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Beyond Yellow EnglishToward a Linguistic Anthropology of Asian Pacific America$
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Angela Reyes and Adrienne Lo

Print publication date: 2009

Print ISBN-13: 9780195327359

Published to Oxford Scholarship Online: January 2009

DOI: 10.1093/acprof:oso/9780195327359.001.0001

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Evidentiality and Morality in a Korean Heritage Language School

Evidentiality and Morality in a Korean Heritage Language School

Chapter:
(p.63) 4 Evidentiality and Morality in a Korean Heritage Language School
Source:
Beyond Yellow English
Author(s):

Adrienne Lo (Contributor Webpage)

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195327359.003.0004

Previous work on Korean grammar has claimed that one person cannot “directly” speculate about another person's thoughts, intentions, and sensations (Choi 1991; Kim 1978; Lee 1993; Sohn and Park 2003). By looking at how a teacher at a Korean heritage language school represents her access to students' thoughts and feelings, I argue that expressions of epistemic stance relate to moral evaluation. Speakers portray their access to the thoughts and sensations of individuals who they deem morally worthy as more distant and uncertain. When individuals are evaluated as morally suspect, however, speakers represent their access to these persons' emotions, thoughts and sensations as direct and unmediated. Evidential marking thus serves as a resource for indexically constructing others as different kinds of moral beings and for constituting respect, power, and authority.

Keywords:   evidentiality, morality, Korean, epistemic stance, heritage language

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