preface
Search

1.
Q&A on Phonemes and Phonetic Change

1.1.
Why are diphthongs not phonemes?
1.2.
Are long and short sounds the only non-segmental sounds in modern Korean?
1.3.
How did the phonetic change in '음다' become [으타]?
1.4.
Is '예사일[예사산늘]' a sound phenomenon or an addition of /n/?
1.5.
Are the lenition of 'galdeung [galttuk]' and 'galdae [galtae]' the same?
1.6.
What is the order of application of sound changes in '꽃잎이[콘니피]'?
1.7.
Why isn't 'Damryeok [damnyeok]' a nasal assimilation?
1.8.
What kind of phonetic change occurred in 'bury [mucheo]'?
1.9.
Is '개어 → 개' the ending '-어' dropped?
1.10.
'Boa → Boa' has the same number of sounds, so why is it a vowel contraction?
1.11.
Why is the conjugation of 'put' 'put [put:la]' a regular conjugation?
1.12.
In 'put [talk]', does /ㅎ/ change directly to /ㄴ/?
1.13.
Is 'manso [manso]' a case of lenition after the /h/ is dropped?
1.14.
Why isn't 'Dokdo [Dokto]' a fairy tale?
1.15.
Why is palatalization not articulatory mode assimilation?
1.16.
Why is the noun form '욺' and the noun '울음' when the same '-음' is combined?

2.
Q&A on morphemes, words, and parts of speech

2.1.
Is the 'dog' in 'dog apricot' a formal morpheme?
2.2.
Are the '-eum' of 'laughter' and the '-gi' of 'plus' different forms?
2.3.
How many morphemes is 'grave'?
2.4.
Why is 'deopbap' a non-syntactic compound word?
2.5.
Is 'new groom' a derivative word or a compound word?
2.6.
Are the stem and root the same in '새파른게'?
2.7.
Is 'delicious' a fusion compound word?
2.8.
Is 'thinner' a word or a phrase?
2.9.
Why is '으로', formed by combining the particles '로' and '까지', not a compound word?
2.10.
Why is 'beef' also called 'beef'?
2.11.
In 'I went home', is the verb 'went' or 'ga-'?
2.12.
Why is 'as much' a case particle and not an auxiliary verb?
2.13.
Why is 'eun/neun' not a nominative particle?
2.14.
Is the descriptive particle a particle?
2.15.
Since particles are words, why aren't there any words that combine particles?
2.16.
How many nouns are there in 'I want to sleep'?
2.17.
Why are adjectives words even though they cannot be used alone?
2.18.
What is the difference between homonyms, polysemy, and common parts of speech?
2.19.
Why is irregularity irregular and what are the types of irregularity?

3.
Q&A on conjugation, inflection, and sentences

3.1.
Is 'I was careless' double-edged?
3.2.
Is 'Grandpa, you're old!' a direct honorific?
3.3.
How many endings are there in 'I live with good memories'?
3.4.
In 'He doesn't eat rice', is the '을' in '먹지' an objective particle?
3.5.
Why is 'the electricity went out' not appropriate?
3.6.
When you say, "Write in one sentence," what is the definition of "one sentence"?
3.7.
In 'Let's see', is 'let's see' a main verb or an auxiliary verb?
3.8.
Why is 'The elephant has a long nose' a compound sentence?
3.9.
Is this a sentence that contains the descriptive clause 'I cried because the movie was sad'?
3.10.
Is 'Be happy' the correct expression?
3.11.
Is 'That's none of my business' a sentence that contains an adjective clause?
3.12.
From 'Byeol-i goes to the same school I went to.'
Does "I went to" modify "school" or "school"?
3.13.
Is 'You and I are students' a simple sentence or a compound sentence?
3.14.
How is 'It's not easy for moms to lose weight' analyzed?
3.15.
Is 'I am not you' an equally connected sentence?

4.
Q&A on Antonyms and Ambiguity

4.1.
Are 'above:below' complementary antonyms or degree antonyms?
4.2.
Why is "I'm solving a problem book" ambiguous?

5.
Q&A on Hunminjeongeum and the History of the Korean Language

5.1.
What is the difference between 'composition' and 'harmony' among the principles of Hunminjeongeum?
5.2.
Are the variant letters of Hunminjeongeum 'ㆁ, ㅿ, ㄹ' letters that follow the principle of addition?
5.3.
What is the difference between 'ㆁ (old sound)' and 'ㅇ' in Hunminjeongeum?
5.4.
Is the initial consonant 'ㅺ' in Middle Korean a consonant cluster?
5.5.
How are Hyangchal, Gugyeol, and Idu distinguished?
5.6.
In 'I'm going to spread my wings', is 'I' a pronoun?
5.7.
Why is the spelling of [낻까] '나트가' instead of '낻가'?
5.8.
Are umlauts and front vowels the same thing?

References

What does it mean to teach grammar to a Korean teacher?

A grammar education guide written in 60 question-and-answer formats

Korean Grammar Q&A for Korean Teachers and Prospective Teachers

Although this book is a grammar book, it is different from existing introductory grammar books.
It is structured in an omnibus format of questions and explanations, without being biased towards the hierarchy and system of Korean linguistics.
However, it was structured so that the grammar system could be understood.

And we have avoided using descriptions of what is what as much as possible.
Rather than simply providing answers to the questions raised by Korean language teachers, we tried to explain 'why' it happened that way.
So, I wrote this with the hope that it would be of some help to Korean language teachers in teaching grammar to students as a subject to be explored and understood, rather than a subject to be memorized.

This book is written in a question-and-answer format to break away from boring grammar books that are just full of words.
I also tried to visually express the parts that took a long time to understand and the parts that I thought were important.
The author's first attempt at a webtoon format and various tables focused on 'how to make the content easier to understand.'

Author's Note

When I first started writing this book, I started with Korean language teachers in the field in mind as readers, but as I wrote the book, I included students from teacher training colleges preparing for the teacher certification exam as the expected readers and wrote the content accordingly.
While writing this book, I realized that while teaching grammar to students for nearly 20 years, I had not seriously considered what students found difficult.
So, this book is written from the perspective of a questioner, not a professor, and I tried to explain it in an easy-to-read and understandable way.
Although this book is a grammar book, it is different from existing introductory grammar books.
Rather than simply providing answers to the questions raised by Korean language teachers, we tried to explain 'why' it is so.
So, I wrote this in the hope that it would be of some help to Korean language teachers in teaching grammar to students as a subject to be explored and understood, rather than a subject to be memorized.