korean level 1 (seoul national university language education institute)

Most of the exercise questions in that edition were based on the structural approach to language learning, and so it was felt that the text needed to focus more on improving students’ c

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Preface to the Revised and Enlarged Edition)

The Korean Level I textbook was revised from 1998 to 1999 in response to various practical concerns which emerged in the second edition of the text Most of the exercise questions in that edition were based on the structural approach to language learning, and

so it was felt that the text needed to focus more on improving students’ communicative skills

Exercise 1 was designed to focus on structural drills to familiarize students with key grammatical structures and sentence patterns Exercise 2 was developed using a task- based approach in order to encourage students to creatively apply the structures previously learned across the four language skills: speaking, listening, reading and writing

A listening section has also been integrated into the original textbook In addition, the English translations which appeared in the 1995 edition have been revised to make them sound more natural The first draft of the revised textbook has been used in classes since the Fall session of 1998 During that time further improvements were made in the process of using the text in the classroom

Many of the teachers in the Korean Language Program have made a significant contribution to the completion of this book In particular, I] would like to express my sincere gratitude to Ms Chung-Hwa Kim, Ms Eun-A Chang, Ms Eun-Ae Kim, Ms Hae-Won Shin for carrying out the revision process and rewriting the exercise sections, and Mr Phillip O’Neill who edited the English translations in the text I also would like

to thank the president, Mr Sang-Cheol Lee and the editors at Moonjinmedia

November 1999

Yang-Soo Moon Director

Language Research Institute Seoul National University

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Preface to the Revised and Enlarged Edition )

Since its appearance in 1993 many typographical errors have been found in this textbook by the users They have all been corrected here We have also made some substantial changes First some awkward expressions have been rewritten in more natural Korean Second, we have added an English translation of the reading and grammar sections to each lesson of Book 1 We hope that this will provide material helpful for those students who intend to study Korean by themselves

June 1995

Myong-Yol Kim Director

Language Research Institute Seoul National University

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Preface +

This series of textbooks is for people who would like to learn Korean, especially those who are learning Korean at the Language Research Institute (LRI) of Seoul National University These students have diverse backgrounds geographically and linguistically Currently, the Korean Language Program at Seoul National University consists of four terms Each term is 10 weeks long and provides 200 hours of instruction The goal of the program is to enable the students to read, write, speak, and comprehend Korean proficiently so that they can study or work in a Korean language environment

The Korean Language Program is divided into four courses: elementary, intermediate, high intermediate, and advanced Each course meets four hours daily Monday through

Friday, from nine in the morning to one in the afternoon This series of textbooks was

written with such a four-level program in mind, and therefore consists of four volumes

In writing this book, we have considered the diverse backgrounds of the students in

terms of their native language and their motivation to learn Korean We have also tried to take advantage of various theories of foreign language teaching, such as structuralism and the communicative approach New vocabulary items and constructions peculiar to Korean are introduced according to their degree of difficulty We have organized the text

so that students can communicate in a Korean language environment

We have revised this text several times since we started writing it in March 1992 A number of people have contributed to the publication of this book Professor Chai-Song Hong, Associate Director of the Institute for Education and Training, was in charge of the project In addition, the following people have participated in the writing of the text:

Ms Hee-Ja Moon, Ms In-Ja Kim, Ms Hwa-Won Kim, Ms Chung-Ja Kim, Mr Dong-

Ho Park, Mr Joon-Seo Lim, and Mr Won-Geun Kim

On behalf of the Language Research Institute of Seoul National University, I wish to express my gratitude to all these people, especially Professor Chai-Song Hong, for the dedication with which they have written this book

June 1993

Nahm-Sheik Park Director

Language Research Institute Seoul National University

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Remarks to the Readers )

This is the first of six volumes of the Language Research Institute's Korean language textbook written for adult learners who do not have any previous knowledge of Korean The text aims to develop students’ basic communicative skills in practical, everyday situations It consists of 30 lessons, each of which comprises a main text followed by pronunciation, grammar, vocabulary and exercise sections

A preliminary lesson introduces students to Korean script and basic principles of pronunciation The main text in each lesson is based on everyday situational dialogues which use basic grammar and vocabulary In this volume, approximately 450 vocabulary items are introduced These words are given at the end of the main text in the order in which they appear The vocabulary list also includes words found in the grammar, vocabulary and exercise sections This supplementary list is marked with * and follows the core vocabulary list Words are re-used throughout each lesson to reinforce learning

In the pronunciation section, we focus on sounds and sound changes and give students

a chance to practice

The grammar section highlights the key grammatical structures in each lesson A range

of structures are introduced according to their degree of difficulty to enable students to use grammar correctly

The vocabulary section which follows includes useful idiomatic and colloquial expressions and shows how to use selected vocabulary in appropriate contexts of use The grammar and vocabulary sections avoid grammatical terminology as much as possible, however, abbreviations such as 'N' (noun), 'V' (verb), 'A' (adjective) and 'S'

(sentence) are sometimes used to make things clearer

The exercise section is divided into two parts: Exercise 1 focuses on structural drills to highlight the key grammatical structures and sentence patterns studied Exercise 2 encourages students to apply the language they have learned in a range of activities

The glossary lists all the words and expressions used throughout the text and indicates

the unit and page number where they first appear In order to facilitate understanding, both an English and a Japanese translation are given, and supplementary words are

marked with *

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12 DOO] ARBRE SE Mo] SUE AE? tro mech eo peter 116

13 2b BEAR? wre vou dou lienitie: 125

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27 Tt AS HSko] FS SEA] AMO] BP har are You Goma to Do During the Winter Vantin 246

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Is this a watch? “LE shoes 2) notebook

No, those are not dress shoes

Those are sneakers

7} subject particle

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No, it is not a watch

No, they are not sneakers

No, it is not a book

No, it is not a door.

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- Yes, that is a watch

Are these sneakers?

- No, those are not sneakers

1, *H” is pronounced ‘1’ when it comes before a nasal sound (i.e a consonant produced by an air stream that flows out through the nose), such as the consonants ‘L.’, ‘0’, or ‘=’

Ex) oh Ut} — (oh cH]

2 The subject of a sentence may be deleted when its meaning is made clear by the context or situation

3 The particle 7} marks the subject of a sentence when the subject ends with a vowel The alternative form ©], on the other hand, is added to nouns ending with a consonant

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