Lesson 3_13

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1 38 だいさん第三課か第三課 LESSON 3 Places だいがくのちかくにゆうびんきょくがあります There s a post office near campus 1 #$%& #$% 2 # # 3 #$ 4 # #$% #$%&' #$%&'( 5 # 6 #$%&'($ #$%&'( # # #$ #$ #$ 7 8 #$% # #

2 第三課 39 かいわ会話 Dialog 1 : #$$%&'()*+&",-./+0 (Lit.) Son-san, is there a special library for Japanese books at this university? Son-san, does this university have a special library for Japanese books? : # Yes, there is / Yes, it does. 2 : #$%& Where is it? : #$%&'()'*+,-,./0 It s next to the building where the Japanese Program office is. 3 : #$%&'()*+,-./0 Ummm, which one is the Japanese Program office? : #$ That building. 4 : ##$%&'(!)*+,-./ Oh, I see. Is there a post office on campus, too? 5 : # #$%&'($)*+$,-./0 No, there isn t. But there s one near campus. 6 : ##$%&'( I see. Thank you. : "#$%&'#()#$%&'()*+),- Oh, that s Koyama-san over there. She s my roommate. 7 : #$% Which person is she? 8 : #$%&' That woman over there. : #$% Oh, that person.

3 40 第三課つかかた使い方 Usage 1 #$%& literally means a library of the Japanese language. is less formal and gentler than yes. 3 is equivalent to Ummm... or Well, ~. It indicates that the speaker has something to say, but is hesitant to say it for some reason. can also be used to cut in on a conversation. In general, it allows the speaker to sound less direct, and therefore more polite. 5 means but however. It s a casual expression a more formal one is. 6 in this sentence expresses surprise. 8 conveys the same meaning as in. ぶんぽう文法 Grammar 3a Existential Verbs 3b Topic Marker は 3c Location Marker に 3d なにか / だれか / どなたか / どこかに + Affirmative Predicate なにも / だれも / どなたも / どこにも+ Negative Predicate 3e NOUN1 と NOUN2 (NOUN1 and NOUN2) 3f Final Particle よ 3g Numbers 3a Existential Verbs LOCATION SUBJECT #!"#$%&'#! SUBJECT LOCATION #!"#$%&'#! is used when the subject is a thing; when it is a human, animal, etc. The location is marked with. The use of #$ is necessary when you are supposed to show respect to the person referred to by the subject. (1) ==== (Lit.) On the desk there is a book. There is a book on the desk. (2) == == The book is on the desk.

4 第三課 41 Although both sentences can be used to depict the same physical situation, they are not interchangeable. (2) cannot be used unless you believe that the addressee already knows which book you re talking about. Note that Japanese does not have different nouns or verbs for singular and plural entities. So, (1) and (2) can also mean There are books on the desk and The books are on the desk, respectively. The negative form of is. Note that the negative counterpart of == is ==. This use of will be explained in Lesson 6h. (3) : #$%&'(==# : #$%&'=== = (4) : #$%&$'()*+,- : #$%&$'()= = (5) : #"$%&'()*+,-. / : #"$%&'()*+,= = 3b Topic Marker は In grammar classes we were told that the subject is the person or thing that we are talking about. However, the topic is also an entity that we are talking about. Are they the same? Well, frequently, but not always. The subject is a notion that directly relates to the predicate (remember, the predicate usually consists of a VERB, ADJECTIVE, or NOUN + ). Generally, when there is a predicate, there is a subject. Topic, on the other hand, is a broader notion. We can talk about the topic of a sentence or paragraph, or even of a book. Frequently, the topic appears as the subject, but not always: in sentences like Fish, I hate, the topic fish is the direct object of the predicate hate. is the topic marker, which can mark the subject only when the referred entity is known by both the speaker and the addressee. #$%&'()* There is a book on the desk can be uttered if there is a book on the desk, but == #$%&' The book is on the desk is meaningful only when the addressee knows which book you are talking about. Because the topic needs to be identifiable by both the speaker and addressee, WH-interrogative words cannot appear as a topic. That is, == Who s there? is unnatural in Japanese; you must say ==.

5 42 第三課 3c Location Marker に is used with a word of location to indicate that a certain thing or person exists in that place. The location word can be a proper name or a relational word such as top of, under, in front of, behind, next to, etc. (1) #$%&'()== Yosemite is (located) in California. (2) #$%&'()*+== The restroom is next to the office. (3) #"$%&'#()*+= Ishikawa-sensei is next to Son-san. #$% X on (the top of) X, above X u below X, under X u in front of X #$%#&'() The dog is on the desk. #$%&'()* The dog is under the desk. #$%&$'( The dog is in front of the cat. u in X, inside X u near X u behind X #$%&'()* The dog is behind the cat.!"#$%& The dog is {in inside} the doghouse.!"#$%&' The dog is near the doghouse. u u next to X, beside X ôõ The dog is {next to beside} the cat. u next to X and u beside X are similar in meaning and thus sometimes interchangeable. However, while u can be used for a broad range of objects, the use of = u is very limited. In u v, both X and Y are similar entities of cultural or personal significance: e.g. people, animals, houses, countries, facilities, furniture, visual symbols (pictures, letters characters, articles, books).

6 第三課 43 3d なにか / だれか / どなたか / どこかに + Affirmative Predicate なにも / だれも / どなたも / どこにも + Negative Predicate something anything someone anyone someone (respectful) anyone (respectful) With #!$%, the use of is optional; with #!$%, must not be used. (1) #$= ==EF=# Is there something on the bed? #$%&'&()*+, Yes, there s a letter on the bed. #$= =# (Lit.) No, there isn t anything on the bed. No, there s nothing on the bed. (2) #$%&= ==EF= (Lit.) Is there someone outside the classroom? Is anyone outside the classroom? #$%&'()*+,-./ Yes, Son-san is outside the classroom. #$%&= = (Lit.) No, there isn t anyone outside the classroom. No, there s no one outside the classroom. (3) #===EF=#$%& (Lit.) Is there someone in the classroom? (respectful) Is anyone in the classroom? (respectful) #$!%&'('$)$*+!,$-./ (Lit.) Yes, there is Ishikawa-sensei in the classroom. (respectful) Yes, Ishikawa-sensei is in the classroom. (respectful) #==#$%& (Lit.) No, there isn t anyone in the classroom. (respectful) No, there s no one in the classroom. (respectful)

7 44 第三課 somewhere anywhere Note that with I= occurs after, but it occurs before. (4) = #$%&'() Are there Japanese books somewhere? ##$"%&$"'()*+, Yes, there are Japanese books in the library. =# (Lit.) No, there are none anywhere. No, there aren t any Japanese books here. This construction is very different from English, so literal translations result in ungrammatical or unnatural sentences. In order to make natural English translations, you need to supply some specific location, e.g. Are there any Japanese books somewhere on campus?, There aren t any on campus. (5) #$%&'()*+ Where are Japanese books? Where can I find Japanese books? #$%&"'&()*+, (The) Japanese books are on the desk. #==# (Lit.) Japanese books aren t anywhere (not on campus, in the library, etc). (6) #"$%&'()*+, - Where is Ishikawa-sensei? #"$%&'()*+,-./ Ishikawa-sensei s in the classroom. #"$==#$%& Ishikawa-sensei isn t anywhere (on campus, in the building, etc.) Note that #$ #% are WH-interrogative words, whereas #!$ # $!$%!&'%!"%!"#$% are not. (7) #==#$ What s on the desk? #$%&'()*+, There s a briefcase on the desk.

8 第三課 45 (8) #= =# Is there something on the desk? #$%&'()*+, Yes, there s a briefcase on the desk. #= =# No, there isn t anything on the desk. No, there s nothing on the desk. 3e NOUN1 と NOUN2 (NOUN1 and NOUN2) When you talk about two entities, X and Y, is used. When more than two nouns are mentioned, may be repeated as in #$%== ==. cannot be used when X and Y are not nouns; you will learn other expressions corresponding to the English and shortly. 3f Final Particle よ is one of the sentence-final particles that frequently appear in conversation. =can be added when you supply new information. : #$$%&'()*+&",-./+0 (Lit.) Son-san, is there a special library for Japanese books at this university? Son-san, does this university have a special library for Japanese books? : == Yes, there is / Yes, it does. In this exchange, could have said without changing the meaning, but the use of adds more attentiveness to. On some occasions, may sound extremely assertive or imposing, i.e. I tell you!. Because such a subtle difference is context dependent, you are advised to use with great care. Pronounce with slightly rising intonation and never put stress on it. 3g Numbers

9 46 第三課 7! #$ # $$ # # #$% #$ 1111 #$%&' 2222!!"#$%& れんしゅうもんだい練習問題 Exercises I. Look at the picture of Young-san s room. Following the example, ask whether certain things are in the room. Use the vocabulary you have learned. Example Q: #$%&' "#$%&'( A: Q: #$%&'( #$%& A: #

10 第三課 47 II. Tell your partner where the things are. Example #$%&'(')*'+,-./0 Example # #$ # III. This is Kimura-san s room. Tell your partner where the given entities are. Example A: #$%&'()*+,-./012 B: A: #$%&'()* B: #$%&$'()*+, A. Ask about B. Ask about

48 第三課 IV. This is Son-san s apartment building.

Example 1 Q: #$%&" #$%&#' A: Q: #$% A: #$%&' Example

Look at the pictures below and practice the dialog as

"#$%"#&'()* + B: # A: E #F=#$%& B: E #F=#$%&'() A: #

11 48 第三課 IV. This is Son-san s apartment building. Find out where each tenant lives. Example 1 Q: #$%&" #$%&#' A: Q: #$% A: #$%&' Example 2 Q: #$%&'# #$%&#' A: #$% V. Look at the pictures below and practice the dialog as shown in the example. Example A:!"#$%"#&'()* + B: # A: E #F=#$%& B: E #F=#$%&'() A: # Example VI. Reading practice #$%&'()#$%&'()"*+,#$#%& #$%&'()*"+,*-./012#$%"&'() #$%#$%&'()*+,-$./0#$%&'() #$%

12 第三課 49 == 1. === #$%&'()*+!+',-. 2. === #!$!%&'!()*+,-#!. 3. === #$%&'!()"*+,-./ === #$%&"'(%)*+,-)./ かんじ Introduction to the Ideographic Writing System literally means characters of the Han dynasty of ancient China (206 BC 220 AD). Recording a language with is fundamentally different from writing with the Roman alphabet,, or. These three scripts record the sounds of the language and are called phonographic (phono = sound). In writing, ideas, rather than sounds, are recorded, so we refer to it as an ideographic writing system (ideo = idea). Each is associated with some string of sounds in a particular language, but this sound association is secondary. Some are pictographs (picto = picture), pictorial representations of what they refer to. Both phonographic and ideographic writing systems have their own advantages and disadvantages. Phonographic Writing System Ideographic Writing System 1. Records sounds Records meanings e.g.,, alphabet e.g., numerals 2. Small set of symbols Large number of symbols 3. Language dependent Language independent 4. More processing time Less processing time (1) Most languages make limited use of ideographic writing, namely numerals. Symbols like 1, 2, 3, etc. are pronounced differently from language to language, but we know what they mean, regardless of their pronunciation. Even within English, the character 2 is pronounced differently in 2 and 2nd, but the idea remains constant. (2) Each language uses a fairly small number of sounds out of all possible sounds that humans can produce. So if you record such selected speech sounds, you need a small set of symbols. By contrast, the ideas that humans can create are limitless. So if you record ideas directly, you need an infinite number of symbols which is, of course, impossible. In writing, a compro-

13 50 第三課 mise is made: each character represents a group of ideas, rather than a specific idea. Even so, the number of necessary for recording Japanese is much larger than or. The Japanese Government has established a set of commonly used 1,945, which can appear in official documents, newspapers, magazines, etc. Naturally, some are used more frequently than others. If you learn 500 basic, you can recognize about 75% of all occurrences of ; if you know 1,000, your recognition rate rises to approximately 90%. In this textbook, you will learn a little more than 300. (3) Ideographic writing has an advantage over phonographic writing. As exemplified by numerals, ideographs are language independent. In phonographic writing, a string of symbols like two is meaningless unless you know the language, whereas the symbol 2 conveys its meaning without knowledge of the language. With some ingenuity, you can record English using. (4) The greatest advantage of ideographic writing is its fast processing time. Compare, for example, fifty three thousand six hundred ninety one and 53,691. Similarly,! is faster to comprehend than!"#$%&k While English uses ideographs in only a limited domain, Japanese uses them extensively. 2 Ainu tu Arabic ithna:n Dyirbal bulay Finnish kaksi Hebrew shtayim Hindi do Korean tul Mandarin er Mongolian xoyor Navajo naaki Portuguese dois Swahili mbili Tagalog dalawá Tibetan nyee Turkish iki あたらかんじ新しい漢字 New Kanji! one two three

14 第三課 51 four five six seven eight nine ten hundred thousand あたらごい新しい語彙 Vocabulary to exist (things) dog chair doghouse one to exist (people, animals)

15 52 第三課 #$ to exist (respectful) watch, clock on, above somewhere back, behind anywhere house someone (respectful) toilet, lavatory anyone (respectful) office next to briefcase inside camera what == nine something classroom anything bank two five cat three notebook = four beneath, under, below eight = hundred! = = seven = ten program bed thousand room outside bookstore sofa front someone #$ post office anyone side vicinity radio desk roommate table six letter

16 第三課 53 なまえ (Mostly proper nouns) #$ California Yamada Kimura Young Chicago Yosemite Doyle Lin Pak Watson Holmes

L1 What Can You Blood Type Tell Us? Part 1 Can you guess/ my blood type? Well,/ you re very serious person/ so/ I think/ your blood type is A. Wow!/ G

L1 What Can You Blood Type Tell Us? Part 1 Can you guess/ my blood type? 当ててみて / 私の血液型を Well,/ you re very serious person/ so/ I think/ your blood type is A. えーと / あなたはとっても真面目な人 / だから / 私は ~ と思います / あなたの血液型は