SITUATIONAL FUNCTIONAL JAPANESE VOLUME J: NOTES SECOND EDITION TSUKUBA LANGUAGE GROUP BONJINSHA CO., LTD.Polite and plain forms of J Ome Non-past Positive Negative Ceti Les cis testis Plain i Ce / tit Polite & ve / tis Ce / tit Plain Ra Polite HC HOSA Racy Inflection of ~da nai f. | nakatta f. ja nai ja nakatta de wa nai de wa nakatta FECCEU PETRIE BALeEV AKo MATEY ku nai kata -ku nakatta Ria Bok BR ahok Ka ee Kabok Ka Sok Rae Rok Raho Rae | tio ki Ghoknoun, and adjective sentences Past | getor FE Le tlt bok to be a student | pact RE Ue / Tis SVERATLE PE Ua / Clk Bho TT es MA Le Clk hor convenient (| pac le HA Ce Ct HYELACLE | MA Ue Cit whoRcH Brot BC ahok heavy Kroktt HC HVELATLE | H< SHORTT and adjectives : adverbial f. -te f. -tara f. -baf. meaning ni de dattara nara Pat pee PERKS Ble tobea student eA SAIC BARS Ate convenient -ku ‘ute -kattara -kereba a RT Krorkd mUFUE heavy KEK KES Kebok’ Kaus | large wR RT Boho RUE cheap ZS ec khokb RUE | good The shaded parts show the material covered in this volume.SITUATIONAL FUNCTIONAL JAPANESE VOLUME 1: NOTES SECOND EDITION TSUKUBA LANGUAGE GROUP BONJINSHA CO.,LTD.Published and distributed in Japan by BONJINSHA Co, Ltd. 1-3-13 Hirakawa-cho, Chiyoda-ku, Tokyo (03-3263-2959 Copyright © 1991, 1996 by Tsukuba Language Group. All rights reserved. Printed in Japan First edition, 1991 Second edition, 1995 ISBN978-489358-312:3 C3081ACKNOWLEDGEMENTS We would like to express our thanks to the many people who have contributed to making this textbook. First of all, we would like to thank the students of Tsukuba University Japanese Language Course who, on being exposed to the trial version of this book, made construe- tive criticisms and comments on its shortcomings. On completion of the course a student compelled to fill out vast sets of questionnaires, nevertheless encouraged us by report ing that Tsukuba University should be proud of having produced these teaching mate rials. Having abandoned familiar ground and having decided to go for something radical- ly new, such encouragement was much welcomed. Our goal was to try to provide stu: dents with an understanding of the structure of the language while ensuring that this ‘would not be at the expense of giving them communicative competence. Without the stu- dents’ co-operation, we would not have been able to achieve this balance. In addition, we should like to thank the students of SOAS, London University, whose reactions are reflected in the grammatical explanations. The students of Wollon- gong University gave this book the delightful nickname of “Sitfun.” Like the Tsukuba students here, these groups of students who used this book in draft form abroad helped to ease our fears and gave us the courage to persevere, The University of Hawaii at Manoa decided to use SFJ from August 1993, and another new relationship is in the process of developing. Professor Gerald Mathias was kind enough to send us a list of suggested amendments, most of which were taken on board for the second edition; we look forward to more reactions from both staff and stu- dents in order to make further improvements to SFI, Special thanks are due to three postgraduate students of Tsukuba University, James Ford, Ronald Craig and Ted Johnson. Far beyond simply translating Japanese into English, they gave us valuable insights and ideas that would never have occurred to na- tive speakers of Japanese. We also have to thank the book itself; the experience of writing it has helped us Brow as human beings, and has given us confidence in our work: if you really put your ‘mind to something, you can do it! Lastly, we would like to express our thanks to Ohashi Makiko, Ueno Masafumi and Kon Mitsuko. Without their enduring encouragement this book would never have seen the light of day so speedily and handsomely The authorsPREFACE ituational Functional Japanese is a series of textbooks and drillbooks which aims primarily to enable you to acquire a basic ability to communicate with Japanese people in Japanese. Knowledge grammar is not enough to communicate smoothly: you must know in what kind of situation to use the grammar or expressions you have learned, his is why Situational Functional Japanese takes a different approach from traditional grammar-oriented textbooks. Situational Functional Japan (SFJ) has two main objectives: providing tion skills. The purpose of the ‘grammar’ part of grammatical knowledge and communi SFY is as follows: (1) To give you the Japanese grammar necessary for everyday communication (2) To provide the basis from which you go on to increase your Japanese language abilities according to your individual needs and objectives ‘The purpose of the ‘conversation’ part of SFJ is as follows (1) To provide knowledge about Japanese culture, customs, and interpersonal relations needed for everyday communication (2) To provide communication skills for your individual needs Classroom work can only give you a basis for successful communication; you should attempt to use the Japanese language in real life and actively communicate with Japanese people as much as possible.CONTENTS How to Use This Book (6) (13) (47) Introduction to Japanese -- Pre-session ---- LESSON 1 ff 3p3 4 LESSON 2 iih( Ja LESSONS LAZY LESSON 4 45pF ERIC - 75 EH) (LI~14) - * 99 LESSONS bPSSWoeELEMK 113 LESSON 6 SI§HC - LESSON7 Waheed (1) 38 Be ~ “18H LESSON 8 fH] ew d ~ HEH? (LS~L8) + 199 Appendix: I. Grammar Check TL. Answers to Grammar Check and Model Conversation Check « Index to Grammar Notes - Index to Conversation Notes - (1)TABLE OF CONTENTS Lesson Title Grammar Notes Ll mirdS I. ~tt Introducing Il. t& and & (1): discourse particles people Tl. Question sentences WV. DC1>: modifying nouns P.1~26 V.. & Asking the IL. Expressions of existence whereabouts WH. ~ 54D: because~ W. ~@5: uses of the structure particle P.113~132 MII. Days of the week L6 SMaET T. Adjective sentences At the office T.0Ur5 AAA TOK ETH HED FWA: adverbs of degree I. £4 how?: question word WV. ~ 41): listing successive actions or events Vio ~Cuuy: ~ is all right, ~ will do P.133~150 Vi. (5<3)and C43): structure particles L7 BiameAtS (1) IT. ~z20™ want to~ wb IL. ~A-C-¥<2): explanatory ending Phoning(1): Ml. ~A2D/IRE/NT Es ~but A hospital WV. 1 4dat; 45 (2) from; = until: structure particles V. £4: about, approximately(of time) P.151~172 VM. ~~} and ~} ~B: time and date L8 REDS I. The -nai form of verbs: [V-nai] Asking permission I]. The ~nakatta form of verbs: [V -nakatta] MW. ~%vC<¢ LEU» please don't~ IV. itv» and ev»: how to answer negative questions V. ~ Tt B<1>: expressing a state of affairs VM. ~ TU not (vet) Mi. ~ TSWV you may~, it’s all right to~ W. or connective particle P.173~198 IX. £ «LD: at the time of~, when ELH2(L5~8) (4) A. GrammarConversation Notes 1, Katakana words . How to introduce a main topic 1 . How to ask for information about a word How to make sure you have understood How to end a conversation —3. When the listener does not give the required explanation . Office instructions Delivery service « How to introduce a main topic —2. How to ask for instructions - How to correct others’ mistakes - How to ask for advice implicitly How to give an alternative « Telephones ‘Telephone numbers . How to ask for a telephone number . How to make a telephone call . How to deal with a wrong number . How to introduce a question politely . How to ask about office hours How to make an appointment . The relationship between seniors and juniors in Japan 2. A report for leave of absence How to start a conversation Asking for permission . How to introduce a main topie —3. . How to ask for permission . How to give a warning B. Conversation (5)How to Use This Book Situational Functional Japanese is designed for complete beginners as well as those who have already studied a little Japanese. It consists of 3 volumes each with textbooks (Notes) and drillbooks. Each volume contains 8 lessons, making a total of 24 lessons. Textbooks (Notes): Vol.l L1~L8 Vol.2 L9~LI16 Vol.3 LI7~L24 Drillbooks: | Vol.l L1~L8 i Vol.2 L9~L16 Vol.3 L17~L24 ‘The lessons in the textbook are divided into the following five sections: I. . ul. V. Vv. Model Conversation Report New Words and Expressions Grammar Notes Conversation Notes Before Lesson 1, there is an Introduction and a Pre-session. You are advised to read the Introduction part by yourself before starting the first lesson, The Pre-session is a warm-up section, designed to make you aware of the differences between the formal style and the casual style which are both commonly used in everyday conversation, and help you to acquire natural-sounding Japanese as soon as possible. The Pre-session practice uses tapes to help you to distinguish between affirmative and negative, past and non-past forms, as well as speech styles (casual/formal), by making you aware of differences in shape, sound and intonation at the end of sentences. (6)J]. Model Conversation The 24 model conversational situations represent frequently encountered situations for foreign students or researchers in Japan, and are set in 2 communication network between an Indian student, Anil Sharma, Lisa Brown from the United Kingdom, and their Japanese friends, seniors, and professors. The Model Conversations are iyritten in as"aatural” Japanese as possible, The characters use formal expressions with ‘their seniors or strangers at the beginning and gradually start to use casual expressions as their psychological distance diminishes. You should listen to the Model Conversations several times and try to understand the kind of communication procedure that is possible in a given situation. This will enable you to remember the Model Conversations when you encounter a similar situation. I, Report ‘The Reports, which are placed after the Model Conversation, sum up the content of the conversations and related material in the written language in the form of reports and diaries, ete. Conversational exchanges, which are often shortened, are expressed in full sentences to show the sentence structure, and create a basis for future study of the written language. I, New Words and Expressions Here you find explanations of new words and expressions used in the Model Conversations and the Reports, including references to the Grammar Notes and the Conversation Notes, . Grammar Notes The Grammar Notes are designed as follows: (1) They cover the grammatical items needed for the elementary level. (2) Grammatical items are selected and arranged on the basis of the Model Conversations, (3) Grammatical points are introduced and explained in a detailed and systematic manner, to enable you to form your own sentences, (4) The introduction and explanation of grammar is done in an enjoyable, easy-to- understand manner through the use of pictures and cartoons and copious example sentences,(5) Important items concerning sentence structure are covered and expanded over the course of several lessons. (wa and ga, keego, suru/naru verbs, noun modification, ete.) (6) In this textbook, emphasis is placed on di tinguishing between structure particles and discourse particles. The former expresses the basic (grammatical) relationships among words in a structure, while the latter expresses the speaker's feelings. In actual conversation, structure particles are used with discourse particles such as wa and mo. (7) The Grammar Notes for Lessons 1 to 4 use romanization (the example sentences are in Kana and Kanji but with romanized transcriptions), but from Lesson 5, Kana and Kanji are used, although romanization is used where it helps to clarify grammatical explanations, etc.. (8) After every 4 lessons, there are review and summary sessions (# £%), You should read the Grammar Notes before using the drillbooks. V. Conversation Notes ‘The Conversation Notes act as a compact guide to Japanese culture. Before practising the drills and the Model Conversations, you should read them to prepare yourself for the new material. The Conversation Notes are made up of General Information (GI) and Strategies (S$): 1.General Information Linguistic expressions that are based on interpersonal relations are a key factor in Japanese language communication, making it necessary to give information on society and interpersonal relations, to overcome the communication gap between cultures. 2.Strategies For successful communication with the Japanese, you will need an understanding of the appropriate strategies that the Japanese use in order to achieve the aim of interpersonal communication, such as getting someone to do you a favour. After every 4 lessons there are review and summary sessions (# ©). The conversation £ & ¥% includes a summary of conversational strategies and additional information. 1.Summary of conversational strategies Here, the strategies of the Conversation Notes in the four lessons are divided (8)into 6 functions, Using the check list of “What I am able to do now”, check it first by yourself, then have it confirmed by a teacher. If you cannot do something satisfactorily, do further practice. 2. Additional information ! Under this heading, all the meanings of an item explained over several lessons are summed up and reviewed. ‘At the end of the text, there are two appendices: I. Grammar Check Il. Answers for Grammar Check and Model Conversation Check ‘The Grammar Check Sheets are designed to check that you have correctly understood the material after reading the Grammar Notes. The correct answers are also ven, so you can check your answers as you work through the checksheet, and reread 1e Grammar Notes if necessary. Language practice becomes much easier if you proceed to the structure drills after having completed the checksheet first. The Model Conversation Check is recorded on tapes after every Model Conversation to enable you to check whether you have understood the situations in the jodel Conversations and the uses of the expressions in the Conversation Notes. The orrect answers are given in Appendix [J The lessons in the drillbook are divided into the following four sections: I. New Words in Drills Tl. Structure Drills Ill. Conversation Drills WV. Tasks and Activities . New Words in Drills (1) The New Words are divided into Basic Words and Additional Words. Basic words include basic vocabulary items wl in the Conversation Drills. (2) You should check through the vocabulary before beginning the Structure Drills. ‘h appear in the Structure Drills and.I, Structure Drills ‘The Grammar Notes only convey knowledge; to become able to use the language, you need to do the Structure Drills. The Structure Drills are designed to accomplish the following: (1) To consolidate the items covered in the Grammar Notes (2) To give practice in using the correct forms (3) To guide you beyond mechanical practice to become able to make your own sentences (4) To make possible enjoyable, easy-to-understand practice through the inclusion of pictures and illustrations IL. Conversation Drills The Conversation Drills are oral practice items to internalize the expressions in the strategies through repetition and to achieve accuracy and fluency. ‘There are many different types of practice in the Conversation Drills, the main ones being the following: 1. Substitution drills 2. Response drills 3. Communication drills 4. Role plays V. Tasks and Activities ‘The tasks are a central element of SFJ; the explanations and drills in the Grammar and Conversation Note, are developed by the tasks, which are designed as real-life tasks. ‘The tasks are designed to achieve the following: (1) To cover the four basic skills, in particular, reading and writing practice (2) To give information on life and culture in Japan (3) To improve learner's motivation through the incorporation of games Note: Several of the listening and reading tasks include some new vocabulary and constructions as preview material for later study, (10)‘Audio tapes are available for the drillbooks, corresponding to the Structure Drills cept the ones marked with ‘¥e), the Conversation Drills, and the listening tasks with tape mark, There is a teacher’s manual for the drillbooks with a script for the sks, Video tapes for Model Conversations and CAI (Computer Assisted Ee ction) programs for this textbook are due to be published.Abbreviations and Notations ———————_ This is a list of main symbols used in this book: «048 Fi [N} [al [NA] (v] [v(base)] [v-() u) [v-te] [v-ta] [v-nai] [V-nakatta] (+ verbs) (-® verbs) is} 2 MC 2 gz ~*ODEEOMES dit course particles structure particles connective particles Be careful! correct wrong noun ~i adjective na adjective verb verb base -(r)u form of verb -te form of verb -ta form of verb -nai form of verb -nakatta form of verb verb with © (object particle) verb without % (object particle) sentence Refer Model Conversation Grammar Notes Conversation Notes literally formal/polite speech casual/plain speech speaking to a Higher speaking to a Lower speaking to an Equal spoken by male spoken by femaleIntroduction to Japanese I. GRAMMAR « Nihongo is like a train, . Predicates - The classification of Japanese words . Particles (=joshi) «The Japanese language and social relationships II, PRONUNCIATION - Mora . Accent and Intonation IIT, WRITING SYSTEM Hiragana Katakana 3. Katakana words . Hiragana exercises (13)1. Nihongo is like a train ‘The Japanese language, Nihongo, can be compared to a train. 1) Look at the following illustration: < passenger car dining car freight car engine A or a ‘The engine of the train is pulling a passenger car, a dining car and a freight car. ‘The order of the cars can change, but the engine always comes in furthest right. 2 <2 freight car |} passenger car dining car engine A ZT at al —<— A train can run without a freight car, a passenger car or a dining car, but not without the engine. However, the engine can run on its own: é passenger car dining car engine VT a freight car engine A TZ ease |B) (14)2) The idea I will go to Tokyo tomorrow is expressed in Japanese as: Watashi wa | Teokyeo.e | iku. I tomorrow to Tokyo (will) go You can express the same idea by changing the order of the sentence: Teekyoo.e | wattine ashita iku. to Tokyo I tomorrow ——_| (will) go You can also abbreviate, mentioning only those parts you want to focus on. Watashi wa Iku. Twill go. iku. (D) will go tomorrow. I iku. (D) will go t0 Tokyo. iku. (D) will go. You can thus change the order of words or phrases, or omit them if they are understood from the context, but you cannot change the position of iku to go, or omit it, as it is the predicate of the sentence. The predicate is the most important element in a Japanese sentence. Just as the engine is the driving force of the train, the predicate is the driving force of the sentence. —— | 2. Predicates There are four types of predicate in Japanese. (1) verb (2) -i adjective (3) na adjective (4) noun + da A predicate inflects according to whether it is (1) plain (non-polite) or polite, (2) non-past or past, (3) positive or negative © Pre-sessionSee the table of plain and polite forms below Plain form Polite form verb iku ikimasu (1) go. -i adjective omoshiroi omoshiroi desu (It) is interesting, na adjective genki da | genki desu (1) am in good health, noun + da Yamada-san da| Yamada-san desu (He) is Yamada-san One cannot always tell the subject of a sentence from the predicate alone, but it can be understood from the context or the situation. (In the translations in this textbook, subjects that are not explicit are normally in rounded brackets.) Classification of Japanese words Japanese words are divided into several groups such as nouns, verbs, adjectives and adverbs, Look at the following illustration to form an idea of each group. (The abbrevi ns are given in square brackets, while the Japanese terms are given in rounded brackets.) [N] noun (= meeshi) [V] verb (= dooshi) yoru kaku 2S hashiru taberu enpitsu —,° nihon (16)adjective (keeyooshi (There are two types of adjectives, -i adjectives and na adjectives. -i adjectives ives don't.) S L6GN(= Grammar Notes)I end in -i (not -ti, -ki, etc.), while na adj [NA] (=na adjective) heta(na) adverb (= fukushi) Others ‘Try to identify the group to which the words (underlined) in the following sentences belong, (17)Watashi wa ashita Tookyoo e ikimasu. / will go to Tokyo tomorrow. ® ® ® @® [A] ® (N] © [pv] © [N] O'stV Nihongo wa omoshiroi. Japanese is interesting. @Q [vy] @ [nN] Ose 4. Particles (=joshi) Did you manage to label each word in the above sentences? Well done! But what shall we do with wa or e? Let's call this group ‘particles’ (joshi in Japanese ). Particles can be divided into three sub-groups: 1) Structure particles Attached to a noun, a structure particle indicates the grammatical relationship between that noun and its predicate. ga imasu) — fo go. e In this structure, ga shows the subject of the sentence and @ indicates the destination or direction, We can call ga a subject particle and @ a direction particle. You will become familiar with the eight main structure particles in this textbook: ga, 0, ni, e, de, to, kara and made Git is our symbol for structure particles, because these particles show the bones (the grammatical structure) of the sentence. (18)2) Discourse particles Discourse particles do not express grammatical relationships; they convey the speaker's attitude expressed by marking out a word as a topic contrasting it with others, omitting or emphasizing it Discourse particles are dependent on the context or the situation in which they are used. There are two groups of discourse particles. (1) Topic particles: wa and mo The topic particles wa and mo make a word the topic of the sentence, For | instance, watashi, I and Tanaka-san, Miss Tanaka are the topics in the following sentences. Watashi wa Tookyoo e ikimasu. As for me, I will go to Tokyo. | Tanaka-san mo Tookyoo e ikimasu. As for Tanaka-san, she will go to Tokyo, too. (2) Final particles Added to the end of the sentence, final particles express the speaker's emotions of doubt, emphasis, caution, hesitation, wonder, admiration and the like. Tookyoo e ikimasu ka. Are (you) going to Tokyo? Tookyoo e ikimasu ne. (You) are going to Tokyo, aren't you? Tookyoo e ikimasu yo. (1) will go to Tokyo, you know. Ka is used to signal a question, ne for soliciting the listener's agreement or confirmation, and yo to indicate that the listener is being informed of something. is our symbol for discourse particles. The contrast between the live fish and the ‘skeleton illustrates how discourse particles are used to ent h the basic sentence structure with substance and feeling. 3) Connective particles Connective particles link nouns or sentences: Tookyoo to Yokohama e ikimasu. I will go to Tokyo and Yokohama, Ashita nichiyoobi na node, Tookyoo e ikimasu. Twill go to Tokyo, as tomorrow is Sunday. @ is our symbol for connective particles. (19)5. The Japanese language and social relationships | In Japan, as in many other parts of the world, language can be used to indicate social position. The Japanese language has certain words and forms (grouped together under the label ‘levels of speech’) which are used to express the social distance between the speaker and the other participants in a conversation. This distance has two dimensions: vertical and horizontal. 1) Vertical distance (Social status) Traditional Japan was a strictly stratified society, with social status based upon seniority and rank. While modern Japanese society has undergone profound changes, resulting in a significant reduction of the privileges and power derived from social status, expression of social status in speech is still taken seriously, even when the subject of the conversation is not within earshot, Both seniority and rank contribute to social status; in this book, we will, for the sake of easy reference, refer to a ‘person of higher social status’ as a Higher, and a ‘person of lower social status’ as a Lower. Where appropriate, ‘senior’ and ‘junior’ will also be used. Persons of equal social status/age will be referred to as Equals. ‘Honorific and humble forms’ (called keego in Japanese $L9, L10, L18, L19 Grammer Notes for details) can be matched with either style of speech when referring to one’s interactions with a Higher. casual style —_ keego (honorific and humble forms) formal style For example, a university student will normally use casual speech when talking with a student in a junior year or a close friend of approximately the same age or year, but will use formal speech when addressing an older student or a teacher. Honorific and humble forms combine with casual or formal speech when a teacher is referred to, regardless of whether that teacher is present or not. (20)In a university Kimura sensee (a teacher) Suzuki-san (a senior student) Buraun-san, Tanaka-san, Yamashita-san (friends) OO-san (a junior student) Similar usage can be observed in companies and most other social groups in Japan. ‘The major exception is the family, where during the past decades the use of formal speech when addressing older siblings or parents has generally been abandoned. However, honorific elements such as 0- or -san are still used for addressing senior family members only. In a company jooshi (superiors) dooryoo (colleagues) buka (subordinates) (21)Ina family otoosan/okaasan (parents) oniisan/oneesan (elder brothers & sisters) otooto/imooto (younger brothers & sisters) 2) Horizontal distance ‘The Japanese traditionally have a strong sense of belonging to a group; this may be their family, school, company or even their country. The term ‘ingroup’ (uchi) refers to those who are considered to be members of the group with which one identifies in a particular situation. ‘Outgroup’ (soto), on the other hand, refers to those perceived as being outside this group. Thus, people of the same social status (Equals) can be quite distant if they belong to a different group. Horizontal distance is basically expressed through the use of formal speech, although honorific and humble forms are frequently added. (An exception is when an adult speaks to an outgroup child, a situation where casual speech is normally used because of the marked difference in seniority.) Outgroup » » of Ingroup A formal (22)In Japan group consciousness takes precedence over social status. Thus, honorific s are never used to refer to an ingroup person when speaking to an outsider, even form: if the ingroup person is a Higher. Conversely, humble forms are used for referring to members of one’s own group when talking to outsiders. For example, an employee will normally refer to his company president using honorific forms when talking to a fellow employee of the same company, but when speaking to an employee from another company, he will use humble forms for his company president. Depending on the ingroup/outgroup relationship between speaker and listener, therefore, the same person can be accorded high or low social status. Besides social status and the uchi/soto relationship, there are other factors contributing to the choice of the speech level. These include the formality of the situation in which the conversation takes place, the topic, and even the speaker's emotional state. Speech levels are not predetermined but change in accordance with yarious combinations of these factors, (23)Compared with other aspects of learning the Japanese language, pronunciation is relatively easy. This is because the language uses only five vowels, and each consonant is generally followed by a vowel to form a basic unit of sound called a mora (a syllable like unit) Pronouncing Japanese like a native speaker, however, requires a mastery of the Japanese sounds and moras as well as of pitch accent and intonation that only comes with much time and patience. To achieve this goal, it is important that you make a conscious effort to listen to as much Japanese as possible and constantly imitate what you hear. Here are some suggestions to help you learn the correct pronunciation. First, listen carefully and repeatedly to the Japanese sounds until you are aware of the differences between the sounds of Japanese and those of your mother tongue. [1. Mora The basic unit of Japanese pronunciation is called a mora. You may wonder what a mora is: each mora corresponds to one beat in the regular staccato rhythm that characterizes the pronunciation of Japanese words or sentences, and therefore takes roughly the same amount of time to pronounce. @_ One-mora words: 1. @ 2 @ 3. @ ha te me i c » @ _ Two-mora words: 1@@e@ 200 3086 imu too ha na ay ton ae ® Three-mora words: 1.@e@e 28088 3:@0@@0806 ta ba ko rin go ki t te Rows DAT ot (24)@ four-mora words: 1.@@e@e@0@ 200080 3080080 a i sa tsu da i ga ku to shoka n veo Hw Ww ¢ ELIDA Note that the examples above include such diverse one-mora units as the second 0 in too, the n in ringo, the sho in toshokan, the first t in kitte, and the | in alsatsu Since the words in each example have an equal number of beats, they take about the same length of time to pronounce. ‘The standard dialect of Japanese can be written with about 100 distinct moras (given below). Moras can be divided into six groups according to their structure: 1. Single vowels: a, i, u, @, 0 A consonant + a vowel: ka, ki, ku, ke, ko. 3. A semi-vowel that is /y/ or /w/ + a vowel: ya, yu, YO, Wa ‘A consonant + a semi-vowel +vowel: kya, kyu, kyo.. ‘The single nasal consonant /N/: n in ringo, hantai The first (voiceless) consonant of a double consonant: The first t in kitte, k in gakkoo, p in shippai os 1) The five single vowels The Japanese vowel system is rather simple with its five vowels, whose sounds remain unchanged regardless of their environment. How many vowels does your own language have? First listen carefully to the pronunciation of your teacher, then try imitating it Can you hear the differences between Japanese vowels and those in your own language? Rely on your auditory impression of each sound for learning the Japanese vowels. 1 /a/ is pronounced approximately like [a] in ‘up’ Tyas /i/ is pronounced approximately like [i] in ‘ear’ °34 /u/ is pronounced approximately like [wu] in ‘look’ but without rounding the lips. Rs /e/ is pronounced approximately like [e] in ‘pen’ 33 /o/ is pronounced approximately like [o] in ‘short’ (but shorter, than when pronounced in British English) Note that two vowels and long vowels consist of two moras. 1@@ 2@@ 3@@ 14@@ 500 60 @ a ie ue oi oo ii BS Bo Sw war ZR BW2) Consonants with vowels ‘A Japanese consonant is usually followed by a vowel; together, these make up one mora. Listen carefully to each mora, then try to imitate it as closely as you can. The traditional order is as follows: Chart 1. The 5 vowels and 63 consonant/vowel combinations (including the 4 semi-vowel/vowel combinations) ij 2 3 [4] 5 [6[7[ 8] 9 a |kal sa ta [na] ha ma] ya] ra| wa ifki} shi | chi | ni} ni [mil - Jr] - Csi) | ti) u {ku} su tsu [nu] fu (uu) Chu) elke] se te |ne| he o [ko] so to |no| ho alternative form of romanization if u [we 13 kog| soz [tod | bobop ga | 2a | da | ba pa gi ii - | bi pi (‘zi) gu | zu - | bu pu ge | ze | de | be pe go | 20 | do | bo po (26)3) Semi-vowel/vowel combinations See Chart 1. Column 7. 4) Consonant/semi-vowel/vowel combinations Chart2, 33 C+S+V kog | soz t a h pod | im r kya sha cha nya hya pya mya rya (sya) | Ctya) kyu | shu | chu | nya | hyw | pyw | myw | ryu (syu) | Ctyu) kyo | sho | cho | nyo | hyo | pyo | myo | ryo Csyo) | (tyo) gya ja - - bya - - (aya) gyu iu i - byu - = (ayu) gyo jo - - byo = - (ayo) | 5) The single nasal consonant /N/ ‘The single nasal consonant /N/ makes up one mora by itself, Pronounced on its own, /N/ is similar to the ‘ng’ sound in words like ‘going’ or ‘spring’ although it is longer than the English sound. Used only in combination with other sounds, /N/ is never found at the beginning of a word; it is pronounced in different ways depending on the sound following it as [m], [n], [p], or a nasal vowel. (in the alternative Hepburn Romanization system, this sound is written as. ‘m' when followed by ‘p’’b''m’, and as 'n’ when followed by other consonants. In this textbook, we use 'n’ in romanization and A in Hiragana) 1. Pronounced as [m] When followed by /p/, /b/ or /m/, /N/ is pronounced as [m]. {sampo] SAE a walk [gambaru} WANES to do one’s best (tfmmoku] BAS silence2. Pronounced as [n] When followed by /t/, /d/, /n/ or /r/, /N/ is pronounced as [n]. When followed by /s/, it also sounds quite close to [n]. [hontoo] ALF true [honda] (EAE ‘person’s name [honno] (EAD a little (honrai] Ab originally 3. Pronounced as [y] When followed by /k/ or /g/, it is pronounced as {y] [kapgaeru] PAMRS to think [degki] TAR electricity 4. When followed by a vowel or semi-vowel, /N/ gives the preceding vowel a nasal quality, [seNeN] AAA 1,000 yen [kaNyo] DAL intervention 6) Double consonants Double consonants are written as ‘pp’, ‘tt, ‘s: ‘kk’ in romanization, but in hiragana the first consonant is written with a small >. This first consonant is not released and makes up one mora itself. Double consonants should be pronounced with special care, because in Japanese the distinction between single and double consonants is very important, there being many pairs of words that are distinguished only by this feature Listen carefully to the pronunciation of your teacher. If you find double consonants difficult to pronounce, try making a slight pause directly before the double consonant to give yourself time to get ready for it. shippai Lotta failure matte EoT wait! shikkari Lowry firmly massugu got? straight on (28)[2. Accent and intonation 1) Accent Unlike English, which uses stress accent, Japanese uses pitch accent, which is pased on the two relative pitch levels of high and low. Try to establish a habit of listening closely to your teacher's pronunciation to pick up the pitch levels. In standard Japanese, there are four accent patterns: 1) Only the first mora of a word is low ; from the second mora onwards, all moras are given high pitch. When a word is followed by a particles such as ga, this particle too stays on a high pitch. 2) The first mora is low and all following moras are high; however, a following particle such as ga comes down to a low pitch 3) The first mora is low, one or more following moras high, and further moras low. 4) Only the first mora is high; all ensuing moras are low. On this page the mark ' is used to indicate where the pitch rises within a word and the mark 1 to show where it falls. ni Thongo EAS Japanese ni"hongo de (MEATS in Japanese yu Tubi! nkyoku WIDAEES post office yu Tubi? nkyoku e DWIDARECN to the post office yuFubilnkyoku desuka =WIUWAREC THA (Is it) the post office? 2) Intonation Intonation plays an important role in communicating the speaker's feelings and intentions toward the listener. Falling intonation usually conveys the finality of a statement, while rising intonation generally indicates a question In this book, the mark 7 indicates rising intonation, whereas \ is used to show a fall in intonation as illustrated in the examples below: A: Tookyoo e ikimasu ka.7 EVELINOSETA. Will you go to Tokyo? B: Ee, ikimasu.\ RA VEES. Yes, I will. A: Soo desu ka. THTIM Really. Further explanation on intonation will be given in ¥ ¢ 1B -2.Japanese is written in a combination of three scripts, Hiragana, Katakana and Kanji. The Roman alphabet (Roomaji) is also sometimes used, largely for the convenience of foreigners. Look at the following example: Hiragana: OAL Katakana: EWY Kanji: HE Roomaji: higashi All of the above can be used to represent the Japanese word higashi, east. Like Roomaji, both Hiragana and Katakana represent sounds. In theory, Japanese sentences can be written in either Hiragana or Katakana only, but except for some special cases such as childrens’ books or telegrams, Japanese is usually written in a combination of Hiragana and Kanji, with an admixture of Katakana (and occasionally Roomaji). ROUMIEECH. Watashi no namae wa Yamashita desu. ‘My name is Yamashita. ‘The underlined parts in the above sentence are Kanji, Whereas the letters of the Roman alphabet generally represent a single sound, Hiragana and Katakana represent moras or syllables. Kanji generally express even larger units, which can be equated with basic units of meaning. For example, the two-Kanji word #€F represents the sound kanji, which can be analyzed into kan China/Chinese and ji character; the combination meaning Chinese character(s). Kanji are therefore best understood as representing the sound of blocks of meaning. Roughly speaking, Kanji represent blocks of meaning, whereas Hiragana express the grammatical relations between them. Because of their different visual impact, this way of combining Kanji and Hiragana in running text without any spaces between them (you may have already noticed this from the above example) enables readers of Japanese to recognize word boundaries even without spacing. (30)t 1 Katakana are used to express words of foreign origin, much like italics or ing in European languages. Look at the following example: ROBMIEY AULT. Kare no namae wa Sharuma desu. His name is Sharma. vunderlini ‘The underlined part | is in Katakana because Sharma is an Indian name. Broadly speaking, Katakana are used for foreign words from countries other than those also using Chinese characters, with the vast majority stemming from English Nearly 2000 years ago, Kanji were introduced to Japan from China, Several centuries later, Hiragana and Katakana developed from Kanji were to express Japanese syllables phonetically. The following is an example of how Hiragana and Katakana were derived from Kanji: Kanji [ka] /Teuwa(eru)} ada /™ * oh \ ™ Katakana #% = Hiragana Katakana were often formed from a part of a Kanji, whereas Hiragana resulted from cursive abbreviation of an entire Kanji We suggest that before you start this book you learn the 46 basic letters and sounds of Hiragana, and learn how they are used in combination. Thereafter, you can start learning the Katakana set. In order to familiarize you with the way Japanese is written in Japan, Kanji and Kana are used in this book. However, Kanji readings are indicated in Hiragana alongside the Kanji. By way of a warm-up, the sentences in the Grammar Notes and Conversation Notes are given in Kanji and Kana followed by romanization for the first four lessons only. If you wish to become proficient in reading and writing Japanese, you will have to learn Kanji, Although thousands more are found in dictionaries, the number of Kanji for Gaily use in Japan is now about 2,000; the basic 1,000 are sufficient to read about 90% of the Kanji used in a newspaper.| 1. Hiragana yr The basic 46 SS Combination with alelslals small #. oy al ij|ulelo ya yu yo K)/m»)ae)]e]uje Se) kw] ee ka | ki | ku | ke | ko kya | kyu | kyo S| @&] uv) ) ee se Le | Le | Le sa | shi | su | se | so sha | shu | sho Tle] e}o}ele be | b0l/br ta | chi | tsu | te | to cha | chu | cho N)/ &@/) tet] alalo te iw lice na | ni | nu | ne | no nya | nyu | nyo H) we) Oo) & |) A | Oe | Ow | OE ha | hi | fu | he | ho hya | hyu | hyo M| El] &)& |) Oo) Ae | Aw | ae ma | mi | mu | me | mo mya | myu | myo Y) ? |e] mw) ALE ya yu yo R/5/o |S |r| 4 De | owl oe ra | ri | mw | re | to tya | ryu | tyo Wlo}e |) 5 | AL e wa ° N| A A (32)Hiragana (Handwritten shapes) x The basic 46 1 UE oO A vx Combination with H a) Z b small e. w. & a i u e ° ya yu yo K/Ov 3) < IT] z S| Sp) Se ka | ki | ku | ke | ko kya | kyu | kyo sJF/L Gt % Las Lp) Ly sa shi su se so sha | shu | sho rb ls) tle w Tg |S |da 4a) D Sab] IS fa | nt | su | ne | no nya | nyu | nyo HEU Arla lle Uy Ow) Oy ha | ni | fu | he | ho hya | hyu | hyo wlE]H/ OO) +t Fts| utp] Oh ma | om | mu | me | mo mya | myu | myo roel bla l£ ya yu yo RF 5|Y|ZlHI4 Ws} Jp] Ye ra | ri | ww | re | ro rya | ryu | ryo 4Hiragana sx With two dots ~ Gl[m|ae|)/o];}Rrye ¥e | Xo) Fz ga | gi | gu | ge | go gya | gyu | gyo Zz) S| ul |e) ze Ue | Uw |e za | ji | zu | ze | zo ja | ju | jo p/ xe |e) a) cle da | ji | zu | de | do Bi] we | wo] wR) S| We | Ow | OE ba | bi | bu | be | bo bya | byu | byo yx With a small circle ° p| ge | oe) & | L5GI vo tso fo kwo (39)4. Hiragana exercises [Exercise 1] Swgjgan aii eo ral is | s nee u te is FZ pa 1. BW love 2. WR house 3. FA above 4. 39 to chase 5. BF to meet 6. SEV blue 7. RK picture 8. BBW many 9. WW good 10. WAR no [Exercise 2] # 2 { HES 23 |e + Th) a ka ki ku ke ko I YR z Mf > V2 S ¥ 1. &¢ to hear 2. to write 3. So here 4. Baw red 5. RB station 6. BA hill 7. UF pond 8. CA wice 9. & tee 10. FH to buy (Exercise 3] & Lt & Ay? jatlsaylig sa shi su se so ry ny “y act z By $ 1, FL sushi 2. BS moming 3. WH chair 4. 5% lie 5. BAL sweets 6. WS umbrella 7, EAM world 8. FS like 9. FOL alittle 10. Las salt [Exercise 4] = Be < x [ae me lo Es a chi tsu te to 2 ) 23)°B pp a C 1. °C hand 2, &B land 3. 72D to stand up 4. BW hot 5. Baa near 6. 72m expensive 7. TO iron 8. DR desk 9. Li under 10. ACD subway, underground (train) (40)[exercise 5] % . ete yaw md 10. BO - tee 4. BE 7S 10. We 7. B® ya 1, PE 4, wD na ni [Exercise 8] PW ia nu ne seven - BETS you meat cloth [exercise 6] Wk O RW ha hi hu he mother person box flower/nose 1. oe 4. ER name rain 10. datrie sleepy DR yu mountain dream 7. PFW cheap . PEL ® no ~ KE two 5. 43da_ money iE ho [exercise 7] FAB wYw ma mi mu me mo & yo 2. 5. 8. easy/gentle LR dog . DO day/fire » a ye8 - EL star 3. TIS what? 6. Smee fish 9. 4c cat 3. (BIE check 6. Anda ship 9. WB eight 3. WE now 6. Ot to drink 9. Sta cold 2 fe WS snow NP 100m DEW strong 3. Kw to read 6. EW winter 9. PFA holiday[Exercise 9] 6 D0 BRD See Gee ra ri mu re 10 lz ay 4 YA % + 1. 6 sky 2. wa he 3. 3B to sleep 4. TH this 5. # x 2 UL accident — 2. WME wind 3. LW quiet » &U Gorclock 5. MEK family 6. OS knee ReOCE = yy da ji zu de do te b “) = 7/Tt - EZ where? 2. 788 who? 3. EGF please - 5T am 5. COB exit 6. HAE university wow A ra = ba bi bu be bo me u 7 wey AV AE « SIE noodle 2. BRE pig 3. PS wall + LARA newspaper 5. WEIR SL native language . FOES O Monday Loe e a mame ITY SAE \ v + RAD pencil 2. WANE toast + SANZ a walk 4. SAKA 3 minutes(Exercise 17] Double consonants 2 ss-/-tt-/-kk-/-pp. 2? 1, SoU magazine 2. oT stamp 3. Ko& diary 4. FolA marriage 5, BoA ticket [Exercise 18] Combination with small #, w. x? Se SH Sr Fe XH FE kya kyu kyo gya gyu gyo Le Le» Lz Lew Uw Us sha shu sho ja ju jo be bw BE cha chu cho ke Ke KE nya nyu nyo 1. BS guest 2, BaIaA last year 3. WL doctor 4. L@a& hobby 5. ULE dictionary 6. BES tea 7. Broek alittle 8. CAM &< a hind of Japanese food 9. POUE she 10. FRA fishing boat [Exercise 19] Combination with small #, , 2 (continued) : Oe Dw Br Te Ow Wr Te Bo OE hya hyu hyo bya byu byo pya pyu pyo Av Rw BE mya myu myo De Dw Dx ya yu ryo 1, B&< 100 2. SAO < 300 3. BoBe< 600 4. SAAS mountain range 5. De abbreviation 6. LOE effort 7. 0®F=F fashion 8. DERA Japanese inn (44)[exercise 20] Long [ee] sound: Ab He te Te ale nv Oe hie ee kee see tee nee hee mee ree Fe #e te ne gee zee dee bee “Ae pee j 1, AWO English 2. BIW watch/elock 3. HAR teacher 4, Tsar polite 5. Ned peace 6. OWL name card 7. SRW beautiful 8. FUER art 9. FSA tax 10. BANU South America Exceptions: RA yes /BIARSA elder sister [Exercise 21] _ Long [00] sound: BI 55 25 £5 OF WG BI AI 00 ko soo too noo hoo moo roo 5 5 EG 1x5 goo zoo doo boo 15 nod poo ZIV cleaning %OF yesterday 1, W245 school 3. BYALA thank you 5. EFVD law WEIL younger sister 7. BIW corridor KBEIW Sunday 9. SF elephant 10. ‘CAIEF telegram 1. ASF number 12. EL hat, cap Exceptions: BW many /BBEW big CBS to freeze “COBY ice EBS topassty ZAEBW far BSW Osaka ete. wanePre-Session 1. Predicates 2. Actual use of predicatesPredicates Predicates conjugate according to whether they are (1) plain (= non-polite) or polite, (2) positive or negative, (3) non-past or past. This can be illustrated as follows. 1) verb “| (1) (2) (3) 2) -iadiective plain positive non-past 3) na adjective polite negative past 4) noun + da Let's take a verb as an example. In step (1), you choose between the plain (= non-polite) and polite forms. There are two speech styles in Japanese, casual (= informal) and formal, from which you make a choice according to the relationship between yourself (the speaker) and the listener. ‘The plain form is used in casual style sentences, while the polite form is used in formal style sentences. Introduction I. Grammar In_step (2). you choose between the positive and negative forms In_step (3), you choose either the non-past or the past form. Use non-past for describing a habitual action or state, or an action/state in the future. Use past for actions or states that have already taken place. (48)1) verb: ku (/)(will) go. Positive Negative Casual | Non-past | iku ikanai style (Plain) | Past ita ikanakatta Formal | Non-past | ikimasu ikimasen style (Polite) | Past ikimashita ikimasen deshita Formal style indicator: -mas- Negative indicator: -na(i)- (casual style) -masen- (formal style) Past indicator: -ta- 2) -iadjective: omoshirol (It) is interesting. Positive Negative Casual | Non-past | omoshiroi omoshiroku nai style r ~ (Plain) | Past omoshirokatta omoshiroku nakatta Non-past | omoshiroi desu omoshiroku arimasen Formal omoshiroku nai desu style (Polite) | Past omoshirokatta desu | omoshiroku arimasen deshita omoshiroku nakatta desu <-i adjective> Formal style indicator: -des- -mas- (negative) Negative indicator: -na(i)- (casual style) -arimasen- (formal style) Past indicator: -ta (49)3) na adjective: genkida (J) am well, Positive Negative Casual _|Non-past | genki da genki ja nai style - (Plain) | Past genki datta genki ja nakatta Non-past | genki desu genki ja arimasen Formal genki ja nai desu style (Polite) | Past genki deshita genki ja arimasen deshita genki ja nakatta desu 4) noun + da: Yamada-san da It is Yamada-san. Positive Negative Casual | Non-past | Yamada-san da Yamada-san ja nai style (Plain) | Past Yamada-san datta | Yamada-san ja nakatta Non-past | Yamada-san desu | Yamada-san ja arimasen Formal Yamada-san ja nai desu style (Polite) | Past Yamada-san deshita | Yamada-san ja arimasen deshita Yamada-san ja nakatta desu / (50) Formal style indicator: -des- -mas- Negative indicator: -ja na(i)- (casual style) -jaarimasen- —_ (formal style) Past indicator: -tafe. Actual use of predicates Now that you are familiar with Japanese predicates, let's study them in natural conversation. 1) Verb sentences (sentences which end in a verb) [Examples] Non-past Question Answer (casual) Iku.7 [>] (casual) Un, iku. (positive) $$$ Uun, ikanai. (negative) Will you go? Yes, I will go. No, I won't go. (formal) Ikimasu ka.7_ |-————~ (formal) Ee, ikimasu, (positive) lie, ikimasen. (negative) Past Question Answer (casual) Itta.7 f-—— (casual) Un, ita. (pos.) Uun, ikanakatta. (neg.) Did you go? Yes, I did go No, I didn't go. (formal) Ikimashita ka.7_ |] (formal) Ee, ikimashita. (pos.) _ _—— lie, ikimasen deshita. (neg.)[Explanation] ‘The final particle ka is added to the end of a formal question. In a casual question, ka is omitted; instead, rising intonation is used to signal the question. Avoid using plain form+ ka, as in iku ka—it sounds rude. Both un and ee mean yes. Ee(sometimes hai) is more polite than un. Uun and iie mean no, but tie (sometimes pronounced ie) is politer than un. The casual style is used between people who are close, such as family members or g00d friends. The formal style is used between speakers whose relationship is rather distant and formal, such as between strangers or between a student and a teacher. When one speaker is perceived to be of lower social status than the other (for instance, a junior student at school, or a company employee of lower rank), styles often occur on a one- way basis: the Lower will normally use the formal style towards the Higher, while the Higher might use the casual style in return. Non-past Question Answer (casual) Iku.7 (casual) Un, iku. (pos.) Uun, ikani. (neg.) (formal) Ikimasu ka.” (formal) Ee, ikimasu. (pos.) lie, ikimasen. (neg.) Past Question Answer (casual) Itta.7 (casual) Un, itta. (pos.) Uun, ikanakatta. (neg.) (formal) Ikimashita ka.* (formal) Ee, ikimashita. (pos.) lie, ikimasen deshita. (neg.) (52)2) Adjective sentences (sentences ending in an ~i adjective or a na adjective (1) -i adjectives [Examples] Question Answer (casual) Omoshiroi.7 |} + (casual) Un, omoshirol. (pos.) Uun, omoshiroku nai. (neg.) Is it interesting? Yes, it’s interesting. No, it isn’t interesting. (formal) Omoshiroi desu ka. |—+ (formal) Ee, omoshiroi desu. (pos.) lie, omoshiroku arimasen. (neg.) omoshiroku nai desu. Past Question Answer (casual) Omoshirokatta.* (casual) Un, omoshirokatta. (pos.) Uun, omoshiroku nakatta. (neg.) Was it interesting? Yes, it was interesting. No, il wasn’t interesting. (formal) Omoshirokatta desu ka.7 Co (formal) Ee, omoshirokatta desu. (pos.) lie, omoshiroku arimasen deshita.(neg.} omoshiroku nakatta desu. (53)[Explanation] Just as with verb sentences, ka is usually omitted in a casual question using an adjective sentence, too. Desu is added to the plain form of an -i adjective to make the polite form. The casual and formal styles can occur together as follows: Non-past Question Answer (casual) Omoshirol.7 (casual) Un, omoshiroi. (pos.) Uun, omoshiroku nai. (neg.) (formal) Omoshiroi desu ka.” (formal) Ee, omoshiroi desu. (pos.) lie, omoshiroku arimasen. (neg.) omoshiroku nai desu. Past Question Answer (casual) Omoshirokatta.* (casual) Un, omoshirokatta. (pos.) Uun, omoshiroku nakatta. (neg.) (formal) Omoshirokatta desu ka.7 (54) (formal) Ee, omoshirokatta desu. (pos.) lie, omoshiroku arimasen deshita.(neg.) omoshiroku nakatta desu.(2) na adjectives 1 [ Examples) Non-past Question Answer (casual) Genki.7 |} (casual) Un, genki (pos.) Uun, genki ja nai, (neg.) Are you well? Yes, I’m well. No, I'm not well. (formal) Genki desu ka.7 |} (formal) Ee, genki desu. (pos.) lie, genki ja arimasen. neg.) genki ja nai desu. Past Question Answer (casual) Genki data.» | (casual) Un, genki datta. (pos.) Uun, genki ja nakatta. (neg. Were you well? Yes, I was well No, I wasn't well. (formal) Genki deshita ka.7 |+—| (formal) Ee, genki deshita. (pos.) lie, genki ja arimasen deshita.(neg.) genki ja nakatta desu[Explanation] Do not use genki da ka” or genki ka in a casual question, because it sounds very rude. Da is also normally omitted in casual positive answers. Casual and formal styles occur together as follows. Non-past Question Answer (casual) Genki.7 (casual) Un, genki. (pos.) Uun, genki ja nai. (neg.) (formal) Genki desu ka.7 (formal) Ee, genki desu. (pos.) lie, genki ja arimasen. —(neg.) genki ja nai desu Past Question Answer (casual) Genki datta.7 (casual) Un, genki datta. (pos.) Uun, genki ja nakatta. neg.) (formal) Genki deshita ka.7 (formal) Ee, genki deshita. (pos.) (56) lie, genki ja arimasen deshita.(neg.) genki ja nakatta desu.3) Noun sentences (sentences ending in noun + da) Noun + da works in the same way as a na adjective in both the casual and the formal styles. [Examples] Non-past Question Answer (casual) Yamada-san.7_ |») (casual) Un, Yamada-san. (pos.) LI Uun, Yamada-san ja nai. (neg.) Is it Yamada-san? Yes, it’s Yamada-san, No, it isn't Yamada-san. (formal) Yamada-san desu ka.” [+ (formal) Ee, Yamada-san desu. (pos.) lie, Yamada-san ja arimasen. (neg.) Yamada-san ja nai desu. Past Question Answer (casual) Yamada-san datta.7. | —~ (casual) Un, Yamada-san data. (pos.) Uun, Yamada-san ja nakatta. (neg.) “Was it Yamada-san? Yes, it was Yamada-san, No, it wasn't Yamada-san, (formal) Yamada-san deshita ka.7 || (formal) Ee, Yamada-san deshita. (pos.) ss lie, Yamada-san ja arimasen deshita.(neg.) Yamada-san ja nakatta desu. (s7)[Explanation] Casual and formal styles occur together as follows. Non-past Question Answer (casual) Yamada-san.7 (casual) Un, Yamada-san. (pos.) Uun, Yamada-san ja nai. (neg. ) (formal) Yamada-san desu ka.7 (formal) Ee, Yamada-san desu. (pos.) lie, Yamada-san ja arimasen. (neg.) Yamada-san ja nai desu. Past Question Answer (casual) Yamada-san datta.7 (casual) Un, Yamada-san data. (pos.) Uun, Yamada-san ja nakatta. (neg.) (formal) Yamada-san deshita ka.7 (formal) Ee, Yamada-san deshita. (pos.) lie, Yamada-san ja arimasen deshita.(neg.) Yamada-san ja nakatta desu. (58)Midori Tanaka >. a r ) ra Lisa Brown oh Tadashi Suzuki Characters in Model Conversations He is a professor in the Department of Computer Science at the University of Matsumi. He is Yamashita and Sharma's academic advisor. He is 54 years old and married. He has two daughters. He is in the first year of the Ph.D. course in Computer Science. He is 25 years old and single. He is reliable and hardworking. He lives in an apartment house near the university. He is a research student now and going to sit for the entrance examination for the Ph.D. course in Computer Science next year. He is 27 years old and married. His wife and one year-old baby are now in their country, India, He is a hardworking and logical type. He lives in the dormitory. She is in the first year of the M.A. course in Business Administ. ration, but she is using computers for statistical analysis and comes to Prof. Kimura's office. She is 23 years old and single. She is frank, active and cheerful, She likes Yamashita-san. She lives in the dormitory. She is British and she is in the first year of the M.A. course in Business Administration. She is learning statistical analysis by using computers together with Tanaka-san. She is 24 years old and single. She is a quiet and naive woman, so she sometimes feels puzzled when Suzuki-san forces his attentions on her. He is an assistant in the Department of Computer Science and Yamashita's senior. He is 30 years old and single. He is aggressive and sometimes overconfident but good-natured and optimistic. He likes Lisa. He is a member of the university chorus club.Human Relationships and Situations in the Model Conversations University Reception party L1 Dormitory L4, LS Dormitory office L6 Professor's office L8 Library L15 Seminar room L20, 123, L24 a Yamashita Tanaka Lisa Brown M.A. course in Business Administration Professor Kimura Ph.D. course in Computer Science Prof. Kimura's wife AW, Prof. Kimura's home L19 Anil Sharma Post office L2 Restaurant L3 Hospital L9, L22 Neighbour Apartment house L21 Department store L10 Bookshop L11 Road L12 Coffee shop L13, L17 ® Phoning Hospital L7 Bus company office L14 Taxi company L16 Prof. Kimura's home L18 (60)MITTS Leja Introducing people OBJECTIVES: GRAMMAR and: connective particle CONVERSATION 1. Formal introductions 2, Addressing people 3. Short questions and responses 4. Aizuchi S-1. How to start a conversation —1. At a party S-2. How to introduce yourself or others S-3. How to end a conversation —1. After a meetingModel Conversation | Characters : Professor Kimura (#4), Yamashita (INF), Anil Sharma (70 + yxy) Situation —: Yamashita-san meets his academic advisor Kimura-sensee at a reception, Kimura-sensee introduces Sharma-san, a student from India to him. Flow-chart : Starting a conversation At the party 4 Introduction 4 Talking about one’s country | and area of specialization 4 —K-F4-T— KH 1 HS, ECA. Stoke WF tiki }, He. CAB IS, AH FCA bide * * * AR NECA, C65. TY ROTH YeNesA, Pele CHELT. Tabs Ye wvtto WF t4. 27d. * OH XUVEA, FHEOWMRBOUP CATT. WR HlFtr. EFTLALS aM EZRLALA * * * WoF Aka, 7 DRT Ta ye eety Var EWA TC REV. WF dy be, Yee eh, bO, BUElie DeWTi4 yuk CH.fire Introducing people LEITH Mo CBM. rayvta-ICH. db, 18 bY ea-YEAT HL. LEACH LAL BHMMYLEF. PoBHIE, LOL. i ion, * 7 x Lene, VASA, Eko PHT ido Vey RULES. UDELT. Jaw yey CH. HIE arm WE SAR AAKFOKEROLE TH. IF SADMMIEI YK a-7T Fo Ve VSAI Y FOREACH. Ye VSADBMbIY Kay THe FEAL Ye VP EAA EE OMREOFE TT| Words in the conversation R-FA- paatii party bb Oh WS A PELECA Yamashita-kun (addressing people) me yes b Oh (used when noticing something / someone) Te Ast professor, teacher cob this (polite) 4yF Indo India YHUssr Sharuma SA. Sharma-san (addressing people) cr is/am/are 3b my, our RE WASeILD seminar, professor's office te then, in that case 5D Um (often used before addressing a stranger.) bE BMI someone else's country (43 is for politeness) cary SHA GA someone else's field of study (= is also for politeness) avta-y konpyuuta computer, computer science (eC I (casual, used by male speaker) BE again broke (Come here) for a moment. Bk Ea little is used here as an attention getter. DLE 2BIL. b. Kk Oh, professor. is a kind of interjection. DE & H1BI3 5e"E is used to refer to teachers, doctors, and politicians, but not normally to indicate teacher as an occupation. For that, 3fii (kyooshi) may be used. Scen2zTTS Introducing people A: BBs What is your job? Bi BRORM CT. T'm a high school teacher. rable. Good afternoon. /Hello. (lit. Today (is a good day).) SCN S-1 UBELT. How do you do? Used when meeting for the first time, COCN S-2 Lib. Nice to meet you. /Thanks. /Sorry. /Please./ete. A handy expression for greetings, thanks, apology, requests, ete. DLBCN S-2 LIEESLS« Glad to meet you. (lit. Please be kind (to ‘me.)) CN1,S-2 RAL Well. /Let me see, Used when hesitating before replying. > &# 1BI3 ~EMA TK ES. Please call me~. &> CN S-2 ZUTTM SW I see. /Really? /Is that so? Pronounced with falling intonation. With rising intonation, it becomes a question. >CN4 ~ ATT. You see, ~/I'm telling you~ ~ATCPF is used to emphasize that one is giving an explanation. DLSGNV ,L7GNI SOLS BHVLET. I'm glad to meet you. This is a polite way of saying ¥ @KAUL<. OCN1,S-2 Chbce And you. This is used not only for greetings but also for requests, thanks, apology, ete, DM ALEAELALK. I'm glad to meet you. Bicbhece, LALKe I'm glad to meet YOU. @ AL &4sHNAEF. Thank you. BIcb6rz, Thank YOU. @ A:tAEA, I'm sony. Biz, THEI, FAERA. No, no. Lam sony.ENUe, Eke See you again. CN S-3 SHNUe/Le DFE wBIZ RLLES. Please excuse me. &>CN S-3 A polite way of saying goodbye. This phrase is used when one leaves a meeting, ends a telephone conversation, etc. — Words in the report ——— BAKE LOAD Matsumi University Keb AAT CWA graduate school Pe ASK EV student BEE Dw aascatye foreign student AACE AbotaAty Prof. KimuraZz [ Explanation] (1/You/He/She) am/are/is a student. is expressed in Japanese as: PETH Gakusee desu. Desu (and da, the plain form of desu) is equivalent to English am / are / is. ‘The negative form of desu is ja arimasen (or the more formal de wa arimasen). PELESYV ETA. Gakusee ja arimasen. (1/You/He/She) am/are/is not a student. PETES) EtA. Gakusee de wa arimasen. ‘To make the statement a question, add ka to the end of the sentence: PETIT. Am /are /is (I/you / he / she) a student? Gakusee desu ka The following is a table showing the polite and plain forms of [N] desu. Polite and plain forms of [N] desu Non-past Past Positive Negative Positive Negative Polite |(N] desu | [N] ja arimasen [N] ja arimasen deshita [N] de wa arimasen [N] de wa arimasen deshita Plain | [N] da IN] ja nai {N] data | [N] ja nakatta IN] de wa nai [N] de wa nakattaae (fand <1 liscourse particles Examples DQ YAVTSAR FETT. Sharma-san is a student. Sharuma-san wa gakusee desu. Q KASABPELP HY ETA. Kimura-san isn't @ student. Kimura-san wa gakusee ja arimasen, QD TIVVSEASPETH. Brown-san is also a student. Buraun-san mo gakusee desu. [Explanation] 1. wa: topic particle Attach wa to the word you want to talk about and put it at the beginning of the sentence, then add a comment or question, Let’s call this a topic sentence. Look at the following illustration. Topic Comment | Watashi wa = gakusee desu. As for me, Tam a student, ~ Sharuma desu, Tam Sharma. [Kuni wa = A. Indo desu, As for my country, itis India, A Amerika ja arimasen. it isn't America. Senmon wa —— As for his field, o Sharuma-san wa = As for Sharma-san, nan desu ka. what is it? | gakusee desu ka. ts he a student?[N] wa is often omitied when it is understood from the situation. Topic sentences such as Watashi wa gakusee desu can be translated simply as I am a student. as long TS Introducing people ‘as the topic is not stressed (by intonation). <>L2GNIIl, L3GNI, LAGNA 2. mo: also Mo also, too, can also be used to make a word a topic. All you need to do is to replace wa with mo. lL. VAM SAREETH. Sharma-san is a student. Sharuma-san wa gakusee desu, 2. TIVLELOPETHS Broun-san is also a student. Buraun-san mo gakusee desu. 3. VYUTSABAELS SV EA. —Sharma-san isn't a teacher. Sharuma-san wa sensee ja arimasen. 4. TIVYEASKEULS SY EVA. — Brown-san isn't a teacher, either. Buraun-san mo sensee ja arimasen. Il. Question sentences — Examples D ALY VVSARMEETID. Is Sharma-san a foreign student? Sharuma-san wa ryuugakusee desu ka. BlAR, BEECH. Yes, he’s a foreign student. Ee, ryuugakusee desu. DUA, HEELS HY ETA. No, he isn’t a foreign student. lie, ryuugakusee ja arimasen. Q ASM CHA. What's your field of study? Senmon wa nan desu ka. Biayta-yct. It’s computer science. Konpyuuta desu.[Explanation] 1, Yes/No questions @ is called a Yes/No question, because it requires an answer that begins with ee (or the more formal hai) yes in a positive response, or lie (or ie, a short form of ile) ‘no in a negative one. The answer is then completed with [N] desu, / [N] ja arimasen, DCNIC,E & H2AW Note that in © Sharuma-san wa, the topic, is omitted in B's answer. It is usual to omit (N] wa when answering a question beginning with [N] wa, because the topic is understood from the context. S>CN3 Sharuma-san wa ryuugakusee Ee, ryuugakusee desu. desu ka. You can also simply answer Soo desu That's right. (lit. It is so.), or Soo ja arimasen (lit. It’s not so.); in a negative response you can also use Chigaimasu That's incorrect. (lit. It's different.) AL YA UPSALMPEETT AY Sharuma-san wa ryuugakusee desu ka. Is Sharma-san a foreign student? Bizz, FHTH. Ee, soo desu. Yes, he is. VA, SIULHV EtAe SVR, SAVES, Tie, soo ja arimasen. /lie, chigaimasu. No, he isn't. Avoid addressing the listener with anata wa you, which is felt to be too direct. Instead, use the name with san attached, This means that the sentence Sharuma-san wa gakusee desu ka can have two meanings: 10TTS __ Introducing people (1) when Sharma-san is a listener, ‘Sharuma-san wa gakusee desu ka. a1) & a \ ae Sharma-san, are you a student? (2) when Sharma-san is a third person, ‘Sharuma-san wa gakusee desu ka. Is Sharma-san a student? Watashi and watakushi are equivalent in meaning, but the latter is more formal. 2. nan; dare/donata; doko/dochira: question words The question word nan means what? and dare/donata mean who?, donata being a polite equivalent of dare. Doko/dochira mean where? or which direction?, dochira being a polite equivalent of doko. Question words are used as follows. A: Senmon wa nan desu ka. What's your field of study? + B: Koogaku desu. (My field of study is) engineering. ‘A: Sensee wa donata desu ka. Who is your teacher? 4 B: Kimura-sensee desu. It's Kimura-sensee. A: Okuni wa dochira desu ka. Which country are you from? 4 (lit. Where is your country?) Be Amerika desu. America. (lit. It's America.) 1| ¥, <1: maditying nouns | Examples — D YrUVSALLY FOFETH. Sharuma-san wa Indo no gakusee desu. Sharma-san is a student from India. @ BoOGMsavesa—y¥ ct. Watashi no senmon wa konpyuuta desu, My field of study is computer science [Explanation} | The combination [N] no [N] has a variety of meanings, which result from the relationship between the first (modifying) noun and the second (modified) noun. Witness the following examples: (modifying) [N] + no + (modified) [NV {od watashi no | kamera ‘my camera Sharuma-san | no | senmon Sharma-san’s field of study 1 Sharuma-san | no | kuni Sharma-san's country Indo no | ryuugakusee a foreign student from India Indo no | Sharuma-san Sharma-san from India | Nihongo no | sensee a teacher of Japanese daigakuin no | gakusee 4 postgraduate student tomodachi | no | Buraun-san my friend Brown-san No can also join three or more nouns: Yokohama daigaku | no | kyooiku | no | sensee @ teacher of education at Yokohama University 12‘79S Introducing people _——_.!|,.—M 1, CHUA Y FOYA VTECH. Kochira wa Indo no Sharuma-san desu. This is Sharma-san from India. 2 YRUPSEAOKEELEE THD. Sharuma-san no sensee wa donata desu ka, Who is your (Sharma-san's) teacher? ; lv. @® ECA) Ua someaWelparlce)| The connective particle to and links nouns. It cannot be used to join whole sentences sensee to gakusee a teacher and a student Sharuma-san to Buraun-san to Kimura-sensee Sharma-san, Brown-san and Kimura-sensee YAWLELETFIIYEAAPETT. Sharuma-san to Buraun-san wa ryuugakusee desu, Sharma-san and Brown-san are foreign students. 13 1, Formal introductions (Casual introductions S>L11CN2) a. In Japanese speech, there are several levels of formality. Compare the following expressions: EGTA BBV LET. Tm very glad to meet you. (very formal Doozo yoroshiku onegai shimasu. expression used to a Higher Of) EALSBMULET. (to a Higher 8) Yoroshiku onegai shimasu. EXTEALS. (to an Equal BI) Doozo yoroshiku. ALK. (to a Lower @)) Yoroshiku. v ‘ iL b. 4 or Zean be attached to the front of some nouns as a formal way of saying your (country), your (research), ete, Although there are some exceptions, 43 is normally used with native Japanese words and Z'with words of Chinese origin. See the following examples: BM BCI okuni someone else’s country BAW BEEZ onamae someone else's name BEF BLOE oshigoto someone else’s job CHP CAA gosenmon someone else's profession CMR CAS wF gokenkyuu someone else's research Note that 43 and & cannot be used for yourself, but they can be used for third persons: 14FS Introducing people —\—™__.___———— O YrvVSAORMEI YE CH. Sharuma-san no okuni wa Indo di Sharma-san's country is India, xX BOBMIEIY ECS. Watashi no okuni wa Indo desu. O WHKEO TMI YE 2—F THY ETA. Yamada-sensee no gosenmon wa konpyuuta dewa arimasen. Yamada-sensee's specialization is not computer science. X BOCMMIAYE2—¥ THY ZttAd ‘Watashi no gosenmon wa konpyuuta dewa arimasen. You may see the Kanji # used for both 43 and ; the expressions below are examples where ## does not mean your etc. but makes the word it is attached to more polite: APR BCHSW — otearai toilet PBA CHALW — goannai information c. Business cards called %4#) (meeshi) are exchanged when business people and other persons, such as administrators and university professors are introduced to each other: & Ps wm x WLAFLS AH a P x coe i. mt BR Ez aN ~ 305-1059 a LRAT | ip TRL (One) S24 | University of Matsumi J ‘School of Engineering Prof. KIMURA Ichiro assistant address 1+ SUZUKI Tadashi {telephone number 15In formal situations Japanese people bow to each other when meeting and taking leave. This bow is called UX (ojigi). The best way to perfect your ojigi is to observe the way the Japanese do it. Recently, shaking hands is also common when Japanese meet foreigners, although you will find that bowing and shaking hands will often occur simultaneously! 2. Addressing people a. When addressing people, ~ & A (Mr./Mrs./Miss etc.) can be attached either to their family name or to their first name. O yxweSA — Sharumasan Mr. Sharma O T=VEA Aniru-san Anil O MSA Tanaka-san Miss/Mrs. Tanaka O BEDSA Midori-san Midori However, you cannot attach SA to your own name: xX MY VeSATT. Watashi wa Sharuma-san desu, b. ~¢ A: is used to address men who are younger or the same age as the speaker in a relationship of familiarity. Kimura-sensee calls Yamashita IF ¢ A because he knows Yamashita well, At the moment, he is using ~ & A for addressing Sharma, but once he has become more familiar with Sharma, he may well switch to ~¢ A. *NOTE* = ~%* A is often attached to children's names when calling them by their given names. For example, a mother may call her son Yoshio &L 85 © A, or perhaps use the contraction kobe A. © @2 @ WED @ o> Yoshio Yoshio ©. When referring to teachers, professors, doctors and so on, ~J@/E is attached to their family names. For such a person, Jé4& is normally used on its own: 16“3% Introducing people @ ~~ Student: WEOT YP. 7 What is your specialization? Sensee no gosenmon wa. Professor: T¥ta—-¥TH. It's computer science. Konpyuuta desu. When two professors are present, it is better to use their names to make it clear which one you are addressing: @_— Student: AAAEOO UME. 7 Kimura-sensee no gosenmon wa. What is your specialization, Kimura-sensee? ProfessorK: 2v¥a-—¥THo. Konpyuuta desu. It’s computer science. Student: HMPAEOC ETE. 7 Tanaka-sensee no gosenmon wa. How about you, Tanaka-sensee? Professor T: CH. Keezai desu. Economics. 3. Short questions and responses | a. Short questions When asking information about someone's country, field of study and such like, a shortened form of question is often used, omitting the part in rounded brackets. This leaves just the topic, which is said with rising intonation: BME (LGGTIAD). 7 — (Where is) your country? Okuni wa (dochira desu ka) CHP CATHAY). 7 — (What is) your field of study? Gosenmon wa (nan desu ka). FEE (L%7T HFA). 7 (Who is) your professor? Sensee wa (donata desu ka) *NOTE* question sentences/question words GNI