of “completeness of the action.”

~㠊/㞚G ⻚Ⰲ┺ is similar to ~㠊/㞚G ⌊┺ in a sense that both are used to indicate the completeness of an action. However, unlike ~㠊/㞚G ⌊┺, ~㠊/㞚G ⻚Ⰲ┺ does not imply that the completed action was a difficult task. Instead, depending on the context, ~㠊/㞚G⻚Ⰲ┺ is used to express a sense of regret or relief. Consider the following examples:

㰖ṧ㦚G㧙㠞㠊㣪. “(I) lost (my) wallet.” 㰖ṧ㦚G㧙㠊G⻚⪎㠊㣪. “(I) lost (my) wallet.”

Losing a wallet is undesirable. Consequently, ~㠊/㞚G⻚Ⰲ┺ in the sec-ond sentence adds the sense of regret, while the first sentence simply states the past action. It indicates that losing a wallet is not what the speaker had expected or wished for. Here are more examples that may denote a sense of regret:

ἆῃG㤎㠊G⻚⪎㠊㣪U “(She) finally cried.”

☞㦚G┺G㖾G⻚⪎㠊㣪. “(I) used up all of (my) money.”

⋮㡺⹎ṖGἆῃG⹎ῃ㠦GṖG⻚⪎㠊㣪. “Naomi finally went to America.” 㩲G⋾☯㌳㧊G⻢㖾G┺Gⲏ㠊G⻚⪎㠊㣪. “My younger brother already ate (them) all.”

⁞⿫㠊ṖG㭓㠊G⻚⪎㠊㣪. “The gold fish died.”

~㠊/㞚G⻚Ⰲ┺ can also signify a sense of relief. Consider the following two sentences:

㑯㩲⯒G⊳⌞㠊㣪. “(I) finished (my) homework.” 㑯㩲⯒G⊳⌊G⻚⪎㠊㣪. “(I) finished (my) homework.”

Notice that the referential messages of both sentences are the same. However, ~㠊/㞚G⻚Ⰲ┺ in the second sentence adds a sense of relief since the task (e.g., doing homework) has come to an end. Here are more examples that indicate a sense of relief:

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~ἶGⰦ┺ 㞚䝞G ₆㠋㦚G 㰖㤢G ⻚⪎㠊㣪. “(I) erased the painful memory

(completely).”

㔶㣿G 䃊✲G グ㦚G ┺G Ṱ㞚G ⻚⪎㠊㣪. “(I) paid all of (my) credit card debt.”

~

ἶGⰦ┺

ἶGⰦ┺

The verb Ⱖ┺ means “stop,” as in ⑞㧊G㡺┺ṖGⰦ㞮㠊㣪 “(It) snowed but then (it) stopped.” However, as an auxiliary verb, ~ἶG Ⱖ┺ means “end up (doing),” and it implies that the completed action is against the subject’s intention or wish. It is used when the action is carried out despite the subject’s previous effort or wishes against the completed action. Compare the following two sentences:

㹾G㌂ἶ⪲G㭓㠞㠊㣪. “(He) died because of the car accident.”

㹾G ㌂ἶ⪲G 㭓ἶG Ⱖ㞮㠊㣪. “(He) ended up dying because of the car accident.”

Notice that the completed action (dying) is against the subject’s will. Here are more examples:

⑚⋮⓪G䞲ῃ㠦G☢㞚ṖἶGⰦ㞮㠊㣪. “As for (my) older sister, (she) ended up returning to Korea.”

㑶㠦G䀾䞮ἶGⰦ㞮㠊㣪. “(We) ended up drunk.”

㏢䕢㠦G 䄺䞒⯒G 㘵ἶG Ⱖ㞮㠊㣪. “(I) ended up spilling coffee on the sofa.”

☢⿖Ⰲ㠦GỎ⩺G⍮㠊㰖ἶGⰦ㞮㠊㣪. “(I) ended up tripping on the jagged edge of a stone.”

㹾G㞞㠦㍲G㧶㧊G✺ἶGⰦ㞮㠊㣪. “(I) ended up falling asleep in the car.” 㩚㨗㧊GἆῃG䎆㰖ἶGⰦ㞮㔋┞┺. “The war finally broke out.”

⓼ỢG㧦ἶGⰦ㞮㠊㣪. “(I) ended up going to bed late.”

~

㠊V㞚G㭒┺

㠊V㞚G㭒┺

The verb 㭒┺ means “give,” as shown in the following examples: 㫆㰖䞲䎢G㺛㦚G㮂㠊㣪. “(I) gave the book to George.”

ⰺ╂G㡂☯㌳䞲䎢G㣿☞㦚G㭮㣪. “(I) give pocket money to (my) younger sister every month.”

㓺䕆て㧊GⰂ㌂䞲䎢G↙㦚G㭚GỆ㡞㣪. “Steven will give flowers to Lisa.” However, as an auxiliary verb, ~㠊/㞚G 㭒┺ means “do something as a favor (for someone).”

5

Auxiliary verbs II

36

䕪┺ “sell” 䕪㞚G㭒┺ “sell (something for someone)”

Ṗ⯊䂮┺ “teach” Ṗ⯊㼦G㭒┺ “teach (something for someone)” ⹕┺ “believe” ⹕㠊G㭒┺ “believe (something for someone)” Compare the following two sentences:

◆㧊キ㧊G䕢䕆㠦G㢪㠊㣪. “David came to the party.”

◆㧊キ㧊G䕢䕆㠦G㢖G㮂㠊㣪. “David came to the party” (lit. “David did a favor for somebody by coming to the party”).

Notice that the first sentence simply expresses that David came to the party. On the other hand, the second sentence signifies that David came to the party for the benefit of the speaker or somebody. Here are more examples:

䂲ῂ✺㧊G㦢㔳㦚Gⰱ㧞ỢGⲏ㠊G㮂㠊㣪. “(My) friends ate the food with gusto (for me).”

㞺㍲┞ṖG ㍶ⶒ㦚G ⽊⌊G 㮂㠊㣪. “Anthony sent (her) the present (for me).”

㩲ṖGⶎ㦚G㡊㠊G㭚Ợ㣪. “I will open the door (for you).”

⪲⧒ṖG㔲Ἒ⯒G㌂G㭚GỆ㡞㣪. “Laura will buy (me) a bag (for me).” However, one can optionally use 㥚䟊㍲ “on the behalf of” when wish-ing to explicitly state who the beneficiary was.

⋾㧦G䂲ῂ⯒G㥚䟊㍲Gⰱ㧞⓪G㩦㕂㦚GⰢ✺㠊G㮂㠊㣪. “(She) made deli-cious lunch for (her) boyfriend.”

㤆Ⰲ⯒G 㥚䟊㍲G ⼧㤦㠦G 㢖G 㭒㎾㠊㣪. “(He) came to the hospital for us.”

~㠊V㞚G✲Ⰲ┺G vs. ~㠊V㞚G㭒┺

Meanwhile, if the beneficiary of the action is an esteemed person (e.g., a higher person in age or social status), ~㠊/㞚G ✲Ⰲ┺ is used instead of ~㠊/㞚G㭒┺. Compare the following two sentences:

(O) 䞶Ⲏ┞℮G㔲Ἒ⯒G㌂G✲⪎㠊㣪. “(I) bought a watch for (my) grand-mother.”

(X) 䞶Ⲏ┞℮G 㔲Ἒ⯒G ㌂G 㮂㠊㣪. “(I) bought a watch for (my) grand-mother.”

The second sentence with ~㠊/㞚G 㭒┺ is inappropriate since the beneficiary of the action is an esteemed person (e.g., grandmother). Here are more examples:

37

Key vocabulary for Unit 5 exercises 㞚⻚㰖℮G 㞚䂾㦚G Ⱒ✺㠊G ✲⪎㠊㣪. “(I) made breakfast for (my)

father.”

㞞ⰞG䟊G✲ⰊỢ㣪. “(I) will massage (your back).”

㢖㧎㦚G㌂G✲ⰂἶG㕌㠊㣪. “(I) want to buy wine (for him).”

Requesting ~㠊V㞚G㭒㎎㣪

The verb 㭒㔲┺ is the honorific form of 㭒┺. ~㠊/㞚G㭒㎎㣪 is used when requesting something politely. It is equivalent to “please do (something for me/someone).” Compare the following two sentences:

㧶₦G₆┺Ⰲ㎎㣪. “Please wait a moment.”

㧶₦G₆┺⩺G㭒㎎㣪. “Please wait a moment (for me).”

Both sentences can be used for requesting. However, the second sentence with ~㠊/㞚G㭒㎎㣪 is more polite than the first sentence. Here are more examples:

┺⯎G ㌂㧊㯞⪲G ⹪∪G 㭒㎎㣪. “Please exchange (this) with a different size (for me).”

㹾⯒G 㞴㦒⪲G 㤖㰗㡂G 㭒㎎㣪. “Please move (your) car forward (for me).”

ἽG㧒㦚G⊳⌊G㭒㎎㣪. “Please finish (your) work soon (for me).” 㺛㦚G䋂ỢG㧓㠊G㭒㎎㣪. “Please read the book aloud (for me).”

Exercises

Key vocabulary for Unit 5 exercises

ṖỢ store

Ṗ┺ to go ἶ₆ meat

ἶ㧻㧊G⋮┺ to get out of order ῂ⼚䞮┺ to distinguish ΐ┺ to roast ⁎Ⰲ┺ to paint/to draw ⁎Ⱂ painting/picture ⁞ gold ₎ road/street ⋮㡺┺ to come out ⋾㧦 man ⏎⧮ song ╁┺ to close

5 Auxiliary verbs II 38 ⡦ again Ⱒ✺┺ to make ⶎ door ⹎⊚⩂㰖┺ to slide/to glide ⹪∎┺ to change ⹱┺ to receive

⿖⯊┺ to sing/to call out ゚⹖ secret

㔲䋺┺ to order/to force (a person to do) 㕎㤆┺ to fight/to dispute (with)

㝆┺ to write/to use 㠎┞ older sister 㡊┺ to open 㢍 clothes 㦖 silver 㧓┺ to read 㩚❇ electric lamp 㩚䢪₆ telephone 㩦㕂 lunch 㰖㤆┺ to erase 㹾 car 㺓ⶎ window 㺛 book 䂲ῂ friend

䃦┺ to dig into/to unearth 䅲┺ to light/to switch on 䕢㧒 file 䕪┺ to sell 䘎㰖Gletter 䞯ᾦ school 䠺㠊㰖┺ to break up 䡫 older brother 䢪⌊┺ to get angry

39

Exercise 5.1

Exercise 5.1

Finish the following translation using ~㠊/㞚G ⌊┺ and the sentence cue provided in parenthesis, as shown in the example.

Example: “(He) extracted the tooth.” (㧊⯒Gㆧ┺) = 㧊⯒Gㆧ㞚G⌞㠊㣪.

1 (She) caught a big fish (䋆Gⶒἶ₆⯒G⋰┺) 2 (They) dammed up the river (ṫⶒ㦚GⰟ┺) 3 (We) got the project (䝚⪲㩳䔎⯒G➆┺) 4 (He) received the money (☞㦚G⹱┺) 5 (I) wrote the thesis (⏒ⶎ㦚G㝆┺)

Exercise 5.2

Conjugate the predicate using ~㠊/㞚G⌊┺, as shown in the example. Then translate the sentence.

Example: 㧒㦚G䞮┺

= 㧒㦚G䟊G⌞㠊㣪. “(He) did the work.”

1 ゚⹖㦚G䃦┺ 2 㩚䢪₆⯒GⰢ✺┺ 3 ἶ₆⯒Gΐ┺ 4 ⁞䞮ἶG㦖㦚Gῂ⼚䞮┺ 5 ⁎Ⱂ㦚G⁎Ⰲ┺

Exercise 5.3

Finish the following translation using ~㠊/㞚G⻚Ⰲ┺ and the sentence cue provided in parenthesis, as shown in the example.

Example: “(I) sold the house yesterday.” (㠊㩲G㰧㦚G䕪┺) = 㠊㩲G㰧㦚G䕪㞚G⻚⪎㠊㣪.

1 Andrew took pictures (㞺✲⮮ṖG㌂㰚㦚G㹣┺)

2 Sara borrowed the notebook (㌂⧒ṖG⏎䔎⿗㦚GアⰂ┺) 3 (We) used all the money (☞㦚G┺G㝆┺)

4 Kevin watched the drama till the end (䅖ゞ㧊G ✲⧒Ⱎ⯒G ⊳₢㰖G ⽊┺)