NCEA Level 3 Korean key terms

The polite speech style used toward strangers, elders, teachers, and superiors, marked by endings such as -습니다/ㅂ니다 and -요. Choosing this style correctly is central to spoken and written Korean.

The informal, non-polite speech style used with close friends, younger people, and children. Using it with someone who expects 존댓말 can cause serious offence, so the relationship between speakers decides which is appropriate.

The system of honourific marking in Korean: special vocabulary such as 드시다 and 계시다, the particle 께서, and the suffix -시- attached to verbs to raise the subject of the sentence.

The tone or manner of speaking, including choice of speech level, softness or bluntness, and habitual phrasing. Recognising a speaker's 말투 helps listeners identify character, attitude, and relationship in recorded dialogues.

The written register used in essays, reports, news articles, and formal notices. It favours -는다/-다 endings, longer sentences, and formal vocabulary, and is the register expected in Level 3 formal writing tasks.

The spoken register used in conversation and dialogue, marked by contractions such as -거든요, -잖아요, and shortened forms like 뭐 and 좀. Recognising it is essential for understanding authentic listening passages.

Respectful vocabulary, including humble verbs such as 드리다, 뵙다, and 여쭙다 that lower the speaker, plus respectful nouns such as 성함 and 연세 that raise the person being discussed.

A conjunction that links clauses or sentences, such as 그러나, 따라서, 그리고, or 왜냐하면. Noticing these markers helps readers follow the logic of an argument and predict what the next sentence will do.

Discourse markers such as 글쎄요, 그런데, 있잖아요, or 그러니까 that organise speech, signal a change of topic, or buy thinking time. They carry little literal meaning but reveal a speaker's stance and structure.

A verb ending that joins one clause to another, for example -아서/어서, -지만, -는데, and -면. Different endings signal cause, contrast, background, or condition, so misreading one can reverse the meaning.

An ending that changes a verb or adjective into a different grammatical role, such as -기 (noun), -음 (noun), or -는/ㄴ (modifier). Recognising these helps readers unpack long Korean sentences.

The modifying form of a verb or adjective placed before a noun, such as 예쁜 옷, 먹는 사람, or 갈 사람. The ending chosen marks tense and whether the action is completed or ongoing.

The passive construction, formed with suffixes such as -이-, -히-, -리-, -기- or with -아/어지다, as in 문이 열렸다 or 길이 넓어졌다. Passive sentences shift focus from the doer to the affected thing.

The causative construction, formed with suffixes such as -이-, -히-, -리-, -기-, -우- or with -게 하다, as in 밥을 먹이다 or 친구를 웃게 했다. It expresses that someone causes another to act.

Reported speech, where another person's words are restated with endings such as -다고 하다, -냐고 묻다, and -자고 하다. Tense, pronouns, and speech level shift when the original utterance is reported.

A traditional Korean proverb such as 발 없는 말이 천 리 간다, used to comment on a situation with a shared cultural image. Understanding 속담 requires knowing the story behind the literal words.

A fixed idiomatic expression whose meaning cannot be worked out from its parts, such as 발이 넓다 (to be well connected) or 눈이 높다 (to have high standards). These appear often in reading texts.

Vocabulary of Chinese origin, which makes up a large share of formal Korean nouns such as 교육, 문화, and 정책. Recognising shared hanja helps readers guess meaning in academic and news texts.

A word that imitates a sound, such as 쿵쿵, 짹짹, or 반짝반짝. Korean uses these vividly in narration and advertising, and they often carry emotional nuance rather than plain description.

A word that imitates a movement or appearance, such as 살금살금, 흔들흔들, or 반짝반짝. These expressions add rhythm and imagery and are common in literary and descriptive writing tasks.

The central idea or message that a text or talk develops, distinct from its topic. Identifying the 주제 requires weighing the whole passage rather than one striking detail or repeated keyword.

The main point or gist of a passage, often stated in a single sentence near the beginning or end. Questions asking for 요지 expect a summary of the argument, not a restatement of the title.

The writer of a text, whose attitude, purpose, and assumptions shape what is said and left unsaid. Questions about 필자의 태도 ask candidates to infer stance from word choice and tone.

The implied meaning a speaker or writer conveys beyond the literal words, such as sarcasm, hesitation, or a polite refusal. Listening and reading tasks often test whether candidates can infer this.

The approach a listener takes before and during a recording, such as predicting content from the question, noting keywords, and ignoring unknown words that do not affect the answer.

Dictation: writing down what is heard word for word. It trains attention to spelling, spacing, particles, and endings, and is a common way to check listening accuracy.

Korean spelling rules, including distinctions such as 되/돼, 안/않, and correct particle choice. Marks are deducted for spelling errors in writing tasks, so accuracy matters as much as content.

Word spacing in Korean writing, governed by rules that separate particles from nouns and allow some flexibility with auxiliary verbs. Incorrect spacing looks careless and can change how a sentence is read.

An outline or plan drawn up before writing, listing the introduction, body paragraphs, and conclusion with supporting points. A clear 개요 keeps an essay focused and prevents repetition.

The logical development of an argument, where each paragraph builds on the last with reasons, examples, and a clear conclusion. Examiners reward coherence between claims and the evidence offered for them.

The introduction of an essay, which presents the topic, narrows the focus, and states the writer's position. A strong 서론 signals the structure of what follows without giving away every detail.

The body of an essay, where each paragraph develops one point with explanation, examples, or evidence. Transitions between paragraphs should make the reasoning easy for the reader to follow.

The closing section of an essay, which restates the main position, summarises the key points, and may offer a recommendation or reflection. It should not introduce a completely new argument.

A spoken presentation, usually structured with a greeting, an outline, main points supported by data, and a closing. Level 3 speaking tasks assess organisation, fluency, and appropriate formal register.

A structured discussion in which speakers present opposing views on an issue, give reasons, and respond to counterarguments. Useful phrases include 제 생각에는, 반면에, and 그 점에 대해서는.

A question-and-answer exchange between an interviewer and a respondent, common in listening tasks. Recognising who is asking, what is being asked, and the respondent's attitude is key to answering.

Modifiers that add detail to a noun or verb, including adverbs such as 매우, 아주, and 정말 and descriptive words before nouns. Using them well makes speaking and writing more precise and natural.