02 intermediate korean a 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
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.
ISBN 0-203-87590-7 Master e-book ISBN

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)
~(㦒)Ⳋ㍲, ~㧦Ⱎ㧦, ~┺ṖG 95
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

Index 279
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.”

⁎G⋾㧦ṖG䞲ῃG㌂⧢㧊㠞┺ “That man was a Korean.”
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G Ṗ. “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G Ṛ┺. “(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G Ṗ┞? “Do (you) go to the supermarket?”
1 㠎㩲G ṖỢGⶎ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G Ṗ⧒. “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⯒G Ⱎ㎪⧒.
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
11
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?”
㠊㩲G䞯ᾦ㠦G㢪㰖㣪? “(You) came to school yesterday, 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:
13
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GὋ䟃㠦㍲GⰢ⋮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.”
ⰺ㧒GἾ䝚⯒G⺆㤆⓪ῆ㣪. “(Oh, I see that he) learns golf everyday.
15
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
㡺⓮ today
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.