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정보 초점","eosun-idong-gwa-jeongbo-chojeom",165,{"id":836,"title":837,"slug":838,"language":9,"level":683,"displayOrder":839},"01a07863-dab5-740e-83b8-33f381df3c93","조사 결합과 의미 범위","josa-gyeolhap-gwa-uimi-beomwi",166,{"id":841,"title":842,"slug":843,"language":9,"level":683,"displayOrder":844},"01a07863-d717-7c49-836e-9cd2147ab799","보조사 '-조차·-마저·-까지도'","bojosa-jocha-majeo-kkajido",167,{"id":846,"title":847,"slug":848,"language":9,"level":683,"displayOrder":849},"01a07863-d987-7c0b-91c8-c3837f99a60f","하오체의 형태와 사용 맥락","haoche-ui-hyeongtae-wa-maengnak",168,{"id":851,"title":852,"slug":853,"language":9,"level":683,"displayOrder":854},"01a07863-d94e-7f7d-bd36-aea815da0959","하게체의 형태와 사용 맥락","hageche-ui-hyeongtae-wa-maengnak",169,{"id":856,"title":857,"slug":858,"language":9,"level":683,"displayOrder":859},"01a07863-d858-74ca-b8ff-d9b13d4b0e74","간접 부탁과 완곡한 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태도","inyong-dongsa-ui-seontaek",195,{"id":987,"title":988,"slug":989,"language":9,"level":899,"displayOrder":990},"01a07863-d70b-7796-861c-b6fde39f3320","비인칭 피동과 책임 회피","biinching-pidong-gwa-chaegim-hoepi",196,{"id":992,"title":993,"slug":994,"language":9,"level":899,"displayOrder":995},"01a07863-dbfe-7715-a73d-d97b70250059","사동 구문과 책임의 범위","sadong-gumun-gwa-chaegim-beomwi",197,{"id":997,"title":998,"slug":999,"language":9,"level":899,"displayOrder":1000},"01a07863-dba0-7c89-90d4-2eef83532006","높임 표현의 충돌과 우선순위","nopim-pyohyeon-ui-chungdol",198,{"id":1002,"title":1003,"slug":1004,"language":9,"level":899,"displayOrder":1005},"01a07863-db20-75e4-9e91-1851bedaec66","말하기 등급의 전환과 관계 재조정","malhagi-deunggeup-ui-jeonhwan",199,{"id":1007,"title":1008,"slug":1009,"language":9,"level":899,"displayOrder":1010},"01a07863-dcba-7864-9960-b92f40934922","완곡어법과 체면 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차이","jeongdoseong-geukdanseong-ui-chai",215,{"id":1087,"title":1088,"slug":1089,"language":9,"level":1090,"displayOrder":1091},"01a07863-d96c-7023-bb30-3a3d8f787aa2","한글 맞춤법의 역사적 변화","hangeul-matchumbeop-ui-yeoksajeok-byeonhwa","C2",216,{"id":1093,"title":1094,"slug":1095,"language":9,"level":1090,"displayOrder":1096},"01a07863-db03-771f-a039-b9257e399114","중세 한국어 문법의 현대 한국어 흔적","jungse-hangugeo-munbeop-ui-heunjeok",217,{"id":1098,"title":1099,"slug":1100,"language":9,"level":1090,"displayOrder":1101},"01a07863-da9b-74e0-aa05-b70e5e015c3d","지역·세대·사용역에 따른 발음 변이","jiyeok-sedae-sayongyeok-bareum-byeoni",218,{"id":1103,"title":1104,"slug":1105,"language":9,"level":1090,"displayOrder":1106},"01a07863-d8dd-7b49-bcf9-020299f60a53","고전 문헌의 말하기 등급","gojeon-munheon-ui-malhagi-deunggeup",219,{"id":1108,"title":1109,"slug":1110,"language":9,"level":1090,"displayOrder":1111},"01a07863-d8e4-7f0a-9847-6e75a50aa53d","고전적 높임 표현과 현대의 잔존형","gojeonjeok-nopim-pyohyeon",220,{"id":1113,"title":1114,"slug":1115,"language":9,"level":1090,"displayOrder":1116},"01a07863-d6d4-7878-ad37-a4982f125903","방언의 말하기 등급과 사회적 의미","bangeon-ui-malhagi-deunggeup",221,{"id":1118,"title":1119,"slug":1120,"language":9,"level":1090,"displayOrder":1121},"01a07863-d80d-7c71-85f6-c3236a70cc6b","언어 형식의 사회적 지표성","eoneo-hyeongsik-ui-sahoejeok-jipyoseong",222,{"id":1123,"title":1124,"slug":1125,"language":9,"level":1090,"displayOrder":1126},"01a07863-d737-779b-ad54-78d521a176d0","복합 사용역과 문체 혼합","bokhap-sayongyeok-gwa-munche-honhap",223,{"id":1128,"title":1129,"slug":1130,"language":9,"level":1090,"displayOrder":1131},"01a07863-da4d-7c0e-aee9-47ad0c32ab41","전달 정보의 증거성과 화자 개입","jeondal-jeongbo-jeunggeoseong-hwaja-gaeip",224,{"id":1133,"title":1134,"slug":1135,"language":9,"level":1090,"displayOrder":1136},"01a07863-d9f3-784c-8444-b4e48a91a5f4","인식·당위·능력 양태의 중첩","insik-dangwi-neungnyeok-yangtae-jungcheop",225,{"id":1138,"title":1139,"slug":1140,"language":9,"level":1090,"displayOrder":1141},"01a07863-d87d-7421-a10d-016685c3019e","극도로 중첩된 종속 구조","geukdoro-jungcheopdoen-jongsok-gujo",226,{"id":1143,"title":1144,"slug":1145,"language":9,"level":1090,"displayOrder":1146},"01a07863-db6c-76c8-9d8d-1bf0ff302356","명사구 내부의 다중 수식 범위","myeongsagu-naebu-dajung-susik-beomwi",227,{"id":1148,"title":1149,"slug":1150,"language":9,"level":1090,"displayOrder":1151},"01a07863-d7a7-7713-b582-4635b340fb8c","다층 인용과 발화 책임","dachung-inyong-gwa-balhwa-chaegim",228,{"id":1153,"title":1154,"slug":1155,"language":9,"level":1090,"displayOrder":1156},"01a07863-dc93-7bf7-baaf-646f405d0a93","통사적 중의성과 구조 해석","tongsajeok-junguiseong-gujo-haeseok",229,{"id":1158,"title":1159,"slug":1160,"language":9,"level":1090,"displayOrder":1161},"01a07863-d747-7d02-9170-02c9242f260d","부정의 범위와 중의성","bujeong-ui-beomwi-wa-junguiseong",230,{"id":1163,"title":1164,"slug":1165,"language":9,"level":1090,"displayOrder":1166},"01a07863-dc82-74cf-aed9-03ef012ba1ae","수량사의 작용역과 범위","suryangsa-ui-jagyongyeok-gwa-beomwi",231,{"id":1168,"title":1169,"slug":1170,"language":9,"level":1090,"displayOrder":1171},"01a07863-d7c0-7033-8973-1acd78835224","다중 주제 구조와 화제 계층","dajung-juje-gujo-hwaje-gyecheung",232,{"id":1173,"title":1174,"slug":1175,"language":9,"level":1090,"displayOrder":1176},"01a07863-db0f-7d14-b181-22045286272f","좌측·우측 전위와 담화 기능","jwacheuk-ucheuk-jeonwi",233,{"id":1178,"title":1179,"slug":1180,"language":9,"level":1090,"displayOrder":1181},"01a07863-d75d-772e-9d3e-5b6275433f2d","분열문과 초점 구조","bunyeolmun-gwa-chojeom-gujo",234,{"id":1183,"title":1184,"slug":1185,"language":9,"level":1090,"displayOrder":1186},"01a07863-dc88-7813-ac0c-b5506052d4fc","수사적 생략과 여백의 효과","susajeok-saengnyak-gwa-yeobaek",235,{"id":1188,"title":1189,"slug":1190,"language":9,"level":1090,"displayOrder":1191},"01a07863-dc1b-7dc0-832f-4f108853f305","상호 텍스트성과 변형 인용","sangho-tekseuteuseong-byeonhyeong-inyong",236,{"id":1193,"title":1194,"slug":1195,"language":9,"level":1090,"displayOrder":1196},"01a07863-d979-798b-b0e1-1f25c0511cbb","한자어 중심 문체의 압축성","hanjaeo-jungsim-munche-ui-apchukseong",237,{"id":1198,"title":1199,"slug":1200,"language":9,"level":1090,"displayOrder":1201},"01a07863-d6ec-7d59-96d2-3ffd339ca6c2","법률·행정 문체의 문법","beomnyul-haengjeong-munche-ui-munbeop",238,{"id":1203,"title":1204,"slug":1205,"language":9,"level":1090,"displayOrder":1206},"01a07863-d95e-724f-aebc-136eef75e32d","학술 문체의 고도 명사화","haksul-munche-ui-godo-myeongsahwa",239,{"id":1208,"title":1209,"slug":1210,"language":9,"level":1090,"displayOrder":1211},"01a07863-db4f-75fe-832e-52c746aeace4","문학 서사의 시점과 화자","munhak-seosa-ui-sijeom-gwa-hwaja",240,{"id":1213,"title":1214,"slug":1215,"language":9,"level":1090,"displayOrder":1216},"01a07863-da34-7109-a69e-dcc4f425ced7","자유 간접 화법과 의식의 표현","jayu-ganjeop-hwabeop",241,{"id":1218,"title":1219,"slug":1220,"language":9,"level":1090,"displayOrder":1221},"01a07863-dc71-7158-bad9-cc4b5c91a482","속담·관용구의 변형과 재맥락화","sokdam-gwanyonggu-byeonhyeong",242,{"id":1223,"title":1224,"slug":1225,"language":9,"level":1090,"displayOrder":1226},"01a07863-dcb3-7256-be14-3efead0203a1","의성어·의태어의 파생과 활용","uiseongeo-uitaeeo-pasaeng-hwaryong",243,{"id":1228,"title":1229,"slug":1230,"language":9,"level":1090,"displayOrder":1231},"01a07863-dc69-7a26-9a3b-aaffc3c91e21","신조어의 파생 문법과 확장","sinjoeo-ui-pasaeng-munbeop",244,{"id":1233,"title":1234,"slug":1235,"language":9,"level":1090,"displayOrder":1236},"01a07863-db09-7a45-a9a7-3b2525079877","중의성과 응집성을 다듬는 고급 퇴고","junguiseong-eungjipseong-gogeup-toego",245,{"id":1032,"title":1033,"slug":1034,"seoDescription":1238,"content":1239,"language":9,"level":899,"displayOrder":1035,"grammarTopics":1240,"createdAt":1245,"updatedAt":1246,"vocabularyLists":1247,"readyImages":1455},"C1 수준에서 '만·도·까지·조차·마저·밖에'가 만드는 배제·첨가·척도·기대의 함축을 구별하고, 보조사가 붙는 성분과 부정·서술어의 결합에 따라 달라지는 작용 범위를 분석해 고급 담화의 중의성을 해소하며 정확한 강조와 대조를 표현하는 방법을 익힙니다.","초점 보조사는 한 성분을 두드러지게 할 뿐 아니라 그 성분과 비교되는 **대안의 집합**을 불러온다. *민지만 왔다*는 민지와 올 수 있었던 다른 사람들을 비교하고, 그중 민지 외의 대안을 배제한다. *민지도 왔다*는 다른 누군가가 이미 왔다는 전제를 더한다.\n\n보조사의 의미를 정확히 이해하려면 형태만 외우지 말고 **무엇에 붙었는지, 어떤 대안을 만들었는지, 부정과 어디서 결합하는지**를 확인해야 한다.\n\n이 글을 마치면 다음을 할 수 있다.\n\n- **만·도·까지·조차·마저·밖에**의 핵심 함축을 구별한다.\n- 보조사가 붙은 성분과 의미상 초점의 범위를 판별한다.\n- 부정문에서 배제 범위가 달라지는 이유를 설명한다.\n- 전제나 평가를 원하지 않을 때 더 중립적인 표현으로 고친다.\n\n## 1. 보조사는 대안을 함께 불러온다\n\n*민지만 보고서를 읽었다*를 분석할 때는 세 가지를 찾는다.\n\n1. 보조사가 붙은 성분: **민지**\n2. 비교되는 대안: 수현, 지우 등 보고서를 읽을 수 있었던 사람들\n3. 주장: 민지는 읽었고, 관련 대안들은 읽지 않았음\n\n:::example\n- **민지만** 보고서를 읽었다. → 사람 대안 중 민지만 포함\n- 민지는 **보고서만** 읽었다. → 읽을 자료 대안 중 보고서만 포함\n- 민지는 **어제만** 보고서를 읽었다. → 시간 대안 중 어제만 포함\n- 민지는 **서울에서만** 보고서를 읽었다. → 장소 대안 중 서울만 포함\n:::\n\n보조사는 바로 앞 명사구에 붙는 경우가 많지만, 의미 범위는 문맥과 서술어까지 살펴야 확정된다.\n\n## 2. 주요 초점 보조사의 함축\n\n| 보조사 | 기본 기능 | 예문 | 추가되는 뜻 |\n| --- | --- | --- | --- |\n| **만** | 배제 | 민지만 왔다. | 다른 관련 대안은 제외 |\n| **도** | 첨가 | 민지도 왔다. | 다른 대안이 이미 포함됨 |\n| **까지** | 첨가·척도 끝점 | 신입 사원까지 참여했다. | 예상 범위가 끝점까지 확대됨 |\n| **조차** | 낮은 기대의 대안 | 전문가조차 몰랐다. | 알 가능성이 높다고 본 대상도 모름 |\n| **마저** | 남은 마지막 대안의 첨가 | 마지막 지원자마저 포기했다. | 기대하던 마지막 대상까지 같은 결과 |\n| **밖에** | 제한+부정 | 두 명밖에 안 왔다. | 수량이 기대보다 적다는 평가가 흔함 |\n\n**도**는 문맥에 따라 단순 첨가와 척도 초점을 모두 나타낼 수 있다. *민지도 왔다*는 ‘민지 외에 다른 사람도 왔다’는 첨가이고, *초보자도 풀었다*는 ‘초보자는 풀기 어려울 것’이라는 기대를 뒤집는 ‘심지어’의 뜻이 될 수 있다.\n\n:::note\n**조차**와 **마저**는 부정적인 문맥에서 자주 쓰이지만 문법적으로 부정문에만 제한되지는 않는다. *초보자조차 풀었다*처럼 긍정문에서도 예상 밖의 척도 의미를 나타낼 수 있다.\n:::\n\n## 3. 격조사와 결합하는 위치\n\n주격·목적격 조사 자리에 보조사가 대신 오는 경우가 많다.\n\n- 민지가 왔다 → **민지만** 왔다\n- 보고서를 읽었다 → **보고서도** 읽었다\n\n장소·방향·상대처럼 의미 관계를 표시하는 조사 뒤에는 보조사가 붙는다.\n\n- 서울**에서만** 열린다.\n- 교수님**께도** 알렸다.\n- 세 시**부터는** 입장할 수 있다.\n- 친구**하고만** 상의했다.\n\n서술어의 행동 자체를 제한하려면 **-기만 하다**를 쓴다.\n\n| 표현 | 제한되는 대안 |\n| --- | --- |\n| 민지는 **보고서만 읽었다**. | 보고서 외의 다른 자료 |\n| 민지는 보고서를 **읽기만 했다**. | 읽기 외의 분석·수정 같은 행동 |\n\n:::warning\n보조사가 가까운 명사에 붙었다고 해서 문장 전체의 의도가 자동으로 분명해지는 것은 아니다. ‘자료’와 ‘행동’ 중 무엇을 제한하려는지에 따라 **자료만 읽다**와 **자료를 읽기만 하다**를 구별한다.\n:::\n\n## 4. 좁은 범위와 넓은 범위 표시하기\n\n보조사의 작용 범위는 대괄호로 묶어 확인할 수 있다.\n\n- **[민지만]** 보고서를 읽었다. → 주어에 좁은 범위\n- 민지는 **[보고서만]** 읽었다. → 목적어에 좁은 범위\n- 민지는 **[보고서를 읽기만]** 했다. → 술어 행동에 범위\n- 민지는 **[회의가 끝난 뒤에만]** 보고서를 읽었다. → 시간 부사절 전체에 범위\n\n긴 명사구에서는 어디까지 묶이는지 주의한다.\n\n*새로 제출된 보고서만 검토했다*는 보통 **[새로 제출된 보고서]만**을 검토했다는 뜻이다. ‘새로 제출된’이라는 성질만 제한하려면 *보고서 가운데 새로 제출된 것만 검토했다*처럼 비교 집합을 명시한다.\n\n말에서는 강세가 범위를 보완하지만 글에서는 들리지 않는다. 다음 방법으로 범위를 드러낸다.\n\n- 대조 대상을 직접 쓴다: *보고서만 검토했고 발표 자료는 보지 않았다.*\n- 술어를 명사화한다: *검토하기만 했고 수정하지는 않았다.*\n- 긴 성분을 ‘것’ 구문으로 바꾼다: *검토한 것은 새 보고서뿐이다.*\n\n## 5. 부정문에서 달라지는 해석\n\n보조사와 부정의 상대적 범위가 바뀌면 뜻도 바뀐다.\n\n| 문장 | 해석 |\n| --- | --- |\n| 민지는 **보고서만 안 읽었다**. | 다른 자료는 읽었지만 보고서는 읽지 않음 |\n| 민지는 **보고서만 읽은 것은 아니다**. | 보고서 외의 자료도 읽음 |\n| 민지는 보고서를 **읽기만 한 것은 아니다**. | 읽는 것 외에 분석·수정도 함 |\n| **민지만 안 왔다**. | 다른 사람은 왔지만 민지는 오지 않음 |\n\n**밖에**는 ‘안, 못, 없다, 모르다’처럼 부정의 뜻을 가진 서술어와 호응한다.\n\n- *두 명**밖에 안 왔다**.*\n- *이 방법**밖에 없다**.*\n- *그 사실**밖에 모른다**.*\n\n*두 명밖에 왔다*처럼 긍정 서술어만 쓰면 자연스럽지 않다. 단순히 대상을 제한하고 부족하다는 평가를 넣고 싶지 않다면 *두 명만 왔다*를 쓴다.\n\n:::example\n- **두 명만 왔다.** → 참석자가 두 명이라는 중립적인 배제\n- **두 명밖에 안 왔다.** → 두 명이 전부이며 기대보다 적다는 화자의 평가가 흔히 포함됨\n:::\n\n## 6. 척도와 기대를 읽는 법\n\n**도·까지·조차·마저**는 관련 대안을 어떤 순서로 평가하는지 보여 준다.\n\n:::example\n**상황:** 해결하기 어려운 문제를 여러 사람이 시도했다.\n\n- *민지도 해결했다.* → 다른 해결자에 민지를 단순히 추가\n- *신입 사원까지 해결했다.* → 참여·성공 범위가 신입 사원이라는 끝점까지 확대\n- *신입 사원조차 해결했다.* → 신입 사원은 해결 가능성이 낮다는 기대를 뒤집음\n- *마지막 신입 사원마저 해결했다.* → 남아 있던 마지막 대안까지 같은 결과에 포함\n:::\n\n이런 척도는 화자의 평가를 포함한다. *신입 사원조차 알았다*는 신입 사원의 지식을 낮게 예상했다는 인상을 줄 수 있으므로 사람을 평가하는 공적 글에서는 주의한다. 단순한 사실만 필요하면 *신입 사원을 포함한 모든 직원이 알았다*처럼 쓴다.\n\n## 7. 작용 범위 점검표\n\n| 점검 질문 | 확인할 내용 |\n| --- | --- |\n| 보조사가 어느 성분에 붙었는가? | 사람·대상·시간·장소·행동 중 초점 후보를 찾는다. |\n| 어떤 대안들이 비교되는가? | 문맥에 실제로 관련된 대안 집합을 적는다. |\n| 배제·첨가·척도 중 어떤 기능인가? | 만·도·까지·조차·마저의 함축을 구별한다. |\n| 부정이 보조사보다 넓은가, 좁은가? | ‘만 안’과 ‘만인 것은 아니다’를 대조한다. |\n| ‘밖에’가 부정 서술어와 호응하는가? | 안·못·없다·모르다 등을 확인한다. |\n| 원하지 않은 평가가 생기는가? | 조차·마저·밖에를 중립 표현으로 바꿀지 판단한다. |\n\n초점 보조사는 짧지만 문장 밖의 대안과 기대까지 불러온다. **붙는 자리, 비교 집합, 부정의 범위, 화자의 평가**를 함께 확인해야 원하는 성분만 정확히 강조할 수 있다.",[1241],{"id":1242,"name":1033,"level":899,"language":9,"isCompleted":1243,"completionPercentage":1244,"totalExercises":16,"completedExercises":1244},"01a07863-d607-7b51-b7e6-0b925b754c82",false,0,"2026-09-06T20:23:24+00:00","2026-10-11T12:53:37+00:00",[1248],{"id":1249,"title":1250,"vocabularyListWords":1251,"isPublished":1264},"01a07865-2b12-7e15-bb28-2a56e74fa384","초점과 작용 범위를 말하는 어휘",[1252,1266,1278,1290,1302,1314,1326,1339,1351,1363,1375,1387,1399,1411,1422,1433,1443],{"id":1253,"vocabularyWord":1254,"displayOrder":11},"01a07865-2b12-7e71-bb28-2a56e800c317",{"id":1255,"word":1256,"frequency":56,"level":10,"language":9,"audioFilePath":1257,"partsOfSpeech":1258,"audio":1264,"audioUrl":1265},"01a07864-2293-75cb-83ff-532b7a5737d1","만","tts_c1ee62def543630b_ko-KR.mp3",[1259],{"id":1260,"partOfSpeech":1261,"definition":1262,"exampleSentences":1263,"isPrimary":1264,"meaningOrder":11},"01a07864-22b8-7b68-b04a-d6983bad860f","PARTICLE","다른 대상은 빼고 하나만 고르거나 남긴다는 뜻을 나타내는 조사.","저는 아침에 물만 마셔요.",true,"\u002Fuploads\u002Faudio\u002Ftts_c1ee62def543630b_ko-KR.mp3",{"id":1267,"vocabularyWord":1268,"displayOrder":16},"01a07865-2b12-7ea5-bb28-2a56e8970ff4",{"id":1269,"word":1270,"frequency":56,"level":10,"language":9,"audioFilePath":1271,"partsOfSpeech":1272,"audio":1264,"audioUrl":1277},"01a07864-220d-7407-9738-8c7cfeb98f96","도","tts_e2bf1a4c798e1b5e_ko-KR.mp3",[1273],{"id":1274,"partOfSpeech":1261,"definition":1275,"exampleSentences":1276,"isPrimary":1264,"meaningOrder":11},"01a07864-221e-7033-b689-6c89234c393b","이미 말한 내용에 사람이나 사물을 하나 더 포함하는 조사.","동생도 저녁에 같이 와요.","\u002Fuploads\u002Faudio\u002Ftts_e2bf1a4c798e1b5e_ko-KR.mp3",{"id":1279,"vocabularyWord":1280,"displayOrder":21},"01a07865-2b12-7ecd-bb28-2a56e8ba4126",{"id":1281,"word":1282,"frequency":51,"level":10,"language":9,"audioFilePath":1283,"partsOfSpeech":1284,"audio":1264,"audioUrl":1289},"01a07864-2291-733b-8a58-458b654a3d09","까지","tts_b356ea0af1f7cc34_ko-KR.mp3",[1285],{"id":1286,"partOfSpeech":1261,"definition":1287,"exampleSentences":1288,"isPrimary":1264,"meaningOrder":11},"01a07864-22b8-7808-b04a-d6983aa3b949","어떤 시간이나 장소가 끝나는 지점을 나타내는 조사.","다섯 시까지 보고서를 보내 주세요.","\u002Fuploads\u002Faudio\u002Ftts_b356ea0af1f7cc34_ko-KR.mp3",{"id":1291,"vocabularyWord":1292,"displayOrder":26},"01a07865-2b12-7eed-bb28-2a56e98a28ed",{"id":1293,"word":1294,"frequency":41,"level":683,"language":9,"audioFilePath":1295,"partsOfSpeech":1296,"audio":1264,"audioUrl":1301},"01a07864-260f-7e8c-9d95-c3d2602893fd","조차","tts_24546455835f65b9_ko-KR.mp3",[1297],{"id":1298,"partOfSpeech":1261,"definition":1299,"exampleSentences":1300,"isPrimary":1264,"meaningOrder":11},"01a07864-2643-7c55-9212-b6330617b65f","가장 기본적이거나 당연한 대상까지 포함함을 강조하는 조사.","바빠서 물 한 잔조차 마실 시간이 없었어요.","\u002Fuploads\u002Faudio\u002Ftts_24546455835f65b9_ko-KR.mp3",{"id":1303,"vocabularyWord":1304,"displayOrder":31},"01a07865-2b12-7f0d-bb28-2a56e9f53367",{"id":1305,"word":1306,"frequency":41,"level":683,"language":9,"audioFilePath":1307,"partsOfSpeech":1308,"audio":1264,"audioUrl":1313},"01a07864-2611-7da2-979e-ce3326367fd7","마저","tts_0f8af42ddb9c4fd6_ko-KR.mp3",[1309],{"id":1310,"partOfSpeech":1261,"definition":1311,"exampleSentences":1312,"isPrimary":1264,"meaningOrder":11},"01a07864-2644-7028-ac1c-8c21fa9b1df5","이미 언급한 것에 더하여 마지막 남은 대상까지 포함함을 나타내는 조사.","비가 오더니 바람마저 세게 불기 시작했어요.","\u002Fuploads\u002Faudio\u002Ftts_0f8af42ddb9c4fd6_ko-KR.mp3",{"id":1315,"vocabularyWord":1316,"displayOrder":36},"01a07865-2b12-7f2d-bb28-2a56eaa7f1b6",{"id":1317,"word":1318,"frequency":46,"level":211,"language":9,"audioFilePath":1319,"partsOfSpeech":1320,"audio":1264,"audioUrl":1325},"01a07864-23bd-7b4c-aca8-1462c0e9e792","밖에","tts_128dcf3213a5a11b_ko-KR.mp3",[1321],{"id":1322,"partOfSpeech":1261,"definition":1323,"exampleSentences":1324,"isPrimary":1264,"meaningOrder":11},"01a07864-23e6-7d61-a50a-d10637f9e34d","어떤 것만 있고 다른 것은 없음을 나타내며 뒤에 부정 표현을 쓰는 조사.","냉장고에는 물밖에 없어요.","\u002Fuploads\u002Faudio\u002Ftts_128dcf3213a5a11b_ko-KR.mp3",{"id":1327,"vocabularyWord":1328,"displayOrder":41},"01a07865-2b12-7f49-bb28-2a56eb57a827",{"id":1329,"word":1330,"frequency":41,"level":899,"language":9,"audioFilePath":1331,"partsOfSpeech":1332,"audio":1264,"audioUrl":1338},"01a07864-26ca-7811-a0e6-800bc0c475e1","초점","tts_fb48bde883d77280_ko-KR.mp3",[1333],{"id":1334,"partOfSpeech":1335,"definition":1336,"exampleSentences":1337,"isPrimary":1264,"meaningOrder":11},"01a07864-26df-7b64-99e9-891ccc108cfc","NOUN","관심이나 논의가 집중되는 중심 대상.","발표자는 문제의 원인에 초점을 맞췄어요.","\u002Fuploads\u002Faudio\u002Ftts_fb48bde883d77280_ko-KR.mp3",{"id":1340,"vocabularyWord":1341,"displayOrder":46},"01a07865-2b12-7f69-bb28-2a56ec3163ac",{"id":1342,"word":1343,"frequency":41,"level":1090,"language":9,"audioFilePath":1344,"partsOfSpeech":1345,"audio":1264,"audioUrl":1350},"01a07864-27cd-7b06-8bb1-f3a84e3aa321","범위","tts_b8856fc8d2932b6a_ko-KR.mp3",[1346],{"id":1347,"partOfSpeech":1335,"definition":1348,"exampleSentences":1349,"isPrimary":1264,"meaningOrder":11},"01a07864-280a-7041-a5a1-0c7e1b3d8b40","어떤 것이 미치거나 포함되는 한계와 영역.","부정어의 작용 범위에 따라 문장의 뜻이 달라져요.","\u002Fuploads\u002Faudio\u002Ftts_b8856fc8d2932b6a_ko-KR.mp3",{"id":1352,"vocabularyWord":1353,"displayOrder":51},"01a07865-2b12-7f89-bb28-2a56ec3ad1c8",{"id":1354,"word":1355,"frequency":21,"level":1090,"language":9,"audioFilePath":1356,"partsOfSpeech":1357,"audio":1264,"audioUrl":1362},"01a07864-27d6-76ac-ae51-dc6f1423a032","작용역","tts_125867db6a7dc2a0_ko-KR.mp3",[1358],{"id":1359,"partOfSpeech":1335,"definition":1360,"exampleSentences":1361,"isPrimary":1264,"meaningOrder":11},"01a07864-280a-7e5d-a5a1-0c7e20b71172","문장 안에서 부정이나 양화 같은 요소의 의미가 미치는 범위.","부정어의 작용역을 다르게 잡으면 문장의 해석도 달라진다.","\u002Fuploads\u002Faudio\u002Ftts_125867db6a7dc2a0_ko-KR.mp3",{"id":1364,"vocabularyWord":1365,"displayOrder":56},"01a07865-2b13-7004-a6c2-1d6b1ded3482",{"id":1366,"word":1367,"frequency":36,"level":899,"language":9,"audioFilePath":1368,"partsOfSpeech":1369,"audio":1264,"audioUrl":1374},"01a07864-26d2-7667-9fd3-545654907003","함축","tts_3efe2fe54b9da501_ko-KR.mp3",[1370],{"id":1371,"partOfSpeech":1335,"definition":1372,"exampleSentences":1373,"isPrimary":1264,"meaningOrder":11},"01a07864-26e0-785f-937e-507157ae57ff","직접 말하지 않아도 문맥에서 자연스럽게 읽어 낼 수 있는 의미.","그 짧은 대답에는 여러 의미가 함축되어 있어요.","\u002Fuploads\u002Faudio\u002Ftts_3efe2fe54b9da501_ko-KR.mp3",{"id":1376,"vocabularyWord":1377,"displayOrder":61},"01a07865-2b13-702c-a6c2-1d6b1e3d7298",{"id":1378,"word":1379,"frequency":51,"level":683,"language":9,"audioFilePath":1380,"partsOfSpeech":1381,"audio":1264,"audioUrl":1386},"01a07864-2602-7230-92e6-2e7b734b83b3","대조","tts_829a168383e65db7_ko-KR.mp3",[1382],{"id":1383,"partOfSpeech":1335,"definition":1384,"exampleSentences":1385,"isPrimary":1264,"meaningOrder":11},"01a07864-2642-7729-9a68-d0871bf03c8b","둘 이상의 대상을 나란히 놓아 차이를 뚜렷하게 드러냄.","두 인물의 태도를 대조하면 갈등의 원인이 보인다.","\u002Fuploads\u002Faudio\u002Ftts_829a168383e65db7_ko-KR.mp3",{"id":1388,"vocabularyWord":1389,"displayOrder":66},"01a07865-2b13-7048-a6c2-1d6b1ebc724a",{"id":1390,"word":1391,"frequency":51,"level":899,"language":9,"audioFilePath":1392,"partsOfSpeech":1393,"audio":1264,"audioUrl":1398},"01a07864-26d8-77b7-829f-0aeb19b44020","맥락","tts_37567b800d54755c_ko-KR.mp3",[1394],{"id":1395,"partOfSpeech":1335,"definition":1396,"exampleSentences":1397,"isPrimary":1264,"meaningOrder":11},"01a07864-26e1-72dd-821c-47dec1e3a6a9","말이나 사건의 의미를 이해하게 하는 앞뒤 상황과 관계.","같은 표현도 맥락에 따라 전혀 다르게 해석될 수 있다.","\u002Fuploads\u002Faudio\u002Ftts_37567b800d54755c_ko-KR.mp3",{"id":1400,"vocabularyWord":1401,"displayOrder":71},"01a07865-2b13-7064-a6c2-1d6b1ec44617",{"id":1402,"word":1403,"frequency":36,"level":1090,"language":9,"audioFilePath":1404,"partsOfSpeech":1405,"audio":1264,"audioUrl":1410},"01a07864-27d9-7e5c-9f22-34e121f0610f","중의성","tts_1217c8aeaf80ca47_ko-KR.mp3",[1406],{"id":1407,"partOfSpeech":1335,"definition":1408,"exampleSentences":1409,"isPrimary":1264,"meaningOrder":11},"01a07864-280b-746e-91f0-afae417b3a35","하나의 표현이나 문장이 둘 이상의 의미로 해석될 수 있는 성질.","이 문장은 수식 범위 때문에 중의성이 생겨요.","\u002Fuploads\u002Faudio\u002Ftts_1217c8aeaf80ca47_ko-KR.mp3",{"id":1412,"vocabularyWord":1413,"displayOrder":76},"01a07865-2b13-7084-a6c2-1d6b1f0210da",{"id":1414,"word":1415,"frequency":41,"level":452,"language":9,"audioFilePath":1416,"partsOfSpeech":1417,"audio":1264,"audioUrl":1421},"01a07864-258d-7188-840f-223f05bdeaa4","대안","tts_4904a908d979fc7e_ko-KR.mp3",[1418],{"id":1419,"partOfSpeech":1261,"definition":1420,"isPrimary":1264,"meaningOrder":11},"01a07864-25ad-73bd-80d9-9ae4acd4e99a","","\u002Fuploads\u002Faudio\u002Ftts_4904a908d979fc7e_ko-KR.mp3",{"id":1423,"vocabularyWord":1424,"displayOrder":81},"01a07865-2b13-70a4-a6c2-1d6b1f041c90",{"id":1425,"word":1426,"frequency":41,"level":683,"language":9,"audioFilePath":1427,"partsOfSpeech":1428,"audio":1264,"audioUrl":1432},"01a07864-2697-7f46-9e96-31eb65264274","기만 하다","tts_f425f7389da34652_ko-KR.mp3",[1429],{"id":1430,"partOfSpeech":1431,"definition":1420,"isPrimary":1264,"meaningOrder":11},"01a07864-26db-7397-858b-5f51ca8a3738","PHRASE","\u002Fuploads\u002Faudio\u002Ftts_f425f7389da34652_ko-KR.mp3",{"id":1434,"vocabularyWord":1435,"displayOrder":86},"01a07865-2b13-70c4-a6c2-1d6b1fd737d6",{"id":1436,"word":1437,"frequency":56,"level":211,"language":9,"audioFilePath":1438,"partsOfSpeech":1439,"audio":1264,"audioUrl":1442},"01a07864-26a5-7e82-a44d-3b1813cf04fc","부정","tts_f6a5609d34bb7609_ko-KR.mp3",[1440],{"id":1441,"partOfSpeech":1261,"definition":1420,"isPrimary":1264,"meaningOrder":11},"01a07864-26dc-76af-88ad-0a09e06ab6ac","\u002Fuploads\u002Faudio\u002Ftts_f6a5609d34bb7609_ko-KR.mp3",{"id":1444,"vocabularyWord":1445,"displayOrder":91},"01a07865-2b13-70e0-a6c2-1d6b1fef0431",{"id":1446,"word":1447,"frequency":41,"level":899,"language":9,"audioFilePath":1448,"partsOfSpeech":1449,"audio":1264,"audioUrl":1454},"01a07864-26d5-7305-8bb6-4b2ea6872d13","전제","tts_1a0d8c896f9b9a2f_ko-KR.mp3",[1450],{"id":1451,"partOfSpeech":1335,"definition":1452,"exampleSentences":1453,"isPrimary":1264,"meaningOrder":11},"01a07864-26e0-7cd7-937e-5071596ade2a","어떤 주장이나 추론이 성립하기 위해 먼저 받아들이는 조건.","이 결론은 자료가 정확하다는 전제에서 출발해요.","\u002Fuploads\u002Faudio\u002Ftts_1a0d8c896f9b9a2f_ko-KR.mp3",[],null,[1458,1467],{"@id":1459,"@type":1460,"id":1461,"grammarPage":1462,"title":1463,"instructions":1464,"displayOrder":1244,"type":1465,"questionCount":71,"blankCount":71,"isCompleted":1243,"ogImageUrl":1466},"\u002Fapi\u002Fgrammar_exercises\u002F01a07863-e4dd-7884-ac09-e0d95b201d67","GrammarExercise","01a07863-e4dd-7884-ac09-e0d95b201d67","\u002Fapi\u002Fgrammar_pages\u002F01a07863-d772-78c7-a09f-ad0b3e0a0598","보조사의 자리와 초점 찾기","문맥에서 비교되는 사람·대상·시간·장소·행동을 확인하고 의도한 성분에 정확히 초점이 놓이는 표현을 고르세요.","word_select","\u002Fuploads\u002Fimages\u002Fgpimg_4ce6d4a6-8fa4-4ff1-82e3-ee7a8339704e_hero.webp?v=1788726207",{"@id":1468,"@type":1460,"id":1469,"grammarPage":1462,"title":1470,"instructions":1471,"displayOrder":11,"type":1465,"questionCount":76,"blankCount":76,"isCompleted":1243,"ogImageUrl":1472},"\u002Fapi\u002Fgrammar_exercises\u002F01a07863-e4f1-751f-b731-54d6ad151de1","01a07863-e4f1-751f-b731-54d6ad151de1","부정과 척도 함축 구별하기","부정이 미치는 범위와 화자의 기대·평가를 읽고 문맥에 맞는 보조사 표현을 고르세요.","\u002Fuploads\u002Fimages\u002Fgpimg_1cdfbbe3-b8c3-4125-98a4-cdbb21edb2c9_hero.webp?v=1788726207",{"id":1461,"grammarPage":1462,"title":1463,"instructions":1464,"seoTitle":1474,"seoDescription":1475,"displayOrder":1244,"type":1465,"questions":1476,"ogImageUrl":1466},"보조사 '-만'의 자리와 초점 찾기","비교되는 사람, 대상, 시간, 장소, 행동 가운데 의도한 성분에만 초점이 놓이도록 보조사 위치를 고르는 빈칸 연습이에요. 민지만 보고서를 읽었다와 민지는 보고서만 읽었다처럼 자리에 따라 달라지는 범위를 구별해요. 같은 문장에서도 보조사 위치가 뜻을 바꾸는 과정을 살펴요.",[1477],{"id":1478,"sentenceTemplate":1479,"displayOrder":1244,"explanation":1480,"exampleSentence":1481,"blanks":1482},"01a07863-e4dd-7b00-ac09-e0d95d11eaea","민지·수현·지우 세 사람 중 민지는 보고서와 회의록을 읽고 보고서에 주석도 달았다. 수현과 지우는 보고서를 읽지 않았다. 보고서를 읽은 사람의 범위를 정확히 나타낸 문장은 __1__.","읽은 사람들의 대안 중 민지만 포함하므로 주어인 ‘민지’에 ‘만’을 붙인 ‘민지만 보고서를 읽었다’가 알맞다.","조사에 응한 사람 가운데 서준만 모든 문항에 답했다.",[1483],{"id":1484,"blankNumber":11,"options":1485},"01a07863-e4dd-7aac-ac09-e0d95cfeaf0e",[1486,1489,1492],{"id":1487,"optionText":1488,"isCorrect":1243,"displayOrder":1244},"01a07863-e4dd-7a18-ac09-e0d95be4e500","민지는 보고서만 읽었다",{"id":1490,"optionText":1491,"isCorrect":1264,"displayOrder":11},"01a07863-e4dd-7a5c-ac09-e0d95c06a05a","민지만 보고서를 읽었다",{"id":1493,"optionText":1494,"isCorrect":1243,"displayOrder":16},"01a07863-e4dd-7a88-ac09-e0d95c0c5976","민지는 보고서를 읽기만 했다",{"html":1496,"toc":1497},"\u003Cp>초점 보조사는 한 성분을 두드러지게 할 뿐 아니라 그 성분과 비교되는 \u003Cstrong>대안의 집합\u003C\u002Fstrong>을 불러온다. \u003Cem>민지만 왔다\u003C\u002Fem>는 민지와 올 수 있었던 다른 사람들을 비교하고, 그중 민지 외의 대안을 배제한다. \u003Cem>민지도 왔다\u003C\u002Fem>는 다른 누군가가 이미 왔다는 전제를 더한다.\u003C\u002Fp>\n\u003Cp>보조사의 의미를 정확히 이해하려면 형태만 외우지 말고 \u003Cstrong>무엇에 붙었는지, 어떤 대안을 만들었는지, 부정과 어디서 결합하는지\u003C\u002Fstrong>를 확인해야 한다.\u003C\u002Fp>\n\u003Cp>이 글을 마치면 다음을 할 수 있다.\u003C\u002Fp>\n\u003Cul>\n\u003Cli>\u003Cstrong>만·도·까지·조차·마저·밖에\u003C\u002Fstrong>의 핵심 함축을 구별한다.\u003C\u002Fli>\n\u003Cli>보조사가 붙은 성분과 의미상 초점의 범위를 판별한다.\u003C\u002Fli>\n\u003Cli>부정문에서 배제 범위가 달라지는 이유를 설명한다.\u003C\u002Fli>\n\u003Cli>전제나 평가를 원하지 않을 때 더 중립적인 표현으로 고친다.\u003C\u002Fli>\n\u003C\u002Ful>\n\u003Ch2 id=\"section\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">1.\u003C\u002Fspan>보조사는 대안을 함께 불러온다\u003C\u002Fh2>\n\u003Cp>\u003Cem>민지만 보고서를 읽었다\u003C\u002Fem>를 분석할 때는 세 가지를 찾는다.\u003C\u002Fp>\n\u003Col>\n\u003Cli>보조사가 붙은 성분: \u003Cstrong>민지\u003C\u002Fstrong>\u003C\u002Fli>\n\u003Cli>비교되는 대안: 수현, 지우 등 보고서를 읽을 수 있었던 사람들\u003C\u002Fli>\n\u003Cli>주장: 민지는 읽었고, 관련 대안들은 읽지 않았음\u003C\u002Fli>\n\u003C\u002Fol>\n\u003Cdiv class=\"grammar-callout grammar-callout--example\">\u003Cul>\n\u003Cli>\u003Cstrong>민지만\u003C\u002Fstrong> 보고서를 읽었다. → 사람 대안 중 민지만 포함\u003C\u002Fli>\n\u003Cli>민지는 \u003Cstrong>보고서만\u003C\u002Fstrong> 읽었다. → 읽을 자료 대안 중 보고서만 포함\u003C\u002Fli>\n\u003Cli>민지는 \u003Cstrong>어제만\u003C\u002Fstrong> 보고서를 읽었다. → 시간 대안 중 어제만 포함\u003C\u002Fli>\n\u003Cli>민지는 \u003Cstrong>서울에서만\u003C\u002Fstrong> 보고서를 읽었다. → 장소 대안 중 서울만 포함\u003C\u002Fli>\n\u003C\u002Ful>\n\u003C\u002Fdiv>\n\u003Cp>보조사는 바로 앞 명사구에 붙는 경우가 많지만, 의미 범위는 문맥과 서술어까지 살펴야 확정된다.\u003C\u002Fp>\n\u003Ch2 id=\"section-2\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">2.\u003C\u002Fspan>주요 초점 보조사의 함축\u003C\u002Fh2>\n\u003Ctable>\n\u003Cthead>\n\u003Ctr>\n\u003Cth>보조사\u003C\u002Fth>\n\u003Cth>기본 기능\u003C\u002Fth>\n\u003Cth>예문\u003C\u002Fth>\n\u003Cth>추가되는 뜻\u003C\u002Fth>\n\u003C\u002Ftr>\n\u003C\u002Fthead>\n\u003Ctbody>\u003Ctr>\n\u003Ctd>\u003Cstrong>만\u003C\u002Fstrong>\u003C\u002Ftd>\n\u003Ctd>배제\u003C\u002Ftd>\n\u003Ctd>민지만 왔다.\u003C\u002Ftd>\n\u003Ctd>다른 관련 대안은 제외\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>\u003Cstrong>도\u003C\u002Fstrong>\u003C\u002Ftd>\n\u003Ctd>첨가\u003C\u002Ftd>\n\u003Ctd>민지도 왔다.\u003C\u002Ftd>\n\u003Ctd>다른 대안이 이미 포함됨\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>\u003Cstrong>까지\u003C\u002Fstrong>\u003C\u002Ftd>\n\u003Ctd>첨가·척도 끝점\u003C\u002Ftd>\n\u003Ctd>신입 사원까지 참여했다.\u003C\u002Ftd>\n\u003Ctd>예상 범위가 끝점까지 확대됨\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>\u003Cstrong>조차\u003C\u002Fstrong>\u003C\u002Ftd>\n\u003Ctd>낮은 기대의 대안\u003C\u002Ftd>\n\u003Ctd>전문가조차 몰랐다.\u003C\u002Ftd>\n\u003Ctd>알 가능성이 높다고 본 대상도 모름\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>\u003Cstrong>마저\u003C\u002Fstrong>\u003C\u002Ftd>\n\u003Ctd>남은 마지막 대안의 첨가\u003C\u002Ftd>\n\u003Ctd>마지막 지원자마저 포기했다.\u003C\u002Ftd>\n\u003Ctd>기대하던 마지막 대상까지 같은 결과\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>\u003Cstrong>밖에\u003C\u002Fstrong>\u003C\u002Ftd>\n\u003Ctd>제한+부정\u003C\u002Ftd>\n\u003Ctd>두 명밖에 안 왔다.\u003C\u002Ftd>\n\u003Ctd>수량이 기대보다 적다는 평가가 흔함\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003C\u002Ftbody>\u003C\u002Ftable>\n\u003Cp>\u003Cstrong>도\u003C\u002Fstrong>는 문맥에 따라 단순 첨가와 척도 초점을 모두 나타낼 수 있다. \u003Cem>민지도 왔다\u003C\u002Fem>는 ‘민지 외에 다른 사람도 왔다’는 첨가이고, \u003Cem>초보자도 풀었다\u003C\u002Fem>는 ‘초보자는 풀기 어려울 것’이라는 기대를 뒤집는 ‘심지어’의 뜻이 될 수 있다.\u003C\u002Fp>\n\u003Cdiv class=\"grammar-callout grammar-callout--note\">\u003Cp>\u003Cstrong>조차\u003C\u002Fstrong>와 \u003Cstrong>마저\u003C\u002Fstrong>는 부정적인 문맥에서 자주 쓰이지만 문법적으로 부정문에만 제한되지는 않는다. \u003Cem>초보자조차 풀었다\u003C\u002Fem>처럼 긍정문에서도 예상 밖의 척도 의미를 나타낼 수 있다.\u003C\u002Fp>\n\u003C\u002Fdiv>\n\u003Ch2 id=\"section-3\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">3.\u003C\u002Fspan>격조사와 결합하는 위치\u003C\u002Fh2>\n\u003Cp>주격·목적격 조사 자리에 보조사가 대신 오는 경우가 많다.\u003C\u002Fp>\n\u003Cul>\n\u003Cli>민지가 왔다 → \u003Cstrong>민지만\u003C\u002Fstrong> 왔다\u003C\u002Fli>\n\u003Cli>보고서를 읽었다 → \u003Cstrong>보고서도\u003C\u002Fstrong> 읽었다\u003C\u002Fli>\n\u003C\u002Ful>\n\u003Cp>장소·방향·상대처럼 의미 관계를 표시하는 조사 뒤에는 보조사가 붙는다.\u003C\u002Fp>\n\u003Cul>\n\u003Cli>서울\u003Cstrong>에서만\u003C\u002Fstrong> 열린다.\u003C\u002Fli>\n\u003Cli>교수님\u003Cstrong>께도\u003C\u002Fstrong> 알렸다.\u003C\u002Fli>\n\u003Cli>세 시\u003Cstrong>부터는\u003C\u002Fstrong> 입장할 수 있다.\u003C\u002Fli>\n\u003Cli>친구\u003Cstrong>하고만\u003C\u002Fstrong> 상의했다.\u003C\u002Fli>\n\u003C\u002Ful>\n\u003Cp>서술어의 행동 자체를 제한하려면 \u003Cstrong>-기만 하다\u003C\u002Fstrong>를 쓴다.\u003C\u002Fp>\n\u003Ctable>\n\u003Cthead>\n\u003Ctr>\n\u003Cth>표현\u003C\u002Fth>\n\u003Cth>제한되는 대안\u003C\u002Fth>\n\u003C\u002Ftr>\n\u003C\u002Fthead>\n\u003Ctbody>\u003Ctr>\n\u003Ctd>민지는 \u003Cstrong>보고서만 읽었다\u003C\u002Fstrong>.\u003C\u002Ftd>\n\u003Ctd>보고서 외의 다른 자료\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>민지는 보고서를 \u003Cstrong>읽기만 했다\u003C\u002Fstrong>.\u003C\u002Ftd>\n\u003Ctd>읽기 외의 분석·수정 같은 행동\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003C\u002Ftbody>\u003C\u002Ftable>\n\u003Cdiv class=\"grammar-callout grammar-callout--warning\">\u003Cp>보조사가 가까운 명사에 붙었다고 해서 문장 전체의 의도가 자동으로 분명해지는 것은 아니다. ‘자료’와 ‘행동’ 중 무엇을 제한하려는지에 따라 \u003Cstrong>자료만 읽다\u003C\u002Fstrong>와 \u003Cstrong>자료를 읽기만 하다\u003C\u002Fstrong>를 구별한다.\u003C\u002Fp>\n\u003C\u002Fdiv>\n\u003Ch2 id=\"section-4\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">4.\u003C\u002Fspan>좁은 범위와 넓은 범위 표시하기\u003C\u002Fh2>\n\u003Cp>보조사의 작용 범위는 대괄호로 묶어 확인할 수 있다.\u003C\u002Fp>\n\u003Cul>\n\u003Cli>\u003Cstrong>[민지만]\u003C\u002Fstrong> 보고서를 읽었다. → 주어에 좁은 범위\u003C\u002Fli>\n\u003Cli>민지는 \u003Cstrong>[보고서만]\u003C\u002Fstrong> 읽었다. → 목적어에 좁은 범위\u003C\u002Fli>\n\u003Cli>민지는 \u003Cstrong>[보고서를 읽기만]\u003C\u002Fstrong> 했다. → 술어 행동에 범위\u003C\u002Fli>\n\u003Cli>민지는 \u003Cstrong>[회의가 끝난 뒤에만]\u003C\u002Fstrong> 보고서를 읽었다. → 시간 부사절 전체에 범위\u003C\u002Fli>\n\u003C\u002Ful>\n\u003Cp>긴 명사구에서는 어디까지 묶이는지 주의한다.\u003C\u002Fp>\n\u003Cp>\u003Cem>새로 제출된 보고서만 검토했다\u003C\u002Fem>는 보통 \u003Cstrong>[새로 제출된 보고서]만\u003C\u002Fstrong>을 검토했다는 뜻이다. ‘새로 제출된’이라는 성질만 제한하려면 \u003Cem>보고서 가운데 새로 제출된 것만 검토했다\u003C\u002Fem>처럼 비교 집합을 명시한다.\u003C\u002Fp>\n\u003Cp>말에서는 강세가 범위를 보완하지만 글에서는 들리지 않는다. 다음 방법으로 범위를 드러낸다.\u003C\u002Fp>\n\u003Cul>\n\u003Cli>대조 대상을 직접 쓴다: \u003Cem>보고서만 검토했고 발표 자료는 보지 않았다.\u003C\u002Fem>\u003C\u002Fli>\n\u003Cli>술어를 명사화한다: \u003Cem>검토하기만 했고 수정하지는 않았다.\u003C\u002Fem>\u003C\u002Fli>\n\u003Cli>긴 성분을 ‘것’ 구문으로 바꾼다: \u003Cem>검토한 것은 새 보고서뿐이다.\u003C\u002Fem>\u003C\u002Fli>\n\u003C\u002Ful>\n\u003Ch2 id=\"section-5\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">5.\u003C\u002Fspan>부정문에서 달라지는 해석\u003C\u002Fh2>\n\u003Cp>보조사와 부정의 상대적 범위가 바뀌면 뜻도 바뀐다.\u003C\u002Fp>\n\u003Ctable>\n\u003Cthead>\n\u003Ctr>\n\u003Cth>문장\u003C\u002Fth>\n\u003Cth>해석\u003C\u002Fth>\n\u003C\u002Ftr>\n\u003C\u002Fthead>\n\u003Ctbody>\u003Ctr>\n\u003Ctd>민지는 \u003Cstrong>보고서만 안 읽었다\u003C\u002Fstrong>.\u003C\u002Ftd>\n\u003Ctd>다른 자료는 읽었지만 보고서는 읽지 않음\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>민지는 \u003Cstrong>보고서만 읽은 것은 아니다\u003C\u002Fstrong>.\u003C\u002Ftd>\n\u003Ctd>보고서 외의 자료도 읽음\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>민지는 보고서를 \u003Cstrong>읽기만 한 것은 아니다\u003C\u002Fstrong>.\u003C\u002Ftd>\n\u003Ctd>읽는 것 외에 분석·수정도 함\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>\u003Cstrong>민지만 안 왔다\u003C\u002Fstrong>.\u003C\u002Ftd>\n\u003Ctd>다른 사람은 왔지만 민지는 오지 않음\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003C\u002Ftbody>\u003C\u002Ftable>\n\u003Cp>\u003Cstrong>밖에\u003C\u002Fstrong>는 ‘안, 못, 없다, 모르다’처럼 부정의 뜻을 가진 서술어와 호응한다.\u003C\u002Fp>\n\u003Cul>\n\u003Cli>\u003Cem>두 명*\u003Cem>밖에 안 왔다\u003C\u002Fem>\u003C\u002Fem>.*\u003C\u002Fli>\n\u003Cli>\u003Cem>이 방법*\u003Cem>밖에 없다\u003C\u002Fem>\u003C\u002Fem>.*\u003C\u002Fli>\n\u003Cli>\u003Cem>그 사실*\u003Cem>밖에 모른다\u003C\u002Fem>\u003C\u002Fem>.*\u003C\u002Fli>\n\u003C\u002Ful>\n\u003Cp>\u003Cem>두 명밖에 왔다\u003C\u002Fem>처럼 긍정 서술어만 쓰면 자연스럽지 않다. 단순히 대상을 제한하고 부족하다는 평가를 넣고 싶지 않다면 \u003Cem>두 명만 왔다\u003C\u002Fem>를 쓴다.\u003C\u002Fp>\n\u003Cdiv class=\"grammar-callout grammar-callout--example\">\u003Cul>\n\u003Cli>\u003Cstrong>두 명만 왔다.\u003C\u002Fstrong> → 참석자가 두 명이라는 중립적인 배제\u003C\u002Fli>\n\u003Cli>\u003Cstrong>두 명밖에 안 왔다.\u003C\u002Fstrong> → 두 명이 전부이며 기대보다 적다는 화자의 평가가 흔히 포함됨\u003C\u002Fli>\n\u003C\u002Ful>\n\u003C\u002Fdiv>\n\u003Ch2 id=\"section-6\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">6.\u003C\u002Fspan>척도와 기대를 읽는 법\u003C\u002Fh2>\n\u003Cp>\u003Cstrong>도·까지·조차·마저\u003C\u002Fstrong>는 관련 대안을 어떤 순서로 평가하는지 보여 준다.\u003C\u002Fp>\n\u003Cdiv class=\"grammar-callout grammar-callout--example\">\u003Cp>\u003Cstrong>상황:\u003C\u002Fstrong> 해결하기 어려운 문제를 여러 사람이 시도했다.\u003C\u002Fp>\n\u003Cul>\n\u003Cli>\u003Cem>민지도 해결했다.\u003C\u002Fem> → 다른 해결자에 민지를 단순히 추가\u003C\u002Fli>\n\u003Cli>\u003Cem>신입 사원까지 해결했다.\u003C\u002Fem> → 참여·성공 범위가 신입 사원이라는 끝점까지 확대\u003C\u002Fli>\n\u003Cli>\u003Cem>신입 사원조차 해결했다.\u003C\u002Fem> → 신입 사원은 해결 가능성이 낮다는 기대를 뒤집음\u003C\u002Fli>\n\u003Cli>\u003Cem>마지막 신입 사원마저 해결했다.\u003C\u002Fem> → 남아 있던 마지막 대안까지 같은 결과에 포함\u003C\u002Fli>\n\u003C\u002Ful>\n\u003C\u002Fdiv>\n\u003Cp>이런 척도는 화자의 평가를 포함한다. \u003Cem>신입 사원조차 알았다\u003C\u002Fem>는 신입 사원의 지식을 낮게 예상했다는 인상을 줄 수 있으므로 사람을 평가하는 공적 글에서는 주의한다. 단순한 사실만 필요하면 \u003Cem>신입 사원을 포함한 모든 직원이 알았다\u003C\u002Fem>처럼 쓴다.\u003C\u002Fp>\n\u003Ch2 id=\"section-7\">\u003Cspan class=\"section-number\" aria-hidden=\"true\">7.\u003C\u002Fspan>작용 범위 점검표\u003C\u002Fh2>\n\u003Ctable>\n\u003Cthead>\n\u003Ctr>\n\u003Cth>점검 질문\u003C\u002Fth>\n\u003Cth>확인할 내용\u003C\u002Fth>\n\u003C\u002Ftr>\n\u003C\u002Fthead>\n\u003Ctbody>\u003Ctr>\n\u003Ctd>보조사가 어느 성분에 붙었는가?\u003C\u002Ftd>\n\u003Ctd>사람·대상·시간·장소·행동 중 초점 후보를 찾는다.\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>어떤 대안들이 비교되는가?\u003C\u002Ftd>\n\u003Ctd>문맥에 실제로 관련된 대안 집합을 적는다.\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>배제·첨가·척도 중 어떤 기능인가?\u003C\u002Ftd>\n\u003Ctd>만·도·까지·조차·마저의 함축을 구별한다.\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>부정이 보조사보다 넓은가, 좁은가?\u003C\u002Ftd>\n\u003Ctd>‘만 안’과 ‘만인 것은 아니다’를 대조한다.\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>‘밖에’가 부정 서술어와 호응하는가?\u003C\u002Ftd>\n\u003Ctd>안·못·없다·모르다 등을 확인한다.\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003Ctr>\n\u003Ctd>원하지 않은 평가가 생기는가?\u003C\u002Ftd>\n\u003Ctd>조차·마저·밖에를 중립 표현으로 바꿀지 판단한다.\u003C\u002Ftd>\n\u003C\u002Ftr>\n\u003C\u002Ftbody>\u003C\u002Ftable>\n\u003Cp>초점 보조사는 짧지만 문장 밖의 대안과 기대까지 불러온다. \u003Cstrong>붙는 자리, 비교 집합, 부정의 범위, 화자의 평가\u003C\u002Fstrong>를 함께 확인해야 원하는 성분만 정확히 강조할 수 있다.\u003C\u002Fp>\n",[1498,1502,1506,1510,1514,1518,1522],{"id":1499,"text":1500,"depth":16,"number":1501},"section","보조사는 대안을 함께 불러온다","1",{"id":1503,"text":1504,"depth":16,"number":1505},"section-2","주요 초점 보조사의 함축","2",{"id":1507,"text":1508,"depth":16,"number":1509},"section-3","격조사와 결합하는 위치","3",{"id":1511,"text":1512,"depth":16,"number":1513},"section-4","좁은 범위와 넓은 범위 표시하기","4",{"id":1515,"text":1516,"depth":16,"number":1517},"section-5","부정문에서 달라지는 해석","5",{"id":1519,"text":1520,"depth":16,"number":1521},"section-6","척도와 기대를 읽는 법","6",{"id":1523,"text":1524,"depth":16,"number":1525},"section-7","작용 범위 점검표","7"]