HSC Korean Continuers key terms

The skill of understanding spoken Korean, such as conversations, announcements, or short talks played once or twice in the exam. Candidates identify main ideas, specific details, and the speaker's purpose or attitude from audio.

The main point or central message of a spoken or written text. In exam tasks, candidates choose the option that best summarises what the whole passage is about rather than one small detail.

Specific facts within a text, such as times, prices, names, places, or numbers. Questions often ask candidates to pick out one detail while ignoring similar-sounding distractors in the recording or passage.

What a speaker is really trying to do, for example warn, invite, apologise, persuade, or request. Candidates infer this from tone, word choice, and context rather than from a single stated sentence.

The speaker's attitude or feeling, such as worry, satisfaction, disappointment, or surprise. Exam questions often ask which emotion best matches how the speaker sounds or what they choose to emphasise.

The setting and relationship in a conversation, such as a student talking to a teacher, or a customer at a shop. Knowing who is speaking to whom helps candidates interpret polite and casual speech correctly.

Working out information that is not stated directly, using clues in the text. For example, a speaker's mention of an umbrella and dark clouds lets candidates infer that it may rain soon.

Numbers and their counters, such as 명 for people, 개 for items, 시 for time, and 원 for money. Listening and reading tasks often test whether candidates can catch a number and match it to the right unit.

Dates and days of the week expressed in Korean, including native and Sino-Korean number forms. Candidates must distinguish similar-sounding days and dates when a recording gives scheduling information.

Phrases that locate events in time, such as 아침에, 내일, 지난주에, or 세 시부터. Understanding these helps candidates follow the order of events and answer when-questions accurately.

Words that link ideas, such as 그리고, 하지만, 그래서, or 그러면. These signal contrast, cause, or sequence, and noticing them helps candidates predict how a sentence or passage will continue.

The surrounding words and situation that give meaning to a phrase. When an unfamiliar word appears, candidates can often guess its sense from the sentences before and after it.

The gist or central claim of a written passage. Reading questions may ask candidates to select the sentence or option that states the writer's overall point, not a supporting example.

The topic that a passage is about, expressed as a short phrase rather than a full sentence. Identifying the topic first helps candidates eliminate options that are too narrow or unrelated.

A short title that captures a text's content. Exam tasks may ask candidates to choose the best title, which requires understanding the whole passage rather than a single sentence.

A task where a word or phrase is missing from a sentence or paragraph and candidates choose the option that fits. Both grammar and meaning must match the surrounding text.

The range of words a learner knows and can use. In reading tasks, vocabulary knowledge supports guessing meaning, and in writing it allows more precise expression of ideas.

Words with similar meanings, such as 좋아하다 and 즐기다. Exam questions sometimes ask candidates to find the option closest in meaning to an underlined word in the passage.

Words with opposite meanings, such as 크다 and 작다, or 늘다 and 줄다. Recognising opposites helps candidates understand contrast within a passage and answer meaning-matching questions.

Polite or formal speech used with strangers, elders, teachers, and customers, marked by endings such as -습니다 and -요. Recognising this style helps candidates judge the relationship between speakers or writer and reader.

Casual speech used among close friends, family, or people of similar age, using endings such as -아/어. Its appearance in a text signals intimacy or informality between the people communicating.

Special vocabulary and verb forms that show respect toward the person being discussed, such as 드시다 for 먹다 or 계시다 for 있다. These forms often reveal who deserves respect in a situation.

Titles and terms used to address people, such as 선생님, 사장님, or 아주머니. The choice of address term shows the relationship and relative status of the people in a dialogue or letter.

The tone of a written text, such as humorous, serious, nostalgic, or critical. Tone questions ask candidates to sense the writer's feeling from word choice rather than from explicit statements.

The style of writing, for example formal report style, personal diary style, or conversational style. Recognising style helps candidates identify text type and the intended audience of a passage.

The type of text, such as an email, diary entry, notice, advertisement, or newspaper article. Each type has typical layout and language features that help candidates predict content and purpose.

The reason a text was written, for example to inform, invite, complain, advertise, or thank. Purpose questions require candidates to look beyond content and consider what the writer wants the reader to do.

The skill of producing written Korean, including short messages, diary entries, and longer structured texts. Candidates are assessed on task completion, range and accuracy of language, and organisation of ideas.

A plan or outline made before writing, listing the main points and their order. A clear outline helps candidates stay on topic and meet the required structure within the time limit.

A paragraph that develops one idea, usually beginning with a topic sentence. Good paragraphs connect logically, use appropriate linking words, and avoid mixing unrelated points.

The opening section of an essay that introduces the topic and states the writer's position. A strong introduction engages the reader and signals what the following paragraphs will cover.

The main body of an essay where arguments, examples, and evidence are presented. Each paragraph in this section should support the overall position with clear reasoning and relevant detail.

The closing section of an essay that restates the main idea and draws the discussion together. It should summarise without introducing entirely new arguments that were not developed earlier.

Korean spelling rules, including correct use of consonants, vowels, and spacing between words. Accurate spelling is part of the writing mark, and common errors can change meaning or confuse the reader.

The practice of leaving spaces between words and particles in Korean writing. Correct spacing improves readability and is assessed in written responses, especially in longer texts.

The rules governing how words and sentences are formed, including verb endings, particles, and tense. Grammatical accuracy affects clarity, and errors in endings can change politeness or time reference.

A letter, which may be personal or formal, with typical greetings, body, and closing. Writing tasks may ask for a letter to a friend or an application-style message, requiring suitable register and layout.

An email message with a subject line, greeting, body, and sign-off. Candidates should match the level of politeness to the recipient and keep the content focused on the stated purpose.

A diary entry, usually written in informal style about personal events and feelings. Tasks may ask candidates to write about a day's experience using past tense and appropriate time expressions.