Elementary Korean Second Edition: (Downloadable Audio Included)

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Library of Congress Cataloging-in-Publication Data

King, Ross, 1961–

Elementary Korean /by Ross King and Jaehoon Yeon. -- 2nd ed.

xxi, 359 p. : ill. 26 cm. + 1 sound disc (digital, MP3 file ; 4 3/4 in.)

Includes index.

ISBN 978-0-8048-3976-1 (hardcover)

1. Korean language--Textbooks for foreign speakers--English. 2. Korean language--Study and teaching--English speakers. I. Yeon, Jaehoon. II. Title.

PL913.K575 2009

495.7’82421--dc22

2008043169

ISBN 978-0-8048-3976-1 (HC)

ISBN 978-0-8048-4498-7 (PB)

ISBN 978-1-4629-1454-8 (ebook)

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Second edition

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Contents

Preface to the First Edition

Preface to the Second Edition

About this Book

Cast of Characters in the Book

Lesson 1: Basic Expressions

Basic Expressions (I): Korean Script

Basic Expressions (I): Transcription

Guide to the Phonetic Transcription System in Lessons One to Four

Lesson Notes

1.1. Styles of Speech

1.2. Word Classes

Exercises

Lesson 2: More Basic Expressions

Basic Expressions (II): Korean Script

Basic Expressions (II): Transcription

Lesson Notes

2.1. Korean Sentence Patterns

2.2. Korean Names

Exercises

Lesson 3: Korean Writing and Basic Pronunciation

한글 The Korean Writing System

The Vowels

The Consonants

More on the Three-way Consonants

The Alphabet in Korean Dictionaries

1. Republic of Korea (South Korea)

2. Democratic People’s Republic of Korea (North Korea)

How to Write Korean

Stroke Orders

Structure of Written Syllables

Structure of Pronounced Syllables

Exercises

Lesson 4: Further Pronunciation Guidelines

Lesson Notes

4.1. Automatic Voicing of Plain ㅂ ㄷ ㅈ ㄱ

4.2. Non-release of Final Consonants

4.3. The Gang of Seven: ㄹ ㅁ ㄴ ㅇㅂ ㄷ ㄱ

4.4. Other Gang of Seven Situations

4.5. When the Gang of Seven Gets Up Your Nose

4.6. Peculiarities of the Korean ㄹ

4.7. Automatic Doubling

4.8. Leapfrogging ㅎ h

4.9. Pronunciation of ㅌ before i

4.10. Long and Short Vowels

4.11. The Names of the Korean Letters

Exercises: Pronunciation

Lesson 5: This is my wife

Korean Dialogues

Vocabulary

Lesson Notes

5.1. Pronouns in Korean

5.2. Sentence Subjects in 이~가 and Topics in 은~ 는

5.3. The Copula and Equational Sentences

5.4. The Particle 도 too, also, even

5.5. Expressing Possession with the Particle 의

5.6. Nouns

Exercises

Lesson 6: Excuse me, but where is the Plaza Hotel?

Korean Dialogues

Vocabulary

Lesson Notes

6.1. Existence and Location with 있어요 and 없어요

6.2. Possession with 있어요 and 없어요

6.3. Location Particle 에 in, at

6.4. The Particle 하고 and, with

6.5. Place Nouns

6.6. More about the Topic Particle 은~는

6.7. Answering Negative Questions

6.8. The Plural Marker 들

Exercises

Lesson 7: Where do they sell tickets to Taejon?

Korean Dialogues

Vocabulary

Lesson Notes

7.1. Verbs: The Polite Style and the Infinitive

7.2. Korean Verbs with Consonant Bases

7.3. The Dictionary Form of Korean Verbs

7.4. Three Types of Special Consonant Base

7.5. Korean Verbs with Vowel Bases

7.6. The Direct Object Particle 을~를

7.7. Particles of Direction: to, from

7.8. Static and Dynamic Location

7.9. Using Location to Express Possession

7.10. Different Kinds of Verbs

7.11. More on the Particle 도

7.12. Placement of Manner Adverbs

Exercises

Lesson 8: Aren’t you taking any other subjects?

Korean Dialogues

Vocabulary

Lesson Notes

8.1. Verbs: Short Negatives with 안 and 못 Pronunciation of 못

8.2. Verbs: Honorifics

8.2.1. The Honorific Marker –(으)시–

8.2.2. The Honorific Polite Style: 하세요

8.3. Verbal Nouns: Processive and Descriptive

8.3.1. Separable Verbal Nouns (Processive)

8.3.1.1. Using 안 and 못 with Separable Verbal Nouns (Processive)

8.3.2. Nonseparable Verbal Nouns (Descriptive)

8.4. More on Adverbs

8.5. More New Particles: Instrumental (으)로

8.6. More New Particles: (이)랑 and

8.7. Particle Sequences

Exercises

Lesson 9: Did you have a good weekend?

Korean Dialogues

Vocabulary

Lesson Notes

9.1. Verbs: Past Tense

9.1.1. Past Tense, Polite Style

9.1.2. Past and Past-Past

9.1.3. Past Tense, Honorific Polite Style

9.2. The Particle 과~와 and

9.3. Ways To Say (together) with

9.4. Ways To Say like

9.4.1. The Particle 처럼

9.4.2. The Verb 같아요

9.5. The Purposive Form –(으)러

9.6. Expressing Wishes with –고 싶어요

Exercises

Lesson 10: Review 1

10.1. Vocabulary Review

10.2. Particle Review

10.3. Verb Review

10.4. Sentence Review

10.5. Korean Conversations

Lesson 11: I’m 21. I was born in 1987

Korean Dialogues

Vocabulary

Lesson Notes

11.1. Numbers and Counting

11.2. Numerals in Time Expressions

11.2.1. Telling the Time

11.2.2. Dates

11.2.3. Telephone Numbers

11.3. Four New Particles: 마다, 만, 씩, 쯤

11.3.1. 마다 each, every

11.3.2. 만 only, just

11.3.3. 씩 per, apiece

11.3.4. 쯤 about, approximately, by

11.4. The Particles 부터 from and 까지 to

11.5. Formal Style

Exercises

Lesson 12: I like plays, but I don’t like music much

Korean Dialogues

Vocabulary

Lesson Notes

12.1. Verbs: Suspective Form –지

12.2. Uses of the Suspective –지

12.2.1. Any Base plus –지만 but

12.2.2. Long Negatives in –지 않아요,-지 못 해요.

12.2.3. Negative Commands and Suggestions in –지 마-ㄹ–

12.2.4. Negative Honorifics

12.3. The Particle 도 : Noun Agreement

12.4. Suggestions and Tentative Questions with –(으)ㄹ까요

12.5. Thinking of Doing … with –(으)ㄹ까 해요

12.6. The Adverb 또 , Particle 도 , and Pseudo-particle (이)나

12.6.1. Adverb 또 versus Particle 도

12.6.2. The Particle (이)나

12.7. More Ways to Say or

12.8. The ‘wanna’ Form in –(으)ㄹ래(요)

12.9. Meanings for 좋아요 and Related Words

Exercises

Lesson 13: I just called a moment ago, but nobody answers.

Korean Dialogues

Vocabulary

Lesson Notes

13.1. Verbs: the Sequential Form –(으)니(까)

13.1.1. –(으)니(까) As, Since, Because

13.1.2. –(으)니(까) When …, [I realized or discovered …]

13.2. Honorifics: Nouns and Particles

13.2.1. Nouns

13.2.2. Particles

13.3. Kinship Terms

13.4. Probable Futures with –(으)ㄹ 거예요

13.4.1. Probable Futures in –(으)ㄹ 거예요 on Plain Bases

13.4.2. Probable Futures in –(으)ㄹ 거예요 on Past Bases

13.5. Rhetorical Retorts in –잖아요

13.6. Is doing with –고 있어요

13.7. As soon as with –자마자

Exercises

Lesson 14: Tongdaemun Market is probably the best, right?

Korean Dialogues

Vocabulary

Lesson Notes

14.1. Ways to Say only: 만 plus AFFIRMATIVE, 밖에 plus NEGATIVE

14.2. Another Use of (이)나 as many as

14.3. Expressions for Going and Coming

14.4. Verbs: Future-Presumptives in –겠–

14.4.1. How to Attach –겠

14.4.2. Meaning and Usage of –겠–

14.5. Verbs: Past-Future and Past-Past

14.6. Immediate Futures in –(으)ㄹ게요

14.7. Synopsis: Types of Base and Types of Future

14.7.1. Types of Base

14.7.2. Types of Future

14.7.3. A Reminder about First-, Second-and Third-Person with –겠–

14.8. Suppositives in –지요

14.9. Synopsis: Compatibility of –겠– with Endings Previously Learned

Exercises

Lesson 15: Review 2

Review of Lesson Notes

15.1. Verb Forms: Summary

15.1.1. Verb Bases

15.1.2. Verb Endings

Review Exercises

Vocabulary Review

Particle Review

Honorifics

Autobiographical Sketch

The Formal Style

Review of Numbers

Korean to English Translation

English to Korean Translation

Reference Section

English Equivalents to the Korean Dialogues

Answer Key to Written Exercises

Korean to English Pattern Glossary

English to Korean Pattern Glossary

Korean to English Vocabulary

English to Korean Vocabulary

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Preface to the First Edition

This textbook began naively as a simple remake of Martin and Lee’s Beginning Korean (1969). Because Beginning Korean is entirely in Yale romanization, we believed Martin’s system would be better appreciated if only the book were in Han’gŭl. The idea was to scan it onto disk, convert the Korean bits to a Korean font, and reissue the textbook. Ross King and Hyoshin Kim began scanning Beginning Korean onto disk at Harvard in 1989. Hyoshin Kim also did much of the initial hard work of creating the Microsoft Word™ files on the Apple Macintosh™ and converting the Korean fonts. She has been an excellent informant and critic throughout the project.

When we started teaching from Beginning Korean at the School of Oriental and African Studies (SOAS) in autumn 1990, we soon found that much needed updating, correcting, shortening, or throwing out. Much was also missing. We continued to write new dialogues, and rework and revise the grammar notes throughout the academic year 1991–92, during which time we taught first-year Korean not from Beginning Korean, but from the new Korea University textbooks. The Korea University books have given us many ideas, and we are grateful to the authors. We are also grateful to other textbooks for various ideas here and there: the Myongdo textbooks, Namgui Chang and Yong-chol Kim’s Functional Korean, the Republic of Korea (ROK) Ministry of Culture’s Korean I-III, and Adrian Buzo and Shin Gi-hyon’s Learning Korean: New Directions I (Pilot Edition 5). Ho-min Sohn’s recent descriptive grammar, Korean (1994), has also been of assistance.

In the nine years that have passed since this project began, the textbook has changed radically. While still owing much of its grammatical apparatus to the original Beginning Korean, this book has become a different creature. This is why, at the urging of Samuel Martin, we have changed the title to Elementary Korean and listed just our names as coauthors.

We would like to thank those who have helped make this textbook possible. Several cohorts of SOAS students have helped us—Chris Murphy and Eunice Brooker, who suffered through the first chaotic revision of Beginning Korean; Janet Poole and Denise Chai, who put in long hours during the summer of 1992 editing, organizing, and retyping the text; Flora Graham, Simon Hayward, Youngsoon Mosafiri, Natalie Lemay-Palmer, Satona Suzuki, Lars Sundet, and Mark Vincent (the 1992–93 cohort); Tom Hunter-Watts, Sakura Kato, Stefan Knoob, Andrew Pratt, Andy Wong, Erin Chung, Charlotte Hørlyk, Stephen Matthews, and Pernille Siem (the 1993–94 cohort); Andrew W. Oglanby, Adam Barr, Steven Conroy, Sung Khang, Sue Perkins Morris, Alex Calvo, Meher McArthur, Aileen Baker, Ethan Bond, and Edith Hodder (the 1994–95 cohort); Akiko Maeda, Masamichi Yasuda, Daniel Choo, Fedor Tsoi, Yu Maeda, Reiko Yamazaki, Nakako Takei, and Izumi Nakamura (the 1995–96 cohort). Two British Foreign and Commonwealth Office (FCO) diplomats on the Korean Long Course at SOAS also used the second pilot version and gave us valuable feedback: Colin Crooks and Patrick Butler. Most recently, the University of British Columbia (UBC) Korean 102 (Elementary Korean) cohorts for the academic years 1995–98 have provided valuable feedback, especially Jeff Armstrong, Jenny Cho, Brian Choi, Chinfai Choi, Clara Choi, Dian Choi, Karen Choi, Mina Chung, Ted Kim, Hannah Joe, Janette Kim, Claudia Kwan, Jowan Lee, Marina Lee, Miyoung Lee, Tammy Lee, Victor Lim, Liza Park, Delphine Tardy, David Thumm, Ryo Yanagitani, and Jenny Yim. All have provided valuable comments and criticism for which we are grateful.

In particular, the authors wish to single out SOAS students Mark Vincent and Youngsoon Mosafiri for special thanks. Mark clocked nearly 100 hours revising, formatting, editing, and proofing the second pilot version on the Macintosh in May and June of 1993. He continued to provide excellent suggestions on fonts, formatting, style, content, and presentation in the 1993–94 academic session. Youngsoon performed the tedious, but important task of retyping all of the Korean in the new TrueType™ fonts on the Macintosh in the summer of 1994.

We have also benefited from the comments and criticisms of some of our colleagues. Seungja Choi was foolhardy enough to teach from the second pilot version during the 1993–94 academic session at Yale. She and her students raised many helpful points. SOAS Korean lectors Youngjoo Lee, Jiyong Shin, and Jae-mog Song also provided valuable input. David Moon and Yoon-Suk Chung at the University of California-Berkeley both made many useful criticisms, and Bjarke Frellesvig at the University of Oslo, Norway, gave valuable feedback too. In addition, some of our colleagues at the Korea Foundation-sponsored conference on Collaborative Korean as a Foreign Language (KFL) Textbooks Development in Seoul, December 1993, made some useful criticisms of the second version: Chŏngsuk Kim of Korea University, Dong-jae Lee of the University of Hawaii, and Young-mee Yu Cho of Stanford. More recently, the manuscript has benefited from excellent criticisms and suggestions by UBC Korean Language Instructor Insun Lee, who has taught from the book at UBC since 1996, and from UBC Korean 102 teaching assistants Jee-Weon Shin and Soowook Kim, who taught from the book during the 1996–1997 and 1997–98 academic sessions, respectively. UBC students Victor Song, Gabriel Gervey, and Paul Liu made valuable suggestions during the 1996–1997 academic year, and Sally Foster and Sunah Park Cho compiled the answer key to exercises.

The recordings for this book were made in December of 1996, shortly before Tuttle Publishing underwent a series of managerial and editorial staff changes that have significantly delayed the appearance of this book. The technical aspects of the recording sessions were expertly supervised by Clay Dixon of UBC’s Crane Production Unit in the Crane Resource Centre. Native speaker voices were cheerfully volunteered by Mr. Ilsung Lee, Mrs. Sunah Park Cho, Nam-lin Hur, Yunshik Chang, Miseli Jeon, Suk-man Jang, Hyoshin Kim, and a supporting cast of Korean visiting scholars and their families too numerous to name individually. We are grateful to them all.

Financial support for this project at SOAS came from the Korea Research Foundation through its generous annual grants to the SOAS Centre of Korean Studies. The authors also would like to thank the SOAS Research Committee for providing funds for research assistance on this project; and the Center for Korean Studies, University of California-Berkeley, for providing Ross King with the opportunity to convert the manuscript into NisusWriter™ as well as finish the pre-publication revisions while on a Korea Foundation post-doctoral fellowship during the 1994–95 academic year. Financial support for preparation of the final camera-ready copy at UBC came from the UBC Faculty of Arts, UBC’s Centre for Korean Research, and the SOAS Centre of Korean Studies. The authors were also pleased to win an Honorable Mention in the 1995 Tuttle Language Prize. We have used the prize money to support work on the textbook.

Preface to the Second Edition

No sooner had the first edition of Elementary Korean been published than the authors began to receive useful feedback and comments from students and colleagues all over the world. We have kept a log of all this valuable input, and have tried to incorporate as much of it as possible into this new edition. Most of the changes have been of an editorial nature, e.g.: typographical errors in both Korean and English, and discrepancies between the Answer Key and the exercises. But we have also tinkered a bit with some of the dialogues, updated some of the vocabulary lists and glossaries, and added illustrations for the dialogues. Mindful of the fact that an increasingly substantial number of Korean language learners nowadays already have familiarity with Mandarin Chinese and/or Japanese, we have included Chinese characters for all Sino-Korean vocabulary in the glossaries at the back of the book. Another change has been to bring the orthography in the book more in line with current standard Korean spelling – especially as far as the spelling of the copula is concerned. Finally, Jaehoon Yeon has created new recordings at SOAS for the audio disc that accompanies the book. The authors are grateful to Sunah Cho at UBC for her assistance in preparing the new files and Lucien Brown at SOAS for proofreading the Second Edition.

The authors wish to bring to the attention of all users of this book two important additional resources. The first is Insun Lee’s new workbook, developed over many years at the University of British Columbia to accompany this book, and published now by Tuttle along with this new edition. The second is the UBC Korean Language Program’s robust website, which contains a wide variety of on-line resources for learners of Korean at all levels. In particular, the Korean 102 site (also designed by Insun Lee of the University of British Columbia) offers numerous self-study resources to accompany this book (more audio, vocabulary exercises, Flash animation for the dialogues, and much more), while the Korean 200 site offers the same for Continuing Korean, the follow-on volume to this course (also available from Tuttle). Interested learners should point their browsers at: http://www.korean.arts.ubc.ca. If prompted for user id and password, use kor for the login and dori for the password.

We would be delighted to hear more feedback, positive or negative, from future users of this book. Please contact us at these addresses:

Ross King

Department of Asian Studies

Asian Centre

1871 West Mall

Vancouver, B. C. (Canada)

email: [email protected]

Jaehoon Yeon

Centre of Korean Studies

SOAS, University of London

Thornhaugh Street, Russell Square

London WC1H OXG (U.K.)

email: [email protected]

About this Book

Like other Korean language textbooks on the market, this textbook has its strengths and weaknesses. The authors have tried to write a book that will appeal to a broad range of learners, including individuals working on their own, professional people working with a tutor, and university students in a classroom setting. The following remarks are aimed at teachers contemplating using the textbook with learners of the latter type.

Main Objective

This course consists of two volumes, of which Elementary Korean is the first. The sequel volume, Continuing Korean, is also available from Tuttle Publishing. The main objective of the two volumes comprising this course is communicative competence in contemporary spoken Korean through a systematic and streamlined introduction to the fundamental patterns of the language. Most lessons in the sequel volume also contain a Reading Passage, and both volumes introduce a number of patterns more relevant to written language than spoken. In such cases, the student is advised as to the spoken vs. written language status of the pattern in question. Thus, Elementary Korean and Continuing Korean do not aim at oral competence alone.

In terms of the American Council of Teachers of Foreign Languages (ACTFL) Proficiency Guidelines, the authors believe that Elementary Korean and Continuing Korean together provide enough material for a student to attain an Intermediate-Low to Intermediate-Mid proficiency level. Of course, this is also dependent on the number of contact hours and the quality of act-related instruction provided.

Basic Methodology

This textbook is unabashedly structuralist and eclectic in its philosophy and methodology. Some teachers versed in the latest task-based and proficiency-oriented approaches to language teaching may find the book’s structuralist approach reminiscent of the grammar translation method and the audio-lingual method. Such teachers should remember one point: the book does not teach the course in the classroom.

The authors believe the textbook is amenable to any number of language-teaching approaches and styles in the classroom; yet, we see it primarily as an out-of-class reference tool to ready the students for whatever activities their teacher has prepared for them in class. The grammar notes are richer (though still concise) than those in other textbooks for at least two reasons:

1. to help those students working on their own without recourse to a teacher

2. to reduce the amount of class time needed for fact (as opposed to act).

About the Exercises

The exercises at the end of each lesson are designed primarily as written homework, not as oral exercises for the classroom. We have deliberately omitted oral pattern drills from the lessons because we feel such drills take up unnecessary space and are easily constructed by the teacher. However, teachers are invited to refer to Insun Lee’s workbook accompanying this new edition for ideas for both task-based classroom activities and pattern drills.

About the Dialogues: Themes and Situations

The dialogues were written after the authors had determined which patterns were to appear in which sequence in the course. This increases the risk of producing dialogues that become mere vehicles for the structural items being introduced. Keeping this risk in mind, we have tried to write dialogues that succeed at once in illustrating each new structural point in the lesson and in introducing tasks and situations likely to be of immediate use to a beginner. We have tried to keep the conversations natural and colloquial and, where possible, humorous.

The dialogues cover the themes of daily academic life in Korea, business, and travel. Most of the dialogues center around two middle-aged foreigners (Chris and Eunice Murphy) and their two university-aged children (Eric and Sandy). The authors hope these characters will enhance the functional range and potential market for the book.

Situations and functions covered in the two volumes include: greetings and good-byes, classroom expressions, identifying things and introducing people, existence, location and possession, asking for directions, buying tickets and other travel-related situations, discussing one’s studies and one’s language abilities, telling time, ordering at a restaurant, asking for people on the telephone, shopping, social drinking, etc. Though our treatment of situations is by no means comprehensive, most situations and tasks necessary for attaining basic proficiency are covered.

About Transcription

The first four lessons include broad phonetic transcriptions of the Korean material. The transcriptions are not romanizations — students can learn the McCune-Reischauer and Yale romanizations in a Korean Studies lecture course. The transcriptions are there for students who want them and are presented separately from the Korean-script renditions (in Lessons One and Two). Teachers and students who want or like transcription can use it, while others have the option to ignore it.

About Teaching the Korean Script

Some Korean teachers proudly teach the Korean script from day one. Others prefer to wait a few weeks while working in an exclusively oral-aural mode. All Korean teachers have their own way of teaching the Korean script, and thanks to the genius of the script itself, they all work. This is why our textbook does not dwell on the script; we simply give the basics rather than force one or another scheme on the teacher and student.

The authors prefer to wait at least a week or two before introducing the Korean script. We keep practicing the basic expressions from Lessons One and Two while hammering home the various pronunciation points treated in Lessons Three and Four until everyone is ready for Lesson Five. Lessons Three and Four are more akin to reference lessons—points to come back to again and again over the course of an entire academic year—than to lessons for formal, systematic presentation in the classroom. We find it most useful to treat Lessons One to Four as an organic whole, the contents of which can be covered in any number of ways.

Lessons One and Two introduce approximately seventy daily and classroom expressions, which at first blush seems a lot. But recall that these expressions are the raw material around which the pronunciation points in Lessons Three and Four are to be reinforced. Thus, students actually have four lessons’ worth of time to practice these expressions in class.

About Contact Hours

Most university Korean courses in the United States, Canada, United Kingdom, Australia, and New Zealand meet four or five hours per week. At this pace, the authors would recommend covering one lesson for every eight to ten classroom hours, in which the students have at least a 30-minute quiz at the end of every other week. But the authors recognize that different students and different courses proceed at different paces; thus, anywhere from six to ten hours per lesson is possible, depending on the circumstances. The authors believe the book is particularly well-suited for an intensive course of eight to ten contact hours per week, in which case it would be possible to finish both Elementary Korean and Continuing Korean in one academic year.

About Vocabulary

This textbook introduces a lot of vocabulary, some one thousand items in all. The authors are skeptical of statistical frequency list approaches to introducing vocabulary, since these frequency lists are never based on the vocabulary needs of university students, businessmen, or travelers learning Korean. Our book includes many sophisticated adult, intellectual vocabulary items—the sorts of words that mature adults would like to be able to say early in their Korean learning career. Furthermore, since Korean does not give the English speaker as many shortcut vocabulary freebies as does French or Spanish or German, it is a hard fact of life that students need to spend more time on vocabulary building.

It is also the view of the authors that some vocabulary items cost more than others to learn. This view is reflected in the layout of the vocabulary sections, where certain words are indented beneath others to indicate that these items are related to the main vocabulary item in question, and thus cost less to learn. Recognizing also that Sino-Korean vocabulary items are often easier to learn for learners who know Mandarin Chinese and/or Japanese, we have included Chinese characters for all Sino-Korean vocabulary items in the glossaries.

Other features of the vocabulary sections to be born in mind are these: (1) starting with Lesson Seven, all verb bases are given in the special notation which students learn in this lesson; (2) processive and descriptive bases are distinguished from each other by their English glosses—descriptive verbs are always preceded by be (blue, sad), while processive verbs are not; (3) vocabulary is broken up into sections according to part of speech—verbs, nouns, adverbs (although the classification of verbal nouns is often arbitrary); (4) we have tried to provide more exemplification of the vocabulary items than is typical of other textbooks. Example sentences using a particular vocabulary item in context are indented below the main word.

About Verbs and Lesson Seven

Lesson Seven is the ‘heartbreak hill’ of the course — if the students don’t survive it, they will not survive the course (or ever learn Korean, for that matter). Lesson Seven is unusual in two ways. First, it covers more or less all major verb types in one fell swoop (sort of the way they do it in intensive university Latin and Greek courses). Crucially, it includes those verbs traditionally called ‘irregular’: p~w verbs and t~l verbs. The authors have found that it is usually possible to ask for and get more effort from students at the beginning of the course when they are still fresh and excited from the initial exposure to the language. Thus, Lesson Seven is to verbs as Lessons Three and Four are to pronunciation: it is important to master the basics early, after which one can keep coming back to problem points.

The second important feature of Lesson Seven is its treatment of the so-called irregular verbs. Our analysis follows Samuel E. Martin’s approach in turning the traditional analysis on its head. This is most significant for the p~w verbs and t~l verbs, but also applies to the L-extending verbs. In Martin’s system, the p~w verbs are bases ending in w, and the students learn a rule that changes w to p (ㅂ) before consonants, e.g., hot 더w- + -다 → 덥다 (see below for use of linguistic symbols in this book). The w counts as a consonant, and students also learn the rule that w + 으 → 우: 더w- + -으세요 → 더우세요.

In the case of verbs like 듣다 listen, Martin takes the form with ㄹ as the base (들–), and students learn a rule which changes ㄹ to ㄷ before consonants: 들– + -다 → 듣다. Verbs like 살다 live are treated as a special kind of L-extending vowel base (사–ㄹ–) that requires the addition of an ㄹ in front of certain verb endings. Thus, 살다 and other verbs like it are not consonant