Journal articles: 'Korean language – Grammar'

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Ree, Joe J., and Hansol H. B. Lee. "Korean Grammar." Modern Language Journal 74, no. 4 (1990): 537. http://dx.doi.org/10.2307/328560.

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Yoo, Haejun. "Similar Grammar in Korean Language as Pedagogical Grammar." Journal of Language & Literature 85 (March 31, 2021): 425–49. http://dx.doi.org/10.15565/jll.2021.03.85.425.

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Yoo, Haejun. "A Study on the Method of Presenting Grammar Items in Korean Language Education." Studies in Modern Grammar 116 (December 24, 2022): 171–84. http://dx.doi.org/10.14342/smog.2022.116.171.

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The grammar covered in Korean language education is different from the grammar category covered in Korean language education for native speakers. In this regard, although the subject of education is different, there are two positions that the grammar categories required for education should be set differently because the subject of education is different from the position that the grammar categories taught in schools should be unified equally. Just by looking at the position on Korean grammar, one can see differences in perception of Korean language education for foreigners and Korean language education for native speakers.. In this study, all of these differences cannot be summarized. However, by mentioning these discussions, I think it can be an opportunity to think about setting the category of educational grammar necessary for Korean language education. For this reason, this paper examines the categories and forms of grammar items covered in Korean language education and summarizes the terms used as references.

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Shin, Gi-Hyun. "Interpersonal grammar of Korean." Interpersonal Meaning 25, no. 1 (August 10, 2018): 20–53. http://dx.doi.org/10.1075/fol.17017.shi.

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Abstract This paper provides an account of interpersonal resources in Korean from the perspective of Systemic Functional Linguistics. The focus is upon the paradigmatic interdependency of addressee deference, mood, stance and politeness, and the syntagmatic interaction of their realisations with polarity, modality, vocation and the participant deference in this language. Specifically, this paper puts two arguments forward. One is that the system of formality is fundamental in Korean. The system has two choices: formal and informal. mood and addressee deference belong to formal resources, and involve power-oriented language use. stance and politeness are informal resources, and involve solidarity-oriented language use. The other argument is that realisations of interpersonal resources are scattered across ranks in Korean. The paper advocates SFL’s top-down paradigmatic perspective, which enables us to pull resources together in an account that formalises their interdependency while respecting their divergent realisations.

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Kang, Beom-Mo. "The Grammar and Use of Korean Reflexives." International Journal of Corpus Linguistics 6, no. 1 (December 17, 2001): 134–50. http://dx.doi.org/10.1075/ijcl.6.1.06kan.

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This paper discusses the relationship between grammar as linguistic knowledge, as envisaged in Generative Grammar, and usage, the result of performance. In concrete, I analyze the use of Korean reflexives ‘caki’, ‘casin’, and ‘cakicasin’ by examining the occurrences of these reflexives in a 5-million-word Korean corpus, taken from a 10-million-word Korean corpus which is called “KOREA-1 Corpus”, compiled at Korea University (H. Kim and B. Kang 1996). This corpus is composed of various genres of Korean texts including 10% of spoken material. From the KWIC concordances of accusative forms of these reflexives, ‘cakilul, casin-ul, cakicasin-ul’, I examined whether a reflexive has a local antecedent or a long-distance antecedent. The result is that ‘caki’ is almost even in having local and long-distance antecedents, but ‘casin’ has more and ‘cakicasin’ has much more local antecedents. I also examined the thematic roles of the local antecedents of reflexives, which shows that ‘casin’ has relatively more Experiencer antecedents than ‘caki’ has, although in both cases Agent antecedents dominate. The outcome of this frequency analysis suggests that a tendency (probably not yet grammaticalized), or degree of “naturalness” is real and can be captured in the usage data provided that we have a sizable amount of material which can be handled in an efficient way as provided by the corpus linguistic method of the present day. At the least, the result of such an investigation can provide a solid base from which further theorizing may proceed.

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김의수. "Analytic Grammar and Korean Language Education." 한국어문교육 ll, no. 24 (February 2018): 129–59. http://dx.doi.org/10.24008/klle.2018..24.005.

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Schachter, Jacquelyn. "On the issue of completeness in second language acquisition." Interlanguage studies bulletin (Utrecht) 6, no. 2 (December 1990): 93–124. http://dx.doi.org/10.1177/026765839000600201.

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The issue of completeness in adult second language acquisition is critical in the development of a theory of second language acquisition. Assuming the Chomskyan definition of core grammar as being those aspects of the language determined by the interaction of the innately specified Universal Grammar and the input to which the learner is exposed, we need to ask if it is possible for an adult learner of a second language to attain native-speaker competence in the core aspects of the grammar of the second language. This paper examines evidence for presence or absence of one principle of UG, Subjacency, in the grammars of groups of proficient nonnative speakers of English. There are three groups whose native languages - Korean, Chinese, Indonesian - differ from English with regard to Subjacency, Korean showing no evidence of it, Chinese and Indonesian showing partial evidence of it. There is one group whose native language, Dutch, shows the full range of Subjacency effects that English does. If all groups show the same Subjacency effects in English that native speakers do, then it must be the case UG is still available for adult second language learning and completeness in second language grammars is possible; if not, then completeness cannot be included as a possible characteristic of adult second language acquisition. Proficient nonnative university students with the above native languages were given grammaticality judgement tests on a set of sentences containing a variety of structures (islands) and Subjacency violations involving those structures. Analysis showed that though all groups were able to correctly judge grammatical sentences (containing islands) as grammatical, only the Dutch group was able to correctly judge ungrammatical sentences (containing Subjacency violations) as ungrammatical; the Korean subjects performed randomly on this task. This native language effect was shown not to be due to attribute variables, such as age of first exposure to English, number of months in an English-speaking country, number of years of English study, etc. The results support the conclusion that completeness is not a possible property of adult-acquired grammars since adults no longer have access to UG for the second language learning process.

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Han, Chung-hye, Julien Musolino, and Jeffrey Lidz. "Endogenous sources of variation in language acquisition." Proceedings of the National Academy of Sciences 113, no. 4 (January 11, 2016): 942–47. http://dx.doi.org/10.1073/pnas.1517094113.

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A fundamental question in the study of human language acquisition centers around apportioning explanatory force between the experience of the learner and the core knowledge that allows learners to represent that experience. We provide a previously unidentified kind of data identifying children’s contribution to language acquisition. We identify one aspect of grammar that varies unpredictably across a population of speakers of what is ostensibly a single language. We further demonstrate that the grammatical knowledge of parents and their children is independent. The combination of unpredictable variation and parent–child independence suggests that the relevant structural feature is supplied by each learner independent of experience with the language. This structural feature is abstract because it controls variation in more than one construction. The particular case we examine is the position of the verb in the clause structure of Korean. Because Korean is a head-final language, evidence for the syntactic position of the verb is both rare and indirect. We show that (i) Korean speakers exhibit substantial variability regarding this aspect of the grammar, (ii) this variability is attested between speakers but not within a speaker, (iii) this variability controls interpretation in two surface constructions, and (iv) it is independent in parents and children. According to our findings, when the exposure language is compatible with multiple grammars, learners acquire a single systematic grammar. Our observation that children and their parents vary independently suggests that the choice of grammar is driven in part by a process operating internal to individual learners.

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Mukaromah, Dyah. "A COMPARATIVE STUDY BETWEEN KOREAN AND JAVANESE QUANTIFIER AND THE APPLICATION IN SENTENCES." International Journal of Business, Humanities, Education and Social Sciences (IJBHES) 1, no. 1 (June 26, 2019): 1–6. http://dx.doi.org/10.46923/ijbhes.v1i1.18.

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Abstract— A language without grammar is a body without soul. Grammar truly holds an essential part in a language. In grammar, there is one important part which is said to be quantifier. Quantifier is specific words used to count numbers of an object. Such as found in the phrases, two pages letter, three bars of chocolate, etc. Quantifier is widely used in plenty languages, yet not all languages. There are several languages which do not recognise the system of counting object using quantifier. Those languages only use substitute words having the same function as quantifier. This paper explain a comparative study between language which use quantifier (in this case Korean) and language which do not use quantifier (Javanese), yet use substitute words instead. The differences then compared in the view of how it is applied in the sentences in each language.

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Smith, John, and Samuel E. Martin. "A Reference Grammar of Korean." Language 70, no. 1 (March 1994): 214. http://dx.doi.org/10.2307/416778.

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Lee, Jiyong. "한국어 원인ㆍ이유 연결형 문법ㆍ표현의 기계번역 양상 —카카오아이, 구글, 파파고 번역기를 중심으로—." Studies in Modern Grammar 115 (September 30, 2022): 207–26. http://dx.doi.org/10.14342/smog.2022.115.207.

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Jiyong Lee. 2022. A Study on Machine Translation Aspects of Korean Cause and Reason Connection Grammar and Expression Items: Focusing on Kakaoi, Google, and Papago Translator. Studies in Modern Grammar 115, 207-226. Along with the 4th Industrial Revolution, the era of artificial intelligence has arrived. Artificial intelligence technology is already actively being used in many areas that were considered to be areas that only humans could do. A representative example of this situation is an artificial intelligence-based translator. As time goes by, it is obvious that a high-performance translator will be developed. However, it is time to discuss how translators can be used for learning foreign languages. Therefore, this study aims to examine how the items presented as similar grammar items in Korean language education are calculated in the artificial intelligence translator. Korean similar grammar items are one of the most difficult for teachers and learners in the field of Korean grammar education. This is because grammar items with similar functions exist in various forms. This study aims to analyze how equivalent grammar items that perform these similar functions are realized through machine translation. The results presented in three types of translators are compared, and furthermore, the accuracy is determined by using the reverse translation method. Based on these research contents, it is expected that it is possible to think about the parts to be supplemented in machine translation and the parts to be considered when using them in Korean language education.

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AKULOV, Alexander. "Prefixation Ability Index and Verbal Grammar Correlation Index prove the reality of Buyeo group." Acta Linguistica Asiatica 6, no. 1 (June 29, 2016): 81–97. http://dx.doi.org/10.4312/ala.6.1.81-97.

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All suggestions about reality of Buyeo group were based on the representation of a language as a heap of lexemes: such method allows different scholars to make different conclusions and doesn't suppose verification. Language is first of all structure/grammar, but not a heap of lexemes, so methods of comparative linguistics should be based on comparison of grammars. Prefixation Ability Index (PAI) and Verbal Grammar Correlation Index (VGCI) are typology based tools of comparative linguistics. PAI allows us to see whether languages are potentially related: if values of PAI differ more than fourfold, it's a sign of unrelatedness, if PAI values differ less than fourfold, there is a possibility for some further search to find proves of relatedness. VGCI completely answers questions about relatedness/unrelatedness: if VGCI value is 0.4 and more then languages are related, if VGCI is 0.3 and less then languages are unrelated. PAI of Japanese is 0.13, PAI of Korean is 0.13; it means they can be related. VGCI of Japanese and Korean is 0.57, it's almost the same as VGCI of English and Afrikaans that is 0.56, so it means that Japanese and Korean belong to the same group, but not just to the same family.

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Yang, Myung-hee. "The Standard Korean Grammar in Teaching Korean as Foreign Language." Korean Linguistics 86 (February 29, 2020): 33–60. http://dx.doi.org/10.20405/kl.2020.02.86.33.

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Chang, Hyangsil. "Improvement of Phonology in Standard Korean Grammar for Korean Language Education." Journal of Language & Literature 84 (December 31, 2020): 391–417. http://dx.doi.org/10.15565/jll.2020.12.84.391.

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Park, Chongwon. "Metonymy in grammar." Functions of Language 20, no. 1 (May 13, 2013): 31–63. http://dx.doi.org/10.1075/fol.20.1.02par.

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This article focuses on the conceptual structures of Korean Multiple Object Constructions (MOCs), which exhibit various types of meanings. I argue that these various meanings are systematically explained when we adopt the notion of reference point. I claim that the accusative-marked nominals in the constructions are metonymically connected; outer accusative-marked nominals function as reference points. More specifically, NP1, in the schematic configuration [NP-Nom [NP1-Acc [NP2-Acc [PRED]]]], functions as a reference point in relation to the complex verb [NP2-PRED], where NP1 provides access to the target. In other words, the function of Korean MOCs is to provide mental access to a target, similar to English possessive constructions. For example, since one natural mental path of access is by following a taxonomic hierarchy from general to specific, the metonymic meaning of the Type-Token construction arises. The same mechanism is then recursively applied to explain the case of multiply-occurring accusative-marked nominals. In order to provide technical analyses of my claim, Langacker’s Cognitive Grammar is adopted as a theoretical framework as it accurately captures the properties of the constructions without additional unnecessary mechanisms.

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Dongseok Lee. "Descriptive Grammar and School Grammar on Korean Language History - Focus on Reading and Grammar Textbooks." Journal of Korean Linguistics ll, no. 69 (March 2014): 283–329. http://dx.doi.org/10.15811/jkl.2014..69.010.

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Farkhodovna, Abrorova Nilufar. "Grammatical Category of the Expression of Politeness in the Korean Language." International Journal for Research in Applied Science and Engineering Technology 9, no. 10 (October 31, 2021): 1744–48. http://dx.doi.org/10.22214/ijraset.2021.38705.

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Abstract: This article is about the grammatical category of respect in Korean. Since many languages reflect politeness, and Korean also reflects. The article discusses politeness from the grammatical side and they are given in examples. Keywords: politeness, speech etiquette, Korean, culture of speech, grammar, category, expression.

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Abdullaeva, Nasiba Xakimboyevna. "On The Principles And Methods Of Learning Writing In A Foreign Language (On The Example Of The Korean Language)." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 299–306. http://dx.doi.org/10.37547/tajssei/volume03issue04-44.

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Currently, teaching foreign languages is becoming relevant in connection with the introduction of new pedagogical. The student is faced with a number of facts related to the field of vocabulary, grammar, phonetics, and stylistics. In addition, simultaneously with the study of the language, one must also study the culture of its people - get acquainted with history, literature, economics, geography, everyday life, traditions, etc. The aim of this study is to explore innovative methods and techniques in teaching writing in Korean, and to determine the importance of learning Korean and writing literacy. The article reveals the features of teaching writing, namely active, passive and interactive methods and their application in the classroom in the Korean language.

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Lee, Seungyeon. "Establishment and Application of Spoken Korean Language Corpus for Researching Korean Language Learners’ Grammar Acquisition." Korean Linguistics 83 (May 31, 2019): 69–95. http://dx.doi.org/10.20405/kl.2019.05.83.69.

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Hyunsik Min. "The State of Korean Language Ability and Problems of Korean Grammar Education." Journal of Korean Language and Literature Education ll, no. 44 (February 2009): 1–56. http://dx.doi.org/10.17247/jklle.2009..44.1.

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Keon-hee Kim. "An Outline of Language Typology and the Korean Grammar." Korean Language Research ll, no. 34 (June 2014): 5–44. http://dx.doi.org/10.16876/klrc.2014..34.5.

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Younghee Yang. "A Discussion on Grammar Units in Korean Language Textbooks." Grammar Education 31, no. ll (December 2017): 157–79. http://dx.doi.org/10.21850/kge.2017.31..157.

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정혜. "Evaluation of Korean grammar ability integrated with language skills." Journal of Korean Studies ll, no. 37 (June 2011): 229–58. http://dx.doi.org/10.17790/kors.2011..37.229.

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Bley-Vroman, Robert W., Sascha W. Felix, and Georgette L. loup. "The accessibility of Universal Grammar in adult language learning." Interlanguage studies bulletin (Utrecht) 4, no. 1 (June 1988): 1–32. http://dx.doi.org/10.1177/026765838800400101.

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This paper investigates whether Universal Grammar (UG) is accessible to adult language learners. If adult acquirers have consistent access to intuitions of grammaticality in cases where the relevant constraints are underdetermined by the native language, this suggests that Universal Grammar continues to function in adult acquisition. Advanced Korean adult acquirers of English were given a test of grammaticality judgements on English wh-movement sentences, where the relevant constraints are thought to derive from principles of UG. Since Korean does not have syntactic wh-movement, correct intuitions cannot derive from native language transfer. Analysis of the results and comparison with native speaker results suggests a complex picture of the function of UG in adult language acquisition; however, clear UG effects were found.

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Kim, Haeyeon. "Conversation and Grammar." Korean Linguistics 13 (January 1, 2006): 235–61. http://dx.doi.org/10.1075/kl.13.11hk.

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Abstract. The last decade has seen considerable research on conversation and grammar, influenced by the conversation-analytic research of Sacks et al. (1974). Inspired by that line of research, some Korean linguists have examined conversation by adopting the assumptions and methodology of conversation analysis (CA) into discourse analysis. This study introduces basic assumptions and research topics relating to CA, and explores the possibility of adopting CA methodology into dis-course analysis in Korean linguistics. This paper first provides a brief overview of basic assumptions, methodology, and major research topics of CA and the development of conversation-analytic dis-course studies. Then it provides a brief overview of some major findings and research topics in the interaction-based studies which have dealt with conversational data in Korean linguistics in terms of: (i) turn-taking, turn-constructional units, and turn increments, (ii) interactional functions of certain clausal connectives and sentence-ending suffixes, and (iii) other interaction-based studies on such topics as repair, demonstratives, reported speech, and so on. This research discusses how interaction-based research can provide a new way of viewing language functions; it explores: (i) turn-taking and co-construction; (ii) word-order variability, turn increments, repair, and retroactive elaboration; (iii) a conversation-analytic approach to the clausal connective -nuntey, and (iv) an interactional ap-proach to the verbal affixes -ese and -nikka in conversation, among others. Overall, this paper shows what has been, and needs to be, studied regarding the relationship between conversation, social action, and grammar in conversation in Korean linguistics.

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Nugroho, Suray Agung. "Training of Trainers (TOT) bagi Para Instruktur Bahasa Korea di LPK (Lembaga Pelatihan Kerja) Bahasa Korea di Indonesia." Bakti Budaya 2, no. 2 (October 29, 2019): 95. http://dx.doi.org/10.22146/bb.50955.

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The community service (Pengabdian kepada Masyarakat/PkM) held in 2019 is a continuation of PkM which was carried out in 2018 on how LPK (Lembaga Pelatihan Kerja) instructors and students interpret the EPS TOPIK (Employment Permit System – Test of Proficiency in Korean Language). Based on the assessment of the ability and weaknesses of prospective PMI (Pekerja Migran Indonesia=Indonesian Migrant Workers) in understanding Korean, the Korean Language and Culture Program conducted the second PkM which was specifically intended for instructors at LPK through Training of Trainers (ToT). The ToT participants were 30 instructors, members of PELBAKORI (Association of Korean Language LPK in Indonesia). The material provided in this ToT were: (a) Important steps to mastering Korean vocabulary and grammar and (b) Points to ponder in understanding Korean culture.--------------------------------------------------------------PkM yang dilakukan pada tahun 2019 ini adalah kelanjutan dari PkM yang dilaksanakan pada tahun 2018 tentang bagaimana instruktur LPK (Lembaga Pelatihan Kerja) dan peserta didik memaknai EPS TOPIK (Employment Permit System-Test of Proficiency in Korean Language). Berdasarkan asesmen kemampuan dan kelemahan para calon PMI (Pekerja Migran Indonesia) dalam memahami bahasa Korea yang telah diperoleh dalam kegiatan PkM tahap pertama, Prodi Bahasa dan Kebudayaan Korea merancang PkM kedua yang khusus ditujukan untuk para instruktur di LPK, yaitu Training of Trainers (ToT) bagi pengajar bahasa Korea di LPK-LPK Bahasa Korea. Peserta ToT berjumlah 30 instruktur di LPK penyelenggara kursus bahasa Korea yang tergabung dalam PELBAKORI (Perhimpunan LPK Bahasa Korea se-Indonesia). Materi yang diberikan dalam ToT ini adalah (a) langkah-langkah penting dalam menguasai tata bahasa dan kosakata bahasa Korea dan (b) pengetahuan sekitar budaya Korea.

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Luo, Qiongpeng, Zhiguo Xie, and Xiao Li. "Degrees and grammar." Language and Linguistics / 語言暨語言學 24, no. 1 (December 12, 2022): 5–35. http://dx.doi.org/10.1075/lali.00124.luo.

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Abstract In this article, we discuss some fundamental issues as well as several unresolved questions of degree-based theories in contemporary linguistics from the perspective of East Asian languages, with a view to pointing out some directions for future research. We first focus on several controversies surrounding the studies of comparative constructions in the literature, i.e., phrasal comparison vs. clausal comparison, individual comparison vs. degree comparison, big DegP vs. small DegP, the points of cross-linguistic variation, etc. We then expand the discussion to comparative constructions and other degree-related constructions in Mandarin Chinese, Japanese, and Korean, and demonstrate how an East Asian perspective offers a novel insight into those controversies and uncovers considerable in-depth commonality underlying a variety of degree-related constructions cross-linguistically. We conclude by suggesting some directions for future within- and cross-linguistic research.

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Jong-Bok Kim, 송상헌, 프란시스본드, and 양재형. "Deep Processing of Korean and the Development of the Korean Resource Grammar." Linguistic Research 28, no. 3 (December 2011): 635–72. http://dx.doi.org/10.17250/khisli.28.3.201112.010.

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Kim, Hyunsoon. "An L1 grammar-driven model of loanword adaptation." Korean Linguistics 16, no. 2 (December 31, 2014): 144–87. http://dx.doi.org/10.1075/kl.16.2.03kim.

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The present study proposes an L1 grammar-driven loanword-adaptation model with three intermediate steps — L1 perception, L1 lexical representations and L1 phonology — between L2 acoustic output and L1 output by examining how the distinctive features, syllable structure constraints and structural restrictions of one’s native language steer speakers in their search to replace foreign sounds with native sounds. Our main source of data in support of this model comes from differences between the Korean adaptations of English and French voicing contrasts on the basis of a recent survey of English and French loans in the year 2011. In word-initial position, for example, English voiceless plosives are borrowed as aspirated plosives, while French voiceless plosives are borrowed as either aspirated or fortis plosives in free variation. Considering the data examined here, we suggest that the different Korean adaptations of English and French voicing contrasts in plosives are based on Korean speakers’ perception of redundant phonetic variants in the donor languages (L2) and that this perception is conditioned by the acoustic cues to the laryngeal features [±spread glottis] and [±tense] of Korean, the host language (L1). In contrast to some current models, it shows that the distinctive feature composition of L1 segments plays an important role in loanword adaptations. We also suggest that not only L1 laryngeal features but also L1 syllable structure constraints and lexical restrictions influence L1 perception of the L2 voicing contrasts in word-final postvocalic plosives and that variation in vowel insertion after the plosives in our 2011 data collection is motivated by L1 phonology in both English and French loans. Variation in vowel insertion after English and French word-internal preconsonantal coda plosives is also affected by the native phonology in the 2011 data, no matter whether the plosives are released, as in French, or unreleased, as in English.

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Choi, Jane Younga, Jin Sook Lee, and Janet S. Oh. "Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools." Journal of Early Childhood Research 16, no. 1 (January 15, 2016): 32–51. http://dx.doi.org/10.1177/1476718x15610597.

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In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only public school), at home, and in the community. Data collected over 15 months included three oral language proficiency assessments in Korean and English; interviews with parents and children; and fieldnotes based on observations at home, at school, and during extracurricular activities. All of the children, regardless of school setting, showed increases in English proficiency; however, their Korean development varied. We found that English opportunities were widely accessible for all of the participants; however, opportunities to use Korean were starkly different between the two cities. The families who resided in communities with few Korean resources needed more financial and temporal resources to attain regular exposure to Korean, which suggests that supporting the development of a less-commonly spoken heritage language in the United States (e.g. Korean) may not be accessible to all immigrant families. Finally, we found that for children in the developmental stages of bilingualism, purposeful and deliberate instruction (particularly in vocabulary and grammar) and diverse opportunities to practice both languages are continuously needed.

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송재영. "The Unified Grammar of Spoken and Written Language in Korean." Language Facts and Perspectives 37, no. ll (February 2016): 281–93. http://dx.doi.org/10.20988/lfp.2016.37..281.

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Cheong Dal-Young. "A study on teaching grammar of korean as foreign language." Review of Korean Cultural Studies ll, no. 26 (August 2008): 5–40. http://dx.doi.org/10.17329/kcbook.2008..26.001.

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Hong,Jongseon. "User-centered Korean Grammar Encompassing the Spoken and Written Language." Society for Korean Language & Literary Research 42, no. 1 (March 2014): 7–35. http://dx.doi.org/10.15822/skllr.2014.42.1.7.

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Suk, Ju-yeon. "Grammar questions of Korean Language Teacher Candidates’ Tests - 2014~2018 -." Hanminjok Emunhak 81 (September 30, 2018): 61–93. http://dx.doi.org/10.31821/hem.81.3.

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Mamontov, Alexander S., and Alexandra G. Stolyarova. "Functional and Semantic Attribution of the Future Tense Grammatical Markers in The Korean Language." RUDN Journal of Language Studies, Semiotics and Semantics 11, no. 4 (December 15, 2020): 611–24. http://dx.doi.org/10.22363/2313-2299-2020-11-4-611-624.

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The article discusses functional and semantic status of Future Tense grammatical markers of the Korean language. Despite the fact that discussions on this issue have been going on for more than a dozen years, still among researchers, there is no consensus on how many grammemes make up the category of Tense in Korean, whether it contains an independent Future Tense grammeme, and if so, which markers should be relevant to it. Due to the relevance of the problem, the authors aim to give a brief overview of the opinions on the issue, dividing them into two groups - asserting the presence of the Future Tense grammeme in Korean or denying it, as well as to justify personal position on the status of grammatical markers with prospective semantics. As research material, various Korean grammar researches and Korean grammar (connective and finite endings and constructions with - (으)ㄹ Korean Future Tense participle marker) are used. The result of the study shows that Korean Tense category has no specific Future Tense forms as opposed to the Present and Past Tense forms. All markers with prospective semantics are modal, which means that the Futurum category in Korean implements itself in the functional and semantic field of modality rather than temporality. Authors argue statement that -(으)ㄹ 것이다 Korean construction has the ability to act as neutral non-modal Future Tense marker. According to the point of view of a systemically oriented approach to the grammatical units analysis, presented in the article, the conclusion about Korean -(으)ㄹ 것이다s modal status is made.

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Kim, Hye Young. "Review on the Korean Grammar in the part of Korean Language for Learning in Standard Korean Language(for Elementary School Students)." DONAM OHMUNHAK 32, no. ll (December 2017): 383–410. http://dx.doi.org/10.17056/donam.2017.32..383.

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이수미. "A Study on the Selection of Conceptual Words of Grammar of Korean Language Education for Korean Language Teachers." Grammar Education 31, no. ll (December 2017): 35–58. http://dx.doi.org/10.21850/kge.2017.31..35.

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ZIRALDO, Iva, and Jasmina KROFIČ. "Problems of Hangeul Romanization into Slovene." Acta Linguistica Asiatica 3, no. 3 (March 3, 2014): 71–84. http://dx.doi.org/10.4312/ala.3.3.71-84.

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Slovenian grammar does not deal with Korean language and words of Korean origin. Since the number of Korean words in newspapers and other media in Slovenia is increasing, and different writers romanize these words in different ways, a need exists for a uniform transliteration system as soon as possible in order to avoid misapprehensions.The romanization of Korean is not a problem only in Slovenia but also in Korea. There are several systems of romanization. At the moment the Republic of Korea is using the Revised Romanization system, which was approved in the year 2000, while the Democratic People’s Republic of Korea uses the McCune-Reischauer system. The Republic of Korea stopped using the McCune-Reischauer system because of the inconvenient usage of diacritics and apostrophes. The problem of romanization of Korean consists not only in the difficulty of transcription but also the fact that not everyone follows the approved system. When writing proper names typically none of the existing systems is followed. Geographical names are written according to the Revised Romanization system, while names of universities, festivals etc., which include geographical names as well, are still written according to the McCune-Reischauer system.Koreans are aware of the problem of romanization and recently there has been new discussion in the Republic of Korea about another revision and the unification of the romanization of personal names. There is, however, an established convention according to which each individual writes their own name as wished. Due to specific morphophonological characteristics of the Korean language, consistent Romanization is impossible without adequate knowledge of the language.Since there are currently few Korean words used in Slovenian language an opportunity exists to establish an agreed spelling convention without the excessive revision that might be required later.

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Martin, Samuel E. "What do Japanese and Korean Have in Common?" Korean Linguistics 13 (January 1, 2006): 219–34. http://dx.doi.org/10.1075/kl.13.10sem.

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Abstract. Many of the verb endings of modern Japanese and Korean have been created by contracting structures that consist of the stem + attached strings of particles and auxiliaries. Most of the auxiliaries have been taken from free verb stems that were grammaticalized for special purposes. Though the paradigmatic systems grew independently in the two languages, many of the ingredients go back to a common source that we can reconstruct on the basis of their shapes and meanings. Korean and Japanese share certain configurations of meaning and grammar, such as the well-known marking of focus, that are realized by markers which are not directly cognate in these structures but can be seen as cognate with forms in other structures within each language. These two languages have much more in common with each other than either has with any other language. This is why we think it is possible to reconstruct a prehistoric ancestor that can be called proto Korean-Japanese.

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Marsden, Heather. "Pair-list readings in Korean-Japanese, Chinese-Japanese and English-Japanese interlanguage." Second Language Research 24, no. 2 (April 2008): 189–226. http://dx.doi.org/10.1177/0267658307086301.

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In English and Chinese, questions with a wh-object and a universally quantified subject (e.g. What did everyone buy?) allow an individual answer (Everyone bought apples.) and a pair-list answer ( Sam bought apples, Jo bought bananas, Sally bought...). By contrast, the pair-list answer is reportedly unavailable in Japanese and Korean. This article documents an experimental investigation of the interpretation of such questions in non-native Japanese by learners whose first languages (Lls) are Korean, Chinese or English. The results show that, regardless of L1, only a minority of advanced second language (L2) Japanese learners demonstrate knowledge of the absence of pair-list readings in Japanese. In English-Japanese and Chinese-Japanese interlanguage, L1 transfer readily accounts for this finding: the L1 grammar, which allows pair-list readings, may obstruct acquisition of the more restrictive Japanese grammar. But in Korean-Japanese interlanguage, L1 transfer predicts rejection of pair-list answers. However, in a Korean version of the experimental task, a native Korean control group robustly accepts pair-list readings, contra expectations. A proposal to account for this finding is put forward, under which the Korean-Japanese interlanguage data become compatible with an L1-transfer-based model of L2 acquisition. Moreover, the native-like rejection of pair-list readings by some advanced learners of all three L1 backgrounds is argued to imply that UG constraints operate at the L2 syntax-semantics interface.

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Qi, Wenjin, Heng Zhang, and Nadezda Sorokina. "Linguistic Landscape for Korean Learning: A Survey of Perception, Attitude, and Practice of Korean Beginners at a Korean University." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 956. http://dx.doi.org/10.17507/jltr.1106.12.

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This study aimed to investigate the perception of, attitude to and practice of linguistic landscape for Korean learning among the international Korean beginners. A questionnaire as a self-assessment instrument was given to a group of 41 international university students with lower Korean language proficiency studying in a Korean university. The descriptive statistics indicated that for perception, although they pay attention to English the most, they could also notice Korean and Romanized Korean on the linguistic landscape (LL). They are positive to the LL as authentic input for Korean learning in terms of attitude. What is more, they could use the LL to enhance their Korean learning particularly in practicing pronunciation and enriching vocabulary, with relatively less practice on grammar checking. This study attested the previous studies concerning the LL as an authentic source for language learning on the one hand, and on the other hand, it showed that even without guidance from the teachers in formal settings, the students could also spontaneously use the LL to learn the Korean language in natural settings.

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Yoon, Jung-hyoe. "Gender-Neutral Pronouns He and They." Convergence English Language & Literature Association 7, no. 3 (December 31, 2022): 141–60. http://dx.doi.org/10.55986/cell.2022.7.3.141.

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This paper attempts to investigate the Korean EFL students’ understanding of singular they in comparison with gender-neutral he. When it comes to the choice of third person singular pronouns in gender-indeterminant contexts, prescriptive grammar prefers gender-neutral he, while descriptive grammar recommends singular they, among other alternative pronoun forms. As grammar books and guideline sources gradually adopt singular they as a proper, or a better, pronoun candidate compared to gender-neutral he, an experimental study was designed to examine how Korean learners of English acquire this recent language change in EFL contexts. In a naturalness judgment task, the Korean EFL learners judged singular they in informal contexts as less natural than in formal contexts and even as unnatural when the antecedents included ‘every/any,’ though it has been reported that native speakers prefer singular they in informal contexts rather than in formal contexts.

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Park, Shinjae. "A Corpus-Based Comparison of Syntactic Complexity in Spoken and Written Learner Language." Canadian Journal of Applied Linguistics 25, no. 2 (October 20, 2022): 47–70. http://dx.doi.org/10.37213/cjal.2022.32477.

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Despite writing and speaking being related activities, their end-products are entirely different. However, previous studies have not shown consistency in terms of grammar use in these two modes. Accordingly, in the present study, I aim to define the syntactic characteristics in these two modes with large-scale data and organized research designs. This study examined 14 indices of syntactic complexity and specific grammar factors in 224 monologues and 139 writings of Korean EFL undergraduates. The results revealed that learners tended to use more finite complement clauses and relative clauses while writing but used because- fragments independently and ‘and’ sentence-initially more frequently while speaking. When compared with previous studies, the characteristics of syntactic complexity of Korean EFL learners, regardless of age, are defined by the use of coordination in speaking and the use of subordination in writing.

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Roger-Yun, Soyoung. "Quelques particularités grammaticales des noms humains en coréen." Cahiers de Linguistique Asie Orientale 33, no. 1 (December 15, 2004): 3–32. http://dx.doi.org/10.1163/19606028_033_01-02.

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This article presents some grammatical particularities of human nouns in Korean, all connected to plurality. Because of the complex phenomena linked to the plurality in Korean, we will put the stress on the contextual conditions of the asymmetric behavior of human and non-human nouns. This asymmetric treatment of human and non-human nouns of the Korean grammar is a very remarkable property, which is not found in the Indo-European languages such as French, nor in any other Asian languages such as Japanese or Chinese.

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Lee, Yookyoung, Seungyeon Lee, Eunji Choi, and Sunyoung Lee. "Achievements and Tasks of Grammar Development Research of Korean Language Learners." Journal of Korean Culture 46 (August 31, 2019): 101–37. http://dx.doi.org/10.35821/jkc.2019.08.46.101.

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Kim, Uisu, and Eunhye Heo. "An Analysis of Korean Language Textbooks by Dimensions of Complex Grammar." Journal of Linguistics Science 81 (June 30, 2017): 1–19. http://dx.doi.org/10.21296/jls.2017.06.81.1.

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김현지. "The Identity of the Korean Pedagogical Grammar as a Foreign Language." Studies in Foreign Language Education 22, no. 2 (August 2008): 1–22. http://dx.doi.org/10.16933/sfle.2008.22.2.1.

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김호정. "Research trends of discourse grammar in Korean language education as a second/foreign language." Korean Language Research ll, no. 37 (September 2015): 133–75. http://dx.doi.org/10.16876/klrc.2015..37.133.

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Lo, Adrienne. "Evidentiality and morality in a Korean heritage language school." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 14, no. 2-3 (June 1, 2004): 235–56. http://dx.doi.org/10.1075/prag.14.2-3.08lo.

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Previous work on Korean grammar has claimed that one person can not have access to another person’s thoughts, feelings or sensations, as indicated by the use of evidential markers. By looking at cases in which a teacher at a Korean heritage language school claims to read her students’ minds with a high degree of certainty, I demonstrate how expressions of epistemic stance relate to moral evaluation. Speakers portray their access to the thoughts and sensations of individuals who they deem morally worthy as more distant and uncertain. When individuals are evaluated as morally suspect, however, speakers represent these persons’ emotions, thoughts and sensations as self-evident displays of affect. This paper thus argues that evidential marking in Korean interaction is a social act through which interlocutors morally evaluate others.

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PARK, CHAN E. "Basic Korean: A Grammar and Workbook. by BYON, ANDREW SANGPIL." Modern Language Journal 94, no. 4 (November 22, 2010): 696–97. http://dx.doi.org/10.1111/j.1540-4781.2010.01123.x.

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Journal articles on the topic 'Korean language – Grammar'

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