Adjective(stative verb), intransitive verb, and transitive verb in Korean are used as a predicate in a sentence, and each type of predicate class requires a specific case marker within its construction. However, the mapping of semantic role of each argument and case marker is not consistent with each other. In cognitive and typological perspectives, the different case alignments from Korean such in ergative languages are case-marked based on another construal of events. Therefore, the learners of Korean as a second language could make some errors with the case markers. To find the acquisition of each construction using Korean predicate classes, we conducted a selective blank task with 157 items for fifty learners. The results showed that 1) in adjective constructions, learners acquired the animate subject arguments easier than the inanimate, 2) in intransitive constructions, learners poorly learned both animate and inanimate subjects, 3) in transitive constructions, learners understood more accurately inanimate objects with accusative markers than animate subjects with nominative markers. For more effective teaching of Korean, it is suggested to make distinctions between the predicate classes and the animate/inanimate arguments in each construction in order to make the functions of each case marker more explicitly noticeable for the learners as utilized in the input enhancement methods.