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PREFACE
340
PREFACE
Advanced Korean and Advanced Korean: Sino-Korean Companion
Advanced Korean: Sino-Korean Companion by Ross characters to be targeted for teaching in each of the
King, Chungsook Kim, Jae Hoon Yeon and Don twenty lessons. Ross King has modifi ed the work of
Baker, is an optional companion CD-ROM vol- both Chungsook Kim and Don Baker slightly and
ume to the textbook Advanced Korean by Ross King, is responsible for everything else. UBC graduate
Chungsook Kim, and Jaehoon Yeon. First, then, let us students Dafna Zur, Kiyoe Minami, and Sinae Park
provide some background about Advanced Korean. worked many hours on the Sino-Korean materials
Advanced Korean is an updated and improved ver- in the initial stages of the project. Most recently
sion of 䞲ῃ㠊 3, fi rst published in 1986 by the and most notably, Jung Hwang and especially Su-
(then) ⹒㫇ⶎ䢪㡆ῂ㏢ or Research Center for nah Cho, Leif Olsen, and Cindy Chen put in many
Korean Culture at Korea University (ἶ⩺╖䞯ᾦ) hours of work on the fi les and made numerous
in Seoul as part of their multilevel and multivolume helpful suggestions on content and format. Moreo-
textbook series. For more information on the old ver, several cohorts of UBC students have suff ered
䞲
ῃ㠊 3 and its reincarnation as Advanced Korean, through beta versions of the Sino-Korean Compan-
please refer to the preface of the latt er. ion since 1995 when Ross King began developing
In addition to, and parallel with, the two volumes the materials. Th e authors are grateful to all these
of Advanced Korean, Ross King, Chungsook Kim, students for their patience and feedback. Most re-
and Donald Baker have developed the Advanced cently, Sunny Oh, Yoon Chung, Mike Whale, and
Korean: Sino-Korean Companion as an optional sup- Andrew Pugsley of the 2005–2006 “Korean 300”
plement for those learners wishing to commence cohort have caught numerous problems and errors
the study of Chinese characters as they are used in in the beta fi les.
Korean. Th e Sino-Korean Companion is designed to Th e authors also owe a debt of thanks to several
serve as a kind of “parallel universe” for Advanced colleagues who have published useful reference
Korean—it assumes a knowledge of the main texts, works and textbooks in recent years. Please refer to
example sentences, vocabulary, and structural pat- the preface of Advanced Korean for a more detailed
terns introduced in Advanced Korean, and introduc- list of sources consulted for that book, but here we
es fi ve hundred Chinese characters (豀螳, i.e., 䞲 wish to record our appreciation for the excellent but
㧦, typically pronounced [䞲㰲]) in their Korean now out-of-print Myongdo textbooks, especially
readings with a view to helping students do two the Intermediate Korean: Part I volume, which has
things: (1) improve their knowledge of and intui- provided the inspiration for the Main Text in Les-
tions about Sino-Korean vocabulary in Korean and son 6 on proverbs. Th e authors are also grateful
(2) teach themselves 䞲㧦 as they continue their for the existence of numerous study aids, manuals,
lifelong journey of Korean language learning. learner dictionaries, and websites targeted toward
Most of the hard work in preparing both Ad- Korean native speakers (see the section “Learning
vanced Korean and Advanced Korean: Sino-Korean 䞲㧦: Methodological and Sociolinguistic Premis-
Companion has been carried out by research assis- es and Preliminaries” section below for some refer-
tants working with Ross King at the University of ences), but we are especially grateful to two works
British Columbia (UBC). With specifi c respect to in particular: Bruce Grant’s classic Guide to Korean
the Sino-Korean Companion, the three coauthors’ Characters and Choo and O’Grady’s Handbook of
contributions were as follows: Chungsook Kim was Korean Vocabulary. Any serious student of Korean
the lead author of the Korea University team that should own both of these books.
wrote the Main Texts and Example Sentences for Finally, the authors wish to thank the Korea
each lesson in the original Foundation for the teaching materials development
䞲ῃ㠊 3. Don Baker
was responsible for the initial selection of Chinese grant that funded this project at UBC.
MORE ABOUT THIS CD-ROM
341
References in the Department of Asian Studies, University of
Choo, Miho, and William O’Grady. 1996. Hand- British Columbia, Vancouver, Canada. His e-mail:
book of Korean vocabulary: A resource for word rec- ross.king@ubc.ca.
ognition and comprehension. Honolulu: University
of Hawai’i Press. Chungsook Kim completed her BA in Korean lan-
Grant, Bruce K. 1979/1982. A guide to Korean char- guage and linguistics at Korea University in 1984
acters: Reading and writing hangŭl and hanja. 2nd and subsequently earned her MA (1986) and PhD
rev. ed. Elizabeth, NJ: Hollym. (1992) from the same institution. Currently, she
Myongdo Language Institute, Franciscan Friars. serves as professor in Korea University’s Depart-
1977. Intermediate Korean: Part I. Seoul: Myong- ment of Korean Language and Literature. Her e-
do Language Institute. mail: kmjane@korea.ac.kr.
About the Authors Donald Baker completed his PhD in Korean history
Ross King completed his BA in linguistics and po- in 1987 at the University of Washington. As a spe-
litical science at Yale in 1983, then his MA (1985) cialist in late Chosŏn history, thought, and religion,
and PhD (1991) in linguistics at Harvard. Currently he deals with Sino-Korean and hanmun on a daily
he is professor of Korean and head of department basis. His e-mail: don.baker@ubc.ca
MORE ABOUT THE CD-ROM
About the Lessons Sentences) and New Vocabulary sections are identi-
Each lesson consists of the following sections: cal between Advanced Korean and Advanced Korean:
Sino-Korean Companion creates some unavoidable
Main Text duplication between the two titles—somewhere
Each lesson begins with a Main Text, the contents along the lines of 6 to 8 percent of the total volume
of which are identical to the Main Text of the corre- of each set of books. But this overlap—this creation
sponding lesson in Advanced Korean. However, any of a “parallel universe”—is essential to the teach-
Sino-Korean vocabulary that has been introduced ing philosophy of the book, for which see more in
in previous lessons and/or in the current lesson is “Learning 䞲㧦: Methodological and Sociolinguis-
highlighted in bold text. Sometimes the Main Text tic Premises and Preliminaries” below.
is followed by one or more of the Example Sen-
tences from the body of the corresponding lesson ᔩ⦽ᯱ (New Chinese Characters)
in Advanced Korean, in which case these sentences Th is section lists, in order of appearance, the new
carry new Chinese characters meant to be learned Chinese characters to be learned in the current les-
in the current lesson. Here, too, any Sino-Korean son. Each box contains all the essential informa-
items that are “fair game” for the learner are in bold. tion for each new character:G䤞O趟P (Korean gloss
or moniker); 㦢O蜮PG (Korean pronunciation[s]);
New Vocabulary (rough) English meaning; total stroke count; radi-
Th e “New Vocabulary” section glosses only those cal, radical name, and rough English gloss as well
words from the Main Text (and Example Sentenc- as radical pronunciation (if it has one) and radical
es). Th e idea is to avoid a situation where the stu- stroke count; information about the phonetic ele-
dent of the Sino-Korean Companion is forever hav- ment hinting at the character’s pronunciation (if
ing to look up vocabulary in the back of Advanced there is one)—all rounded off by the radical stroke
Korean. count plus number of remaining strokes to reach the
Th e fact that the Main Text (plus any Example total stroke count, e.g.:
MORE ABOUT THIS CD-ROM
342
ᔩᇡᙹᨱݡ⦹ᩍ (About the New Radicals)
㨼 Th is section is formatt ed along the same lines as the
䤞㦢: ⼧✺ ⼧ Phonetic “Building Word Power with 䞲㧦” sections, with
⦑: disease; sickness 腷(⼧) two exceptions. Firstly, the characters introduced
(⼧) 㽳䣣㑮: 10䣣 5 + 5 = 10䄶
㑮: (⼧㰞㠚 sickness: 5䣣) here are all radicals. If the radical in question is one
ᔩᇡᙹ (New Radicals) of the many radicals that functions both as a radical
Th is section is identical in form to that of “㌞G䞲㧦 and as an independent character, and if the charac-
(New Chinese Characters)” above, but focuses on ter has not already been introduced in the “Building
all the new radicals associated with the new Chinese Word Power” section, then a list of compounds in-
characters to be learned. corporating the character-cum-radical in question is
given. Secondly, this section also presents any facts
Building Word Power with ⦽ᯱ and tips about the radical deemed to be useful to the
Th is section lists, in order of appearance, all new learner: whether or not the radical also functions
Chinese characters introduced in the lesson, fol- independently as a character, any alternate shapes,
lowed by a list of words (primarily compounds or information about the radical’s Korean name, rela-
“binoms” that combine two or more Chinese char- tionship to other characters, etc.
acters, but occasionally a Chinese character and a About the New Phonetics
native Korean element) that incorporate the Chi-
nese character in question. Each list begins with Th is section repeats each of the new phonetic deter-
Chinese character compounds, both components of minatives learned in the lesson and gives examples
which have been introduced in the current or previ- of other characters that contain the same phonetic.
ous lessons. Such compounds are always listed with Th e numerous characters given here as illustrations
the Chinese characters fi rst, in bold, followed by the are not for memorization! Th e point is to get into at
䞲⁖ reading in parentheses. Th ese “known” com- least two habits: (1) analyzing Chinese characters
pounds are followed by additional compounds in- into their constituent building blocks, which are of-
corporating the Chinese character in question, but ten a radical and a phonetic; (2) taking advantage of
where the other character(s) is (are) unknown to the (admitt edly imperfect) phonetic clues lurking in
the learner from this course. Th us, the word list for Chinese characters so as to facilitate the recognition
膂O⼧P just above (from Lesson 15) starts like this: and learning of other, graphically related characters.
Our defi nition of a “phonetic” here is generous and
㨼䂥O⼧㤦P hospital includes both genuine core phonetic elements that
ザ㚹㨼O㩚㡒⼧PGˀㅳG contagious/com- rarely function anymore as independent characters
municable disease on their own and entire freestanding characters that
get rolled into new
䀐㨼O㭧⼧PGˀㅳG serious illness 䞲㧦 through the addition of
... another graphic element (usually a radical), all the
㰞⼧O觋膂P disease while preserving the pronunciation of the original
⼧‶O膂紕PG (disease) germ character. All together, this book alerts students to
⼧䢮O膂贻PG sickness (hon.) some 250 diff erent phonetic elements, which, if
mastered along the way, position the learner to ac-
Th e assumptions are that students will memorize quire hundreds more characters at a discount.
the new vocabulary items in bold and develop at
least a passive acquaintance with the other com- New ⦽ᯱ Combinations
pounds in each list. In this way, students should ac- Th is section brings together all the new Chinese
quire a growing number of the fundamental build- character combinations in the lesson that consist of
ing blocks of Sino-Korean vocabulary, as well as characters introduced thus far in the course—that
begin to develop intuitions about the structure of is, all the compounds presented in bold typeface in
the “Building Word Power with
this huge sector of the Korean lexicon. 䞲㧦” and “㌞G
MORE ABOUT THIS CD-ROM
343
㑮㠦G╖䞮㡂 (About the New Radicals)” sections. Reference Section
Understandably, this section tends to grow in size Korean-English New 豀螳 Combinations Glossary
with each successive lesson, as the learner’s reper- English Translations for Main Texts
toire of Chinese character building blocks grows. 豀螳 Finder List
㑮 (Radical) Finder List
⦽ᯱྙᰆᩑ (Practice Sentences) List of Phonetics
Th is section consists of 25–30 sentences exempli-
fying some (but by no means all) of the new vo- Note that the “Reference Section” does not include
cabulary from the lesson—both bold combinations any vocabulary glossaries other than a comprehen-
and otherwise. At a minimum, students should sive listing of those Sino-Korean compounds where
familiarize themselves with these practice sen- both component characters have been covered in
tences. But they are also advised to seek out more the book. To include any more such alphabetized
authentic examples-in-context on their own, espe- listings would have made the volumes exceedingly
cially for all the bold combinations in each lesson, bulky, and any learner at the stage where he or she is
using common web-based resources. Th us, a use- undertaking the study of Sino-Korean should own
ful exercise, whether for use in a classroom sett ing a dictionary (whether paper or electronic) and be
or for learners using these materials on their own, adept at using it.
is to seek out and translate into English another
ten to twenty (or more) sentences by using (a) the About Contact Hours
search function in search engines like Google, Ya- F ew Korean language programs in Anglophone
hoo!, etc., or (b) online Korean-language corpora universities include instruction in Chinese char-
(Ⱖ䂮) like the ਊ۹Ѩ࢝ӝ (Web-based Cor- acters as a regular feature of their courses of study.
pus Analysis Tool) at Korea University’s ޙച Th us, the authors assume that most purchasers of
োҳਗ(htt p://corpus.korea.ac.kr/), the IST this book will be using it for self-study. However,
Concordance Program htt p://semanticweb.kaist. in the case of adoption of this book as a textbook
ac.kr/research/kcp/, or Yonsei University’s ೠҴ for a course, and assuming that most university Ko-
যࢎ site (htt p://kordic.britannica.co.kr/sear_ rean language courses in the United States, Canada,
frame.asp?keyword=%20&keykind=all&sear_ United Kingdom, Australia, and New Zealand meet
type=part). Th is latt er resource is highly recom- four or fi ve hours per week, the authors would rec-
mended: the site is fast, the words listed are all ommend covering one lesson for every six to ten
current and useful, and the example sentences classroom hours. Th e ideal situation would be to
(usually two per word) are excellent. We have taken take this course either in tandem with a separate
many of the Practice Sentences from this site. course based on just Advanced Korean, or aft er fi rst
completing Advanced Korean or a course similar to it
Supplementary Vocabulary in coverage of vocabulary and grammatical patt erns.
Th is is a (usually) one-page list of vocabulary items But the authors recognize that diff erent students
designed to aid students working their way through and diff erent courses proceed at diff erent paces;
the 䞲㧦 practice sentences. Only items deemed certainly it would be an achievement to complete all
diffi cult for an advanced-level learner or not already twenty lessons during the course of a typical two-
introduced in the body of the lesson are listed. semester school year.
⦽ᯱᩑ (Practice) About Vocabulary
Th ese pages give the student an opportunity to Th is textbook introduces a lot of vocabulary: some
practice writing the new characters (and radicals) two thousand items in all in just the case of bold
according to the correct stroke orders. Sino-Korean combinations. Th e authors are skepti-
cal of approaches to introducing vocabulary based
on statistical frequency lists, since these frequency
lists are never based on the vocabulary needs of
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