{"id":713,"date":"2014-05-05T02:18:17","date_gmt":"2014-05-05T02:18:17","guid":{"rendered":"http:\/\/s526211630.onlinehome.us\/?page_id=713"},"modified":"2015-09-30T18:57:19","modified_gmt":"2015-09-30T18:57:19","slug":"korean-lessons-lesson-5","status":"publish","type":"page","link":"http:\/\/www.learnkorean.com\/?page_id=713","title":{"rendered":"Korean lessons: Lesson 5"},"content":{"rendered":"

Nominal predicates : “–\uc774\uc5d0\uc694” <\/span><\/h2>\n

Sample Dialogues<\/a><\/p>\n

By ‘nominal predicate’, we mean a predicate of a sentence that describes the subject by identifying it with another noun: “I am a student.”\u00a0 For verbs and adjectives, we learned that there are base forms and stems.\u00a0 We thus get base forms, “\uac00\ub2e4” for “to go”, and “\uc2f8\ub2e4” for “to be cheap”, etc.\u00a0 Now, we are facing a new problem.\u00a0 If there is no such thing as the English verb “to be”, how are we going to say such sentences as “I am a student”?\u00a0 Many languages lack the verb like “to be,” which can be used both in nominal predicates and adjectival predicates. (“I am a student” and “I am tall”.)\u00a0 In order to relate two nouns (i.e., the subject and the nominal complement), such languages use so-called ‘copula’.\u00a0 In Korean, that copula is “-\uc774\ub2e4”.\u00a0 “-\uc774\ub2e4” is of course the base form, which still has to be conjugated to be used in actual sentences.\u00a0 Hence, “\ud559\uc0dd\uc774\ub2e4” (“to be a student”); “\uad6c\ub984\uc774\ub2e4” (“to be clouds”).<\/p>\n

True stories of the present-tense suffix -\uc694 and -\uc138\uc694 <\/span><\/p>\n

In Lesson 4<\/a>, -\uc694 and -\uc138\uc694 were introduced.\u00a0 It was, however, not exactly everything that we should know about them.<\/p>\n

1) Mid-polite suffix -\uc544\/\uc5b4\uc694 <\/span><\/p>\n

Verbs and adjectives that we practiced with for -\uc694 suffix in\u00a0 Lesson 4<\/a> have something in common: they all have the stem ending in vowel ? without any patch’im followed (‘\uac00\ub2e4’, ‘\uc790\ub2e4’, ‘\uc2f8\ub2e4’, etc.)\u00a0 Those whose stems end otherwise, should take either -\uc544\uc694 or -\uc5b4\uc694.\u00a0 The last vowel of the stem decides which of the two to take.\u00a0 Once again, the vowel harmony principle (‘yang with yang; yin with yin’) applies:<\/p>\n

\n\n\n\n\n
If the stem has a yang vowel at the last syllable, use -\uc544\uc694;<\/td>\n<\/tr>\n
If the stem has a yin or neutral vowel at the last syllable,\u00a0 use -\uc5b4\uc694.
\n(For yang\/yin\/neutral vowels, see Lesson 2<\/a>.)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n\n\n\n
\uc791\ub2e4
\nto be small<\/td>\n		:<\/td>\n\uc791 + -\uc544\uc694<\/td>\n\u2192<\/td>\n\uc791\uc544\uc694
\n“It’s small.” or “He\/She is small.”?<\/td>\n<\/tr>\n
\uc624\ub2e4
\nto come<\/td>\n		:<\/td>\n\uc624 + -\uc544\uc694<\/td>\n\u2192<\/td>\n(\uc624\uc544\uc694) \u2192 \uc640\uc694
\n“Come!” or “I come” or “He\/She comes.”<\/td>\n<\/tr>\n
\uad1c\ucc2e\ub2e4[\uad1c\ucc2c\ud0c0]
\nto be alright<\/td>\n		:<\/td>\n\uad1c\ucc2e + -\uc544\uc694<\/td>\n\u2192<\/td>\n\uad1c\ucc2e\uc544\uc694 [\uad1c\ucc28\ub098\uc694]
\n“It’s OK.”<\/td>\n<\/tr>\n
\uc8fc\ub2e4
\nto give<\/td>\n		:<\/td>\n\uc8fc + -\uc5b4\uc694<\/td>\n\u2192<\/td>\n(\uc8fc\uc5b4\uc694) \u2192 \uc918\uc694
\n“Give (me, etc.)!” or “I give.”<\/td>\n<\/tr>\n
\uba39\ub2e4
\nto eat<\/td>\n		:<\/td>\n\uba39 + -\uc5b4\uc694<\/td>\n\u2192<\/td>\n\uba39\uc5b4\uc694
\n“Eat!” or “I eat.” or “He\/She eats.”<\/td>\n<\/tr>\n
\uc77d\ub2e4 [\uc775\ub2e4]
\nto read<\/td>\n		:<\/td>\n\uc77d + -\uc5b4\uc694<\/td>\n\u2192<\/td>\n\uc77d\uc5b4\uc694 [\uc77c\uac70\uc694]
\n“Read!” or “I read.” or “He\/She reads.”<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

In fact, \uac00\ub2e4 \u2192 \uac00\uc694 is a contraction\u00a0 [\uac00 + -\uc544\uc694 \u2192 (\uac00\uc544\uc694) \u2192 \uac00\uc694], so are the others in Lesson 4<\/a>.<\/p>\n

(NB) -\ud558\ub2e4 verbs and adjectives are rather peculiar.\u00a0 For them, -\uc5ec\uc694 is assumed instead of -\uc544\uc694.\u00a0 This may sound quite overwhelming, but -\ud558\ub2e4 words are in fact easier.\u00a0 All the -\ud558\ub2e4 stems with no exception appear as -\ud574\uc694.<\/p>\n\n\n\n\n\n
\uc77c\ud558\ub2e4
\nto work<\/td>\n		\u2192<\/td>\n\uc77c\ud574\uc694<\/td>\n<\/tr>\n
\uacf5\ubd80\ud558\ub2e4
\nto study<\/td>\n		\u2192<\/td>\n\uacf5\ubd80\ud574\uc694<\/td>\n<\/tr>\n
\ucc29\ud558\ub2e4
\nto be nice (person)<\/td>\n		\u2192<\/td>\n\u00a0\ucc29\ud574\uc694<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

2) High-polite suffix -(\uc73c)\uc138\uc694 <\/span><\/p>\n

Although not so complicated as -\uc544\/\uc5b4\uc694, this suffix also has its own rules:<\/p>\n

\n\n\n\n\n
If the stem ends without a patch’im, use -\uc138\uc694;<\/td>\n<\/tr>\n
If the stem ends with a patch’im, use -\uc73c\uc138\uc694.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n\n
\uac00\ub2e4<\/td>\n:<\/td>\n\uac00 + \uc138\uc694<\/td>\n\u2192<\/td>\n\uac00\uc138\uc694<\/td>\n<\/tr>\n
\uc6c3\ub2e4 \u00a0to laugh<\/td>\n:<\/td>\n\uc6c3 + \uc73c\uc138\uc694<\/td>\n\u2192<\/td>\n\uc6c3\uc73c\uc138\uc694<\/td>\n<\/tr>\n
\uc548\ub155\ud558\ub2e4<\/td>\n:<\/td>\n\uc548\ub155\ud558 + \uc138\uc694<\/td>\n\u2192<\/td>\n\uc548\ub155\ud558\uc138\uc694<\/td>\n<\/tr>\n
\uad1c\ucc2e\ub2e4<\/td>\n:<\/td>\n\uad1c\ucc2e + \uc73c\uc138\uc694<\/td>\n\u2192<\/td>\n\uad1c\ucc2e\uc73c\uc138\uc694 [\uad1c\ucc28\ub290\uc138\uc694]<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

“\uc624\uc601\uade0\uc774\uc5d0\uc694” <\/span><\/p>\n

Finally, we arrive the detail structure of “\uc548\ub155\ud558\uc138\uc694. XXX(name)\uc774\uc5d0\uc694.”\u00a0 Since personal names are the same as nouns, we use the nominal-predicate copula, -\uc774\ub2e4.\u00a0 In order to make it into a real sentence, we need to add either -\uc544\uc694 or -\uc5b4\uc694 in place of the base-form making -\ub2e4 after -\uc774-.\u00a0 For \uc774 is a neutral vowel, -\uc5b4\uc694 is added.\u00a0 -\uc774\uc5b4\uc694 had gone through a certain phonological change in modern Seoul speakers’ speech, and ended in -\uc774\uc5d0\uc694.<\/p>\n

\uc624\uc601\uade0 \uc774\ub2e4 \u2192\uc624\uc601\uade0 \uc774 + -\uc5b4\uc694 \u2192 \uc624\uc601\uade0\uc774\uc5d0\uc694 “I am Oh Young Kyun.”<\/p>\n

Similarly,<\/p>\n

\ud559\uc0dd: \ud559\uc0dd\uc774\uc5d0\uc694 “I am \/ You are a student” or “He\/She is a student”<\/p>\n

\uae30\ucc28: \uae30\ucc28\uc774\uc5d0\uc694 “It’s a train.”<\/p>\n

There are two forms to spell this -\uc774\uc5d0\uc694: -\uc608\uc694 and -\uc774\uc5d0\uc694.\u00a0 As far as we are concerned, just -\uc774\uc5d0\uc694 suffice.
\nPractice<\/strong><\/span><\/p>\n

1. Using the following words, make sentences with -\uc544\/\uc5b4\uc694 and -(\uc73c)\uc138\uc694 conjugation.\u00a0 Please give at least one possible translation for each sentence.\u00a0 Also, mark each word whether it is a verb (V) or an adjective (A).<\/p>\n

<Key><\/p>\n

\n\n\n\n\n\n\n\n\n\n\n\n
\uc88b\ub2e4 “to be good” (A)<\/td>\n\uc88b\uc544\uc694.<\/td>\n“It is good.”<\/td>\n<\/tr>\n
<\/td>\n\uc88b\uc544\uc694\u00a0?<\/td>\n“Is it good?”<\/td>\n<\/tr>\n
<\/td>\n\uc88b\uc73c\uc138\uc694.<\/td>\n“He\/She is good.”<\/td>\n<\/tr>\n
<\/td>\n\uc88b\uc73c\uc138\uc694?<\/td>\n“Is he\/she good?”<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\uc77c\ud558\ub2e4 “to work” (V)<\/td>\n\uc77c\ud574\uc694.<\/td>\n“I work.”<\/td>\n<\/tr>\n
<\/td>\n\uc77c\ud574\uc694?<\/td>\n“Do you work?”<\/td>\n<\/tr>\n
<\/td>\n\uc77c\ud558\uc138\uc694.<\/td>\n“He\/she works.”<\/td>\n<\/tr>\n
<\/td>\n\uc77c\ud558\uc138\uc694?<\/td>\n“Is he\/she working?”<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

<Words><\/p>\n

\n\n\n\n\n\n\n\n
\ubcf4\ub2e4
\n(to see)<\/td>\n		\uc2eb\ub2e4 [\uc2e4\ud0c0]
\n(to be hated)<\/td>\n		\uc785\ub2e4
\n(to wear, put on)<\/td>\n<\/tr>\n
\uc791\ub2e4
\n(to be small)<\/td>\n		\uc0ac\ub2e4
\n(to buy)<\/td>\n		\ube44\uc2f8\ub2e4
\n(to be expensive)<\/td>\n<\/tr>\n
\uc77d\ub2e4
\n(to read)<\/td>\n		\uad1c\ucc2e\ub2e4
\n(to be OK)<\/td>\n		\ud3b8\uc548\ud558\ub2e4
\n(to be comfortable)<\/td>\n<\/tr>\n
\ucc28\ub2e4
\n(to be cold)<\/td>\n		\ub9ce\ub2e4 [\ub9cc\ud0c0]
\n(to be many\/much)<\/td>\n		\uc6c3\ub2e4
\n(to laugh)<\/td>\n<\/tr>\n
\uac74\uac15\ud558\ub2e4 [\uac85\uac15\ud558\ub2e4]
\n(to be healthy)<\/td>\n		\uacf5\ubd80\ud558\ub2e4
\n(to study)<\/td>\n		<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

2. Using the following nouns, make dialogues. (And translate them.)<\/p>\n

<Key><\/p>\n

\n\n\n\n\n
\uc624\ub9ac:<\/td>\nA-\uc624\ub9ac\uc774\uc5d0\uc694?<\/td>\nB- \ub124, \uc624\ub9ac\uc774\uc5d0\uc694.<\/td>\n<\/tr>\n
a duck<\/td>\n\u00a0\u00a0\u00a0 Is that a duck?<\/td>\n\u00a0\u00a0\u00a0\u00a0 Yes, it is a duck.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

<Nouns><\/p>\n\n\n\n\n\n
\ub098\ubb34 (tree);<\/td>\n\uc544\uae30 (baby)<\/td>\n\ubaa8\uc790 (hat)<\/td>\n<\/tr>\n
\ubc14\uc9c0 (pants)<\/td>\n\ub098\ube44 (butterfly)<\/td>\n\ucc28 (car)<\/td>\n<\/tr>\n
\ubc14\ub098\ub098 (banana)<\/td>\n\ubcc4 (star)<\/td>\n\uacf0 (bear)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Nominal predicates : “–\uc774\uc5d0\uc694” Sample Dialogues By ‘nominal predicate’, we mean a predicate of a sentence that describes the subject by identifying it with another noun: “I am a student.”\u00a0 For verbs and adjectives, we learned that there are base…<\/p>\n

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