The purpose of this study is to compare and analyze the endings of Korean,‘-ney’ and ‘-guna’, to clarify each distinctive feature. In Korean education,‘-ney’ and‘-guna’ have been dealt with similar grammatical categories. This paper analyzed the significant difference between ‘-ney’ and ‘-guna’ not as terms of evidentiality, which has been understood as distinctive feature, but as terms of mirativity. This paper explains the grammatical restrictions caused by the understanding of ‘-ney’ as instantaneous awareness and ‘-guna’ as processing new knowledge.
The purpose of this study is to compare and analyze the endings of Korean,‘-ney’ and ‘-guna’, to clarify each distinctive feature. In Korean education,‘-ney’ and‘-guna’ have been dealt with similar grammatical categories. This paper analyzed the significant difference between ‘-ney’ and ‘-guna’ not as terms of evidentiality, which has been understood as distinctive feature, but as terms of mirativity. This paper explains the grammatical restrictions caused by the understanding of ‘-ney’ as instantaneous awareness and ‘-guna’ as processing new knowledge.
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