The term “particles” in Korean is often used as “case markers” and “meaning-carrying functional markers.” You might have studied various case markers always attached to nouns in the previous session "Case Marker". So, we will discuss the meaning-carrying functional markers in Unit 2. It can be attached to nouns and also can be attached to other parts of speech while limiting the scope of verbal action or state to the preceding expression.
1. Topic Marker & Contrastive Marker: -은, -는
Topic marker & Contrastive marker
Form: -은 (attached to a noun that ends with a final consonant)
Example : 톰은, 물은, 학생은
Form: -는 (attached to a noun that ends with a vowel)
Example : 제리는, 다리는, 사자는
1-1 Topic marker
Each element in a sentence such as a subject, an object, a verb, etc., serves as a grammatical function. These elements are combined together as basic information to convey the speaker’s message to the listener. In a general conversational situation, the main role of topic markers is to let other people know what you’re talking about or going to talk about because the speaker imposes another information structure in a given sentence to transmit the message more strategically. The topic markers can be characterized as the old information that was previously introduced by the speaker or is clear from the context. So, the topic markers represent “as for ~, regarding ~.” The topic of a sentence in Korean always shows at the beginning of a sentence like in many other languages.
존이 메리를 좋아합니다 (John likes Mary) / (subject marker)
그 학생은 공부를 좋아합니다 (As for the student, he/she likes studying)
사자는 동물입니다 (As for the lion, it is an animal)
It shows what the subject is in the first sentence, so we can know that “John” is the subject through the subject marker “이.” However, in the second sentence, the speaker is talking about the subject “The student,” and provides new information in the given sentence (he likes studying) about the subject. So, “the student is the topic of the sentence, which is marked by the topic marker “-은.” The third sentence has the same reasoning. The speaker is talking about a lion” and provides old information (it is an animal) which is clear from the context.
Understanding case markers is one of the most common problems that many non-native speakers who are learning Korean make. They often make mistakes using the subject marker instead of using meaning-carrying functional markers because they might think that the initial position of the sentence is always reserved for the subject according to the default word order in Korean so, the subject has to be marked by the subject marker “-이 or -가.” However, the initial position of the sentence is also open to the topic of the sentence.
Let’s take some sample expressions to help you understand more clearly.
A: 직업이 어떻게 되십니까? (What do you do for a living?)
B: 제 직업은 선생님입니다 (I am a teacher)
제 직업이 선생님입니다 (You can use it but not natural to native speakers)
A: 고향이 어디세요? (Where is your hometown?)
B: 제 고향은 인천입니다 (My hometown is Incheon)
제 고향이 인천입니다 (You can use it but not natural to native speakers)
A: 동생이 몇 명이에요? (How many brothers do you have?)
B: 제 동생은 모두 두 명이에요 (There are two altogether)
제 동생이 모두 두 명이에요 (You can use it but not natural to native speakers)
The speaker A is asking speaker B about some questions in the conversations above. When the subjects are already mentioned in speaker A’s questions, speaker B has to use the subjects as the topic of the sentence and put them into the initial position of the sentences with the topic markers “-은/-는,” instead of the subject case markers “-이/-가” in his/her responses.
The topic markers also can be attached to any parts of speech so, anything can be the topic of a sentence.
제 동생은 집에 오고 있습니다 (As for my brother, he is coming home)
제 동생이는 집에 오고 있습니다 (X)
겨울에는 날씨가 아주 춥다 (As for winter, the weather is very cold)
그 문제를 해결하는 것은 아주 힘들다 (As for solving the problem, it is very hard)
그 문제를 해결하는 것이는 아주 힘들다 (X)
그 선물은 제가 친구에게 주었습니다 (As for the gift, I gave it to my friend)
그 선물을은 제가 친구에게 주었습니다 (X)
어제부터는 눈이 오지 않았다 (since yesterday, it hasn’t snowed)
1-2 Contrastive Marker
The particle “-은/-는” also can serve as a contrastive marker. It usually happens whenever they do not appear in the initial position of a given sentence. You use contrastive markers to imply that you are going to say something different or opposite from the context. It is important to understand the contrastive markers because you will use them to indicate there is something to contrast. Like the English sentence form, “It is apples that I eat.” It implies that I eat apples, but not other fruits.
소희는 사과를 좋아합니다 (As for Sohee, she likes apples)
(Topic marker)
사과를 소희는 좋아합니다 (It is Sohee who likes apples)
(Implication: Sohee likes apples, but others dislike it)
그 학생은 투표를 하지 않았습니다 (As for the student, he/she didn’t vote)
(Topic marker)
투표를 그 학생은 하지 않았습니다 (It is the student who didn’t vote)
(Implication: The student didn’t vote, but others did vote)
Sometimes “-은/-는” can show up more than one in a given sentence. The one in the initial position is always the topic marker, and the others are treated as the contrastive markers.
태희는 숙제를 빨리는 한다 (As for Taehee, he does his homework quickly, but the quality is not so good)
톰은 제리는 좋아한다 (As for Tom, he likes Jerry, but he doesn’t like others)
너는 돈을 많이 벌기는 한다 (As for you, you make lots of money, but you don’t not manage your money wisely)
2. Only (-만)
Form: -만 (After a final consonant or a vowel)
Example : 저만, 물만, 학생만
“-만” is a particle that can be used in a sentence to add meaning [only]. It attaches directly after a word.
저는 사과만 먹습니다 (I only eat apples)
태규만 집에서 공부를 합니다 (Only Taegyu studies at home)
태희가 유리에게만 선물을 줍니다 (Taehee gives a gift only to Yuri)
The meaning of the sentence will change depending on where you place the particle “-만”
저만 과학을 좋아해요 (Only I like science)
저는 과학만 좋아해요 (I like only science)
The particle “-만” can also be used between verbs that use “-하다” with a noun and the object marker (-을/-를). This works because these verbs with 하다 literally mean ‘to do’ that noun.
공부만 하다 = to only study (and do nothing else)
태희가 방에서 자기만 합니다 (Taehee is only sleeping in his room)
제 방 청소만 하고 싶어요 (I want to clean my room only)
Note:
“-만” can take the place of any marker (subject marker, object marker, topic marker) or can be used together with a marker, but “-만” must come before the marker.
만이 (Subject marker)
만을 (Object marker)
만은 (Topic marker)
3. -도 (also)
Form: -만 (After a final consonant or a vowel)
Example : 저도, 물도, 학생도
“-도” is a particle that can be used in a sentence to add meaning [also, too]. It attaches directly after a word or particle.
저는 사과도 먹습니다 (I also eats apples)
태규도 집에서 공부를 합니다 (Taegyu also studies at home)
태희가 유리한테도 선물을 줍니다 (Taehee also gives a gift to Yuri)
일요일에도 가게 문을 엽니다 (Our store opens on Sundays, too)
메리는 얼굴이 예쁘기도 합니다 (As for Mary, she is also pretty)
The particle “-만” can also be used between verbs that use “-하다” with a noun and the object marker (-을/-를). This works because these verbs with 하다 literally mean ‘to do’ that noun.
공부도 하고 싶어요 = Also want to study (and do something else)
태희가 방에서 자기만 합니다 (Taehee is only sleeping in his room)
제 방 청소만 하고 싶어요 (I want to clean my room only)
Note:
“-도” can take the place of any marker (subject marker, object marker, topic marker). You should choose one or the other because you cannot use them together with
Incorrect
도이, 도가 (Subject marker)
도을, 도를 (Object marker)
도은, 도는 (Topic marker)
4. -조차(도) (even)
Form: -조차, -조차도 (After a final consonant or a vowel)
Example: 저조차(도), 물조차(도), 학생조차(도)
“-조차(도)” is a particle that can be used in a sentence to add meaning [even]. It attaches directly after a word. It is used with negative verbs or meanings. It shows something unexpected.
저조차(도) 그를 싫어해요 (I even dislike him)
제 친구는 포도 껍질조차(도) 먹습니다 (As for my friend, he even eats grape skins)
제 동생은 잠조차(도) 자기 싫어합니다 (My younger sister doesn’t even want to sleep)
부모님조차(도) 나를 배신했다 (Even my parents betrayed me)
집조차(도) 경매로 넘어갔다 (Even the house was sold in the auction)
동수는 물을 마실 때조차(도) 책을 봅니다 (As for Dongsu, he reads a book even when he is drinking)
5. -까지(도) (even)
Form: -까지, -까지도 (After a final consonant or a vowel)
Example : 저까지(도), 비까지(도), 학생까지(도)
“-까지(도)” can be used with time or place expressions such as “up to”, “as far as” as the adverbial case marker. However, it also can be used as a particle that can be used in a sentence to add meaning [even]. It attaches directly after a word and “-조차(도)” is the equivalent particle.
너까지(도) 나를 못 믿으면 할 말이 없다 (I have nothing to say if even you cannot trust me)
부모님까지(도) 나를 배신했습니다 (Even my parents betrayed me)
저까지(도) 해야 돼요? (Do I even have to do it?)
규진이는 나한테까지(도) 돈을 빌립니다 (Gyujin borrows money even from me)
철수는 나까지(도) 초대했다 (Chulsu invited even me)
6. -마저(도) (even)
Form: -마저, -마저도 (After a final consonant or a vowel)
Example : 너 마저(도), 물 마저(도), 학생 마저(도)
“-마저(도)” can be used as a particle that can be used in a sentence to add meaning [even] like “-까지(도),” but it is more formal and as such is mostly just found in writing, not in speaking. It always implies a negative meaning. The preceding noun means that this is the last part, thing, or last person in a group that makes it now complete. Everything was ready and set up and there was one thing missing.
존은 가방에 있는 사탕 마저(도) 먹었습니다 (As for John, he ate even candy in the bag)
부모님 마저(도) 나를 배신했습니다 (Even my parents betrayed me)
제 친구 마저(도) 저를 싫어합니다 (Even my friends dislikes me)
집 마저(도) 경매로 넘어갔다 (Even the house was sold in the auction)
너 마저(도) 그러면 어떻게 해? (What am I supposed to do if even you behave like that?)
7. -무렵(에) (Around the time)
Form: -무렵(에) (After a final consonant or a vowel)
Example : 저녁무렵에, 끝나갈 무렵, 꽃이 필 무렵(에)
"무렵" means at about the same time as a denotative meaning. In this case, “-무렵(에) can be used to indicate the situation happens around the time of the preceding noun. The important thing is that the “Noun + -무렵(에)” form is not used often, but it is not grammatically wrong to use as well.
저녁 무렵에 집에 도착했다 (I arrived home around evening time)
Rather “Verb stem + (으)ㄹ 무렵(에)” is used mostly and it sounds smoother.
꽃이 필 무렵(에) 그 사람을 만났다 (I met the person around the time of blossom)
겨울이 끝날 무렵(에) 직장을 구했다 (I got a job around the time when the winter is over)
항상 저녁이 끝날 무렵(에) 아기는 울기 시작한다 (The baby always starts crying around the time when the evening ends)
8. -내내 (Throughout the period of time)
Form: -내내 (After a final consonant or a vowel)
Example: 하루 내내, 한달 내내, 저녁 내내
“-내내” can be used to indicate that the situation continues from start to finish all the way through. It is translated as “throughout the period of time” in English.
나는 춤을 일년 내내 연습했다 (I practiced dance throughout the year)
한달 내내 걱정했잖아! (I was worried about you throughout the month!)
메데진은 일년 내내 날씨가 아주 좋다 (The weather in Medellin is so good throughout the year)
9. -마다 (each and every)
Form: -마다 (After a final consonant or a vowel)
Example: 저마다, 사람마다, 학생마다
“-마다” can be used as a particle that can be used in a sentence to add meaning [each and every]. It attaches directly after a word.
사람마다 성격이 다릅니다 (Each and every person has a different personality)
학생마다 성적이 다릅니다 (Each and every student has a different grade)
나라마다 국기가 달라요 (Every country has a different flag)
인생은 저마다 사연이 있습니다 (Each and every life has a story)
*저마다 = each
“-마다” also can express that the repetition of the same or similar situation or behavior over a period of time.
버스는 삼십 분마다 와요 (The bus comes once every 30 mins)
저는 일요일마다 교회에 갑니다 (I go to church every Sunday)
10. -같이, -처럼 (Like)
Form: -같이 (After a final consonant or a vowel)
Example: 친구같이, 물같이, 학생같이
Form: -처럼 (After a final consonant or a vowel)
Example: 친구처럼, 물처럼, 학생처럼
“-같이, -처럼” can be used as a particle that represents “like.” It can be used when you are comparing things together. It can be used to describe the noun by using the preceding noun as a reference point. It attaches directly after a word.
동수는 원숭이같이/처럼 생겼습니다 (Dongsu looks like a monkey)
제 친구는 바보처럼/같이 순진합니다 (My friend is naive like a fool)
아기는 천사같이/처럼 착합니다 (A baby is kindhearted like an angel)