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Subject and Object Markings in Conversational Korean

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Subject and Object Markings in Conversational Korean Subject and Object Markings in Conversational Korean by Taeho Kim August 19, 2008 A dissertation submitted to the Faculty of the Graduate School of the State University of New York at Bu®alo in partial ful¯llment of the requirements for the degree of Doctor of Philosophy Department of Linguistics Copyright by Taeho Kim 2008 i Acknowledgements During the past four and a half years of my stay in Bu®alo, I have had many encounters. Though there are some I would rather have not experienced, many others made me feel extremely lucky. First and foremost, I am so lucky to have Dr. Mitsuaki Shimojo as my dissertation advisor. Since I started this dissertation, he has always been supportive in every aspect. From the bottom of my heart, I would very much like to thank him for his guidance, care and encouragement not only as an academic advisor but also as a mentor. He willingly shared much of his precious time during his sabbatical year with me for the discussion of this dissertation. His insightful and penetrating comments have always guided me along the right track. Not only his academic diligence and achievement but also his sincere care for his students have been an example of the teacher and linguist that I eventually want to be. He always encouraged me when I was overwhelmed and frustrated by surrounding pressures. Without his tremendous help, I could not have completed this dissertation. No matter what I could say or with how many words, it is certainly not enough to describe my deepest gratitude for his help. I sincerely admire him in every aspect. I am also greatly indebted to the rest of my dissertation committee members, espe- cially Dr. David A. Zubin. His guidance was extremely helpful, particularly in develop- ing my idea into this dissertation topic. Since the initial stages, his comments on every draft of this dissertation led it to be a much better ¯nished thesis. In addition to my gratitude for his advice on this thesis, I would also like to thank him for his empathy toward me when I was having di±cult times. He is surely a warm-hearted teacher who understands the true meaning of professorship, something that is rarely encountered, especially these days. I sincerely admire him not only as my teacher but also as my mentor. I am also grateful to Dr. Eunhee Lee for her perceptive comments on this ii dissertation, as well as for helping me to complete the dissertation as scheduled. I would like to acknowledge faculty members at the department of Linguistics, Karin Michelson, Jean-Pierre Koenig, Matthew Dryer, Jeri J. Jaeger, David Fertig, Wolfgang WÄolck, Robert D. Van Valin, Jr., Tsan Huang and Douglas Ronald for having helped me to be fond of this ¯eld, as well as for having guided me along the right track. I am also very thankful to my best friend, Youngjo You for his sincere friendship. He has always been just one step away from me, and was always there whenever I needed his moral support. He has shown me a sincere friendship, which I can never forget. I can only hope our friendship will last forever. I am thankful to Jinho Choi for his perceptive comments on this dissertation that were very helpful, as well as for his assistance on various things. Thanks also go to my friend, Justin Bo®emmyer, for his friendship during my entire stay at the University at Bu®alo, as well as for his comments on early drafts of this thesis. I would also like to acknowledge my colleagues at the Linguistics department, especially Robert Painter, Carlos Castillo-Garsow, Hui-Chen Sabrina Hsiao and Paul Heider for their friendship and encouragement. I also want to thank the ESL interns, particularly Mollie McCabe, for continuously checking the English grammar. I often asked her to read chapters under very short time constraints, but she always completed the jobs in a timely manner without fail. I would also like to acknowledge Anne Montgomery for proofreading the ¯nal draft of my dissertation. I am grateful to the Linguistic department secretaries, Jodi Reiner, Sharon Sell and Patricia Wieclaw for their assistance. I would also like to sincerely express my deep gratitude to Prof. Junyeong Kim and his family for their hospitality. They often invited me and my wife to many dinners at their house during my stay in Bu®alo. I would like to thank Jaehee Bak at the University of Toronto for his time discussing my dissertation, and for sharing his resources with me. I am indebted to the Graduate Student Association at the University at Bu®alo for its ¯nancial support iii through Mark Diamond Research Fund. My sincere thanks also go to the 20 participants who provided the data for this dissertation. I especially wish to thank Han-gyu Lee, my former professor of the department of English language and literature at Kyunghee University, who has always been my mentor, having supported me since I was his student and who has always been like my dear uncle. He always cared for his students, cried for his students, guided them when they are astray and never hesitated to express his joy for his students' success as if it was his own. He is surely a warm-hearted teacher who understands that being a teacher is beyond the contents of a textbook. I admire him very much for his sincerity. He has taught me a lot that cannot be taught by others. I can only hope to see more teachers like him. I would also like to express my sincere gratitude to Prof. Jong-Bok Kim for providing me with many motivations to pursue Linguistics. I am also grateful to Prof. Myeongah Shin for inspring me to study abroad, and also to Profs. Kunsoo Lee, Jaehak Yoon, Byeongsoo Park, Sangchul Anh and Kyu-Hyun Kim from Kyunghee University who helped to teach me much of what I know today. Finally, I most deeply thank my family in Korea for their patience and endless love: my father and mother, my father-in-law and mother-in-law, my brother and sister-in- law, my sister and brother-in-law. My parents and my brother have always supported me morally as well as ¯nancially. Last but not least, I would likely to thank my dearest wife, Sunjung Ha, for her patience and love. Without her patience and love, this dissertation project would have been much more di±cult. I dedicate this dissertation to her. There are many more people I wish to thank, though they are not listed here. iv Contents Acknowledgements . ii Table of Contents . v List of Tables . xi The Yale System of Korean Romanization . xii Abbreviation . xiii Abstract . xv 1 Introduction 1 2 Previous Studies and Terms 8 2.1 Outline . 8 2.2 Transitivity . 8 2.3 Grammatical relations . 9 2.4 Topic marking in Korean . 10 2.5 Focus marking in Korean . 15 2.6 Contrastive marking in Korean . 18 2.7 Word order and post-predicative encoding . 23 2.8 Case markers . 24 2.9 Zero particle and overt particles . 30 2.10 Saliency, givenness, and activation . 33 v 2.10.1 Saliency . 33 2.10.2 Givenness . 34 2.10.3 Activation . 36 2.11 Referential distance and referential persistence . 37 2.11.1 Referential distance . 38 2.11.2 Referential persistence . 40 3 Conversational Korean Data 42 3.1 Outline . 42 3.2 Data collection procedures . 42 3.3 Methodology for data analysis . 46 3.3.1 Identi¯cation of clausal units . 46 3.3.2 Identi¯cation of subjects . 53 3.3.3 Identi¯cation of objects . 58 3.4 Overview of tokens . 60 4 Subject Marking 68 4.1 Outline . 68 4.2 Subject encoding types . 69 4.3 Intransitive and transitive subjects . 71 4.4 Sentence types . 73 4.5 Factors . 76 4.5.1 Negation . 77 4.5.2 Animacy . 80 4.5.3 Word order . 89 4.5.4 De¯niteness . 99 4.5.5 Length . 108 vi 4.5.6 Repair . 119 4.5.7 Anaphoric saliency . 124 4.5.8 Cataphoric saliency . 140 4.5.9 Contrast . 148 4.5.10 Summary of Chapter 4 . 159 5 Object Marking 167 5.1 Outline . 167 5.2 Object encoding types . 168 5.3 Sentence types . 172 5.4 Factors . 176 5.4.1 Negation . 176 5.4.2 Animacy . 182 5.4.3 Word order . 190 5.4.4 Verb adjacency . 200 5.4.5 De¯niteness . 204 5.4.6 Length . 212 5.4.7 Repair . 223 5.4.8 Anaphoric Saliency . 226 5.4.9 Cataphoric saliency . 234 5.4.10 Contrast . 240 5.4.11 HA `do' constructions . 250 5.4.12 Nominative-marked objects: split case marking . 252 5.5 Summary of Chapter 5 . 259 6 Concluding Remarks 265 6.1 Outline . 265 vii 6.2 Subject and object markings . 266 6.3 Findings of the present study . 277 6.4 Issues for future study . 280 Bibliography 281 viii List of Tables 1 Table of Yale Romanization . xii 2.1 The topic accessibility scale (Lambrecht 1994:165) . 11 3.1 List of Participants for the Conversation Recording . 44 3.2 Scale of Naturalness ............................. 45 3.3 Types of Predicates . 61 3.4 Sentence Types . 61 3.5 Word Order . 62 3.6 Negation . 63 3.7 Subject Forms . 63 3.8 Subject Marking Particles . 65 3.9 Object Forms . 65 3.10 Object Marking Particles . 67 4.1 Subject Encoding Types . 69 4.2 Transitivity and Subject.
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