あいさつ挨拶 だいいっか第一課じこしょうかい CHAPTER 1 と自己紹介 : Greetings and Self Introductions Objectives Students will learn some essential building blocks of Japanese in

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1 あいさつ挨拶 だいいっか第一課じこしょうかい CHAPTER 1 と自己紹介 : Greetings and Self Introductions Objectives Students will learn some essential building blocks of Japanese in this chapter, including. the N+ です sentence pattern, referential pronouns, how to form questions, and some of the most important particles. Students will also learn ten kanji, for the numbers 1 to 10. After successfully completing this chapter, you will be able to introduce yourself and speak simple sentences using ~ は ~ です pattern. The chapter begins with a dialogue where students meet for the first time at university and talk about their year in school, where they are from, and their majors かいわたんご Part A: 会話と単語 : Conversation and Vocabulary かいわ I. 会話 (Conversation) たんご II. 単語 (Vocabulary) Part B: Grammar and Practice I. Copula Verb Expressions: X は Y です II. Forming Questions, Part I (Yes-No Questions) III. Suffixes IV Forming Noun Phrases with Particle の V. Forming Questions, Part II (Information Questions using Wh-words) VI. Understanding Particles, Part I: Basics Part C: 漢字 Kanji かんじしゅうとく漢字の習得 (Learning kanji) 一二三四五六七八九十

2 Part A: 会話と単語 (Conversation and Vocabulary) かいわ I. 会話 Dialogue Mr. Chang and Ms. Wilson meet for the first time at Queens College. ウイルソンほふすとらだいがくはじめまして ホフストラ大学のウイルソン ういるそんです 1A-Dialogue チェン はじめまして クイくいーンズんず大学 だいがくのチェン ちぇんです よろしく にねんせいういるそんなんねんせい二年生です ウイルソンさんは何年生ですか ウイルソン さんねんせい三年生です 専攻 せんこうあじあはアジア けんきゅうがく研究学です チェンさんの専攻 せんこうは なん何ですか チェン わたし私の専攻 せんこうあじあけんきゅうがくもアジア研究学です ウイルソン チェン ウイルソン きどこから来ましたか ちゅうごく中国の北京 ぺきんから来 きちゅうごくじんういるそんました 中国人です ウイルソンさんは? わたしかなだじんういるそん私はカナダ人です ( ウイルソンさん notices someone だれ approaching) あのう あれは誰ですか チェン おおかわせんせいせんせいあっ 大川先生ですよ おはようございます 先生 こちらは ういるそんういるそんりゅうがくせいウイルソンさんです ウイルソンさんは留学生です せんこうあじあ専攻はアジア研究学 けんきゅうがくです ウイルソン 大川先生 おおかわせんせいういるそんもう大川先生 はじめまして エミリえみりー ウイルソンと申します ほふすとらだいがくさんねんせいねがホフストラ大学の三年生です よろしくお願いします ああ そうですか クイくいーンズんず大学 よろしく じゃあ また だいがくの日本語 にほんごの先生 せんせいです ウイルソン チェン しつれい失礼します

3 たんご II. 単語 Vocabulary Nouns 1A-Vocab 1 Country Names にほん 日本 あめりか アメリカ かなだ カナダ めきしこ メキシコ ちゅうごく 中 国 かんこく韓国 たいわん台湾 ほんこん香港 いぎりすイギリス ふらんすフランス どいつドイツ すぺいんスペイン オおすとらりあ ストラリア ればのんレバノン いすらえるイスラエル えじぷとエジプト Japan America Canada Mexico China South Korea Taiwan Hong Kong England France Germany Spain Australia Lebanon Israel Egypt Majors あじあけんきゅうがく アジア研究学 けいえいがく経営学 こうがく工学 ぶんがく文学 びじねすがく ビジネス学 1A-Vocab 2 Asian Studies Management, business administration Engineering Literature Business

4 かいけいがく会計学 れきしがく歴史学 いがく医学 おんがく音楽 かがく科学 きょういくがく教育学 けいざいがく経済学 こくさいかんけいがく国際関係学 たかがくコンピュこんぴゅーター科学 しゃかいがく社会学 じょうほうかがく情報科学 じんるいがく人類学 すうがく数学 せいぶつがく生物学 せいじがく政治学 しんりがく心理学 びじゅつがく美術学 ぶつりがく物理学 ふぃるむがく フィルム学 めでぃあがく メディア学 のうかがく脳科学 Accounting History Medicine Music Science Education Economics International relations Computer science Sociology Information technology Anthropology Mathematics Biology Politics Psychology Art Physics Film studies Media studies Brain science School Year ねん ~ 年 せい ~ 生 だいがく大学 -year いちねん (one year) -student いちねんせい (first year student) College/ university

5 だいがくせい大学生 がくぶせい学部生 だいがくいんせい大学院生 しょうちゅうこうこうせい小 / 中 / 高 校生 せんせい先生 College/ university student Undergraduate Graduate student Elementary/ middle/ high -school student Teacher, professor WH-words なに / なん何 だれ誰 どこ どれ Verbs です Suffixes じん ~ 人 ご ~ 語 ねんせい ~ 年生 がく ~ 学 ~さん ~くん せんせい ~ 先生 Particles はものかよね What Who Where Which Copula verb: (to) be nationality of language of school year study of Ms./ Mr. Professor/ Mr./ Ms. Topic marker Also Noun modifier SFP: Question marker SFP: Emphatic marker SFP: Confirmation seeking marker Expressions 1A-Vocab 3 はい / いいえ Yes/ No はじめまして Nice to meet you. ねが ( どうぞ ) よろしく ( お願いします )Please to meet you.

6 しつれい失礼します おはよう ( ございます ) こんにちは こんばんは さようなら おやすみ ( なさい ) じゃあまた あのう Excuse me. Good morning. Good day. Hello. Good evening. Good bye. Good night. See you again. (Hesitation) well ~ からきました (I) came from ~ がんばって ( ください ) Good luck! Supplemental vocabulary: 1A-Vocab 4 Classroom items つくえ Desk いす ほん本 えんぴつ けしごむ ペンぺん ノのートと Chair Book Pencil Eraser Pen Notebook マまーカかー ほわいとぼどホワイトボードイレいれーザざー こくばん黒板 かばん ばっくぱっくバックパック ばっぐバッグ あいぱっどアイパッド あいふぉんアイフォン スマすまートフォンとふぉん ( スマホ けいたい ( でんわ ) すまほ ) Marker White-board (White-board) eraser Black-board Bag Backpack Bag ipad iphone Smart Phone Cell Phone

7 たコンピュこんぴゅーター ぷろじぇくたプロジェクター もにたー モニタ ドアどあ まど コこーヒひー あいすてぃアイスティー ソそーダだ コこーラら ちゃお茶 みず水 スニすにーカかー じゃけっとジャケット セせータたー コこートと T- しゃつ T - シャツ くつ ジじーンズんず ブぶーツつスカすかートと Computer Projector Monitor Door Window Coffee Iced tea Soda Cola Tea Water Sneaker Jacket Sweater Coat T-shirt Shoes Jeans Boots Skirt

8 Part B: Grammar and Practice I. Copula Verb Expressions: X は Y です As we have already discussed, Japanese is an SOV, or verb final language. This means that the predicate comes at the end of the sentence. In English, all predicates are verbs, but in Japanese there are actually three different types of predicates: predicates consisting of verbs, which may be sentences all by themselves; predicates consisting of adjectives; and predicates consisting of a noun plus the copula verb です. We will cover each of these predicate types, but first we will cover the N + です (Noun+ です ) pattern. The copula verb です functions like the English verb to be. It is used to identify things and people. Since, X は Y です means X is Y (or X is equivalent to Y), the expression これ (this) はパンぱん (bread) です means this is bread. Noun Topic marker Noun Copula verb これ は です Speaking of this, it is bread. パンぱん The demonstrative pronoun, これ (this), is followed by a particle, specifically the Topic marker, which indicates the theme or topic of the sentence. Demonstrative pronouns, such as これ (this), それ (that), あれ (that over there) are frequently used when we identify things. These words belong to a class of words called demonstratives (in Japanese they are called こそあどことば言葉 ). The first syllable in words in this class reflect relative distance from the speaker: これ is used to point out something immediately near the speaker, それ is used something nearer the listener, and あれ is used to point out something far away from both the speaker and the listener. There is another set of demonstrative pronouns, こちら (this), そちら (that) and あちら (that over there). The same ko (near the speaker) so (near the listener) and a (away from both)- distinction holds with this set, but this set is a politer form that is usually used to identify people. Demonstrative Item Person pronoun This これ こちら That それ そちら Over there あれ あちら Which on どれ どちら Noun Topic marker Noun (thing) Copula verb これ は です Speaking of this, it is bread. パンぱん

9 Noun Topic marker Noun (person) Copula verb こちら は よしだ吉田さん です Speaking of this, it is Ms. Yoshida. Notice when Hiragana は is used as Topic marker, it is pronounced [wa] instead of [ha]. We shall come back to discuss about particles in detail later in the chapter. Unlike true verbs, which can stand alone as a sentence, です is always preceded by a noun or adjective. The expression will have the meaning it is X, they are X, or similar, depending on context. Most Japanese nouns have the same form whether they are singular or plural. Thus, the sentence これはペンです can be translated either as It is a pen or They are pens. Similarly, the copula verb form also does not conjugate based on person, or number. Declarative sentence using copula です 1 Declarative Sentence (Statement) Noun Topic marker Noun Copula verb これ は ペン です This is a pen. / They are pens. When you understand from context what is being spoken about, the noun can be replaced with そう. Thus, the sentence そうです means It is (that) way, or It is so. In order to form a negative sentence, you must change the form of です. There are two ways to make a negative N+ です sentence. The two forms, ~ じゃありません and ~ じゃないです are equivalent, though the second form ~ じゃないです is a little less formal. We will focus primarily on the politer form ~ じゃありません in class drill for the first semester. Negative sentence using copula です Negative Noun Copula verb せんせい じゃありません 先生 じゃないです She isn t a teacher. / They aren t teachers. II. Forming Questions, Part I (Yes-No Questions) It is very easy to make a N+ です declarative statement into a question in Japanese. Simply add the sentence final particle か after the predicate. The word order doesn t change. You will learn how to make wh-questions (information questions) later this chapter. To answer a y/n question, 1 There is also another very formal negation pattern ~ ではありません which is commonly used for formal speech and writing but we will talk more about this our intermediate/advanced level.

10 simply answer はい N+ です or いいえ N+ じゃありません Yes in Japanese can be はい or ええ, which is a little more informal. Asking question using copula and Sentence Final Particle (SFP) か Question Noun Copula verb SFP か せんせい先生 です か Is he a teacher? /Are they teachers? Responding to Yes/No Question Response to Yes/No question はい です いいえ せんせい先生 せんせい先生 Yes, he is a teacher. No, they aren t teachers. Exercise 1 じゃありません じゃないです A. Make N+ です sentences using the nouns below. ほんつくえ いす 本 マーカー ノート Ex. です つくえです B. Make negative sentences with N + じゃありません or N+ じゃないです using the nouns below. ほんよねんせいくじ本 アメリカ人 四年生 九時 Ex. じゃありません / じゃないです ほんじゃありません C. Make questions with か. Using the following sentences, form questions. III. Suffixes せんせいいちねんせいあめりかじん先生です 一年生じゃありません アメリカ人です 専攻せんせいせんせい Ex. 先生です 先生ですか せんこうにほんごは日本語です Many languages use affixes to add or modify the meaning of the word that they attach to. The most common affixes, in both Japanese and English, are prefixes (which attach to the front of the host) and suffixes (which attach to the end of the host). Suffixes usually require a host such as stem of a word, i.e., it cannot stand by itself. For example, the word psychology contains the stem, psycho and the suffix logy. In this chapter, you will often see that the noun in the N+ です pattern contains a suffix to indicate a particular category of word. For example, you can talk about time (o clock),

11 nationalities, languages, and years in school using nouns with the appropriate suffix. Here are じんごねんせい some common suffixes in Japanese: 人 nationality, 語 language, 年生 year in school, じ 時 o clock. The suffix to indicate hours of the day follows numbers 1 to 12; the suffixes for nationality and language follow country names; and the suffix for year in school follows the numbers There are many such suffixes in Japanese, but these are some of the most common ones: Noun Suffix Copula verb にほんじんです He is Japanese. 日本 ~ 人ごじゃありません It isn t the Japanese (language). ~ 語 にほん日本さん 三 いち一 ねんせい ~ 年生 じゃないです She isn t a third-year student. じ ~ 時 です It s one o clock. Exercise 2 First, practice the numbers 1-12 below: 1 いち 2 に 3 さん 4 よん / よ 5 ご 6 ろく 7 しち / なな 8 はち 9 く / きゅう 10 じゅう 11 じゅういち 12 じゅうに This is the basic series of numbers. You will learn another number series later on. Note that some numbers have more than one pronunciation. These will be explained as we come to situations where the alternatives are used. Now practice these numbers again, adding - じ (o clock). Note that 4 o clock is pronounced よじ, 7 o clock is しちじ and 9 o clock is くじ. You will learn other counters that can be added to numbers later. 1 いちじ 2 にじ 3 さんじ 4 よん / よじ 5 ごじ 6 ろくじ 7 しちじ / なな 8 はちじ 9 くじ / きゅう 10 じゅうじ 11 じゅういちじ 12 じゅうにじ Next, study the country names from the vocabulary list at the beginning of the chapter. Then turn country names from the list below into nationalities, by adding the suffix じん. にほん 1. 日本 かなだ あめりか 2. アメリカ かんこく すぺいん 3. スペイン ふらんす ちゅうごく 4. 中国 めきしこ 5. カナダ 6. 韓国 7. フランス 8. メキシコ Using the same list of countries, now form language names by adding the suffix ご. Note that English is えいご from an archaic pronunciation of England.

12 ねんせいねんせい The suffix for year in school is 年生 from 年 =year and 生 =(student). It is added to the numbers one through twelve. What year in school are you? Practice saying various years in だいがくいんせい. school. The Japanese word for graduate student is 大学院生 Once you have mastered the vocabulary, make sentences (affirmative and negative, declarative and interrogative) using the N + です pattern. Structure drill. Answer the following questions, first with an affirmative sentence and then with a negative sentence. たなかあめりかじん 1. 田中さんはアメリカ人ですか 3. キムきむにねんせいさんは二年生ですか ぺん 2. これはペンですか ふらんすごですか 4. それはフランス語 IV. Forming a Noun Phrase (NP) with particle の The particle の connect nouns and forms a Noun Phrase (NP). The first noun modifies the noun that comes after の, that is, the first noun describes some specificity of the second one. Because of this reason, the meaning of の has various translations, including possession (English s or of), location, or belonging (membership) depending on the context, as you can see below. わたし私 わたし私 わたし私 わたし私 だいがく大学 にほんご日本語 よしだ吉田さん だいがく大学 ニュにゅーヨよークくクイくいーンズんずだいがく大学ニュにゅーヨよークく大学 にほん日本 だいがく わたしだいがくせんせい私の大学の先生 ののののののののののののの なまえ My name 名前 せんこう My major 専攻 せんせい My teacher 先生 だいがく My university 大学 いちねんせい First year student at university 一年生 ほん My book 本 ほん Ms. Yoshida s book 本 がくせい Student of university 学生 ふらっしんぐ Flushing in New York フラッシング がくせい Student from Queens College 学生 りゅうがくせい Foreign student at New York University 留学生 かあお母さん Mother who is in Japan なまえ Name of my professor at the university 名前

13 Exercise 3 Complete the dialogues below. Fill in blanks with the requested information in bold type. A: はじめまして おなまえはなんですか How do you do? What is your name? わたし B: 私 1 はキムきむです 2 です My name is Kim. I am a 3 rd -year student at college. にほんごです 3 は日本語 My major is Japanese language. わたしおおかわせんせい私の 4 は大川先生です My Japanese language teacher is professor Ookawa. き 5 から来ました I came from Hempstead in Long Island. V. Forming questions, Part 2 (information questions, using Wh-words) As we discussed in Section I, it is easy to form Yes/No questions in Japanese. All you do is add the SFP か to the end of the sentence. You don t need to change the word order as in English. In addition to Yes/No questions, there are so called information questions. These have a question word (in English a wh-word, like who, what, when, etc.) in the question. Here the person asking the question is seeking a particular piece of information that answers for the whword used. To form an information question in Japanese, simply use a question word such as なにだれ何 (what), どこ (where) and 誰 (who) in the position where the information appears in the response, then add the Sentence Final Particle (SFP) か at the end to form a question. Once again, there is no need to change the word order. Asking the name using なん Question Wh-word SFP か せんせいなん先生のなまえは何 です か What is the professor s name? Declarative name せんせいおおかわせんせい先生のなまえは大川先生 The professor s name is Dr. Ookawa. です Asking about a major using なん

14 Question Wh-word SFP か せんこうはなん何 です か What is (your) major? Declarative major せんこうはしんり (My major) is psychology. Suffix がく 学 です Asking the school year using なん+suffix ねんせい Question Wh-word Suffix SFP か よしだなんねんせい吉田さんは何年生 です か What is Ms. Yoshida s school year? Declarative number よしだいち吉田さんは一 Ms. Yoshida is a first year student. Suffix ねんせい 年生 です Asking about nationality using なに+suffix じん Question Wh-word suffix SFP か よしだなにじん吉田さんは何人 です か What is Ms. Yoshida s nationality? Declarative よしだ吉田さんは Ms. Yoshida is Japanese. country にほん 日本 suffix じん 人 です Asking about a person using だれ Question Wh-word SFP か あれは だれ です か Who is that? Declarative person あれは ウイルソンさん です That is Ms. Wilson.

15 Asking about locations using どこ The question word どこ means where. If you want to ask where someone is from/came from, use the formation どこからきましたか For now use this as a fixed expression, but から is another particle, which means from, and きました is the past tense of the verb きます (Dictionary form くる ), which means come. LOCATION + からきました expresses the origin of place. If you replace the location with the question word どこ you can ask about locations. For now, however, let s just practice it as a fixed expression. Question Wh-word SFP か よしだ吉田さんは どこ からきました か Where did Ms. Yoshida come from? Declarative location よしだにほん吉田さんは日本 Ms. Yoshida came from Japan. からきました Notes The Wh-word 何 (what) is pronounced both なに nani and なん nan. Although なに is the default pronunciation, the なん pronunciation occurs frequently. Look at the sound that directly follows 何 ; when a suffix, counter (see chapter 7) or the consonant [t], [d] or [n] follows the Whword 何, it is typically pronounced なん. Exercise 4 Complete the following dialogues by filling in the blanks. A: あのう すみません B: おなまえは 1 ですか A: ウイルソンです どうぞよろしく B: ぼくのなまえはキムです こちらこそよろしく だいがく A: キムさんの大学は 2 ですか だいがく B: ホフストラ大学です ウイルソンさんは 3 ですか にねんせいせんこう A: 二年生です キムさんの専攻は 4 ですか いがく B: 医学です ウイルソンさんは 5 からきましたか A: モントリオールからきました じん B: ああ そうですか 6 人ですか じん A: カナダ人ですよ

16 VI. Understanding particles, Part 1: Basics Particles As mentioned briefly in the introduction, words in formal Japanese are marked with particles to identify their grammatical functions. There are about two dozen commonly used particles and over a hundred infrequently used ones. (These may be found in very formal speech and writing.) Particles can attach not only to nouns but also to adjectives and verbs. Study the sentence below. All the underlined elements in the sentence are considered particles. Kono inu-ga asa-kara ban-made risu-shika oikakenai hi-wa nai-yo. this dog-subject morning-from night-until squirrel-only chase-negation day-topic not-exist -emphasis There is no day that this dog does not chase only squirrels from day until night. No wonder many think learning particles is very challenging! But don t get overwhelmed; they will make much sense more once you understand the mechanism and this textbook will guide you through the process. We will start out with the most basic ones first, then continue with more advanced discussions of particles in later chapters as we get more familiar with them. Different types of particles Japanese grammarians agree that particles are not fully independent words, that they follow various words, and that they do not conjugate. However, some grammarians analyze particles differently, even going so far as to refer to them in slightly different terms. So, you may find different terminology when you read different websites or Japanese textbooks. What follows is the categorization of basic particles used in this textbook. Particles can be used to indicate grammatical function in a variety of ways. There are three primary types of particles in Japanese, as follows, depending upon how they function within an utterance: a. Sentence Final Particles (SFPs) b. Phrase particles c. Clause particles Of the three types of particles, sentence final particles are the most straightforward in terms of both placement and semantic function. They appear at the end of the sentence and change the meaning of the sentence that precedes it in a variety of ways. Phrase particles are the real building blocks of Japanese grammar. They follow nouns and indicate how they relate (grammatically) to elements that follow. Clause particles are best considered as conjunctive particles in that they link two longer utterances to make more complex sentences. In this introduction to the particle basics, we will cover sentence final particles (SFPs), and some of the most essential phrase particles. a. Sentence Final Particles (SFPs) To repeat, SFPs are the most straightforward in terms of placement and sematic function. They appear at the end of the sentence and change the meaning of the sentence that precedes it in a variety of ways. In English, we raise our voice, change intonation or add a phrase to express a speaker s emotions in conversation. In Japanese, SFPs are attached at the end of the sentence to serve the same effect. There are three sentence final particles commonly used in modern Japanese.

17 Sentence Final Particle (SFP) Host Functions か (question) よ (emphasis, assertion, weak exclamation point) Sentence itself or at Attaches at the end of sentences to indicate ね and ねえ (confirmation-seeking particle) the end of emotions such as the sentence question, emphasis and seeking confirmation よしだがくせい吉田さんは学生です Ms. Yoshida is a student. Adding か to the end of a sentence changes a declarative sentence into a yes-no question; it can also be used in sentences with wh-words to form information questions. There is no need to change word order. よしだがくせい吉田さんは学生ですか Is Ms. Yoshida a student? ね and ねえ are found at the end of sentences when a speaker wishes to solicit agreement or confirmation. In this respect, they are a little like English tag questions. The two particles differ in that short ね is closer to a real question, right?, while the elongated ねえ is used primarily when the speaker wishes to solicit agreement with respect to an assertion: よしだがくせい吉田さんは学生ですね Ms. Yoshida is a student, right? A: あついですねえ (It s hot, isn t it.) B: そうですねえ (It is, isn t it.) In the first example above, the speaker is checking whether Ms. Yoshida is in fact a student. (The speaker does tend to think this.) The elongated ねえ in the second example indicates that the two speakers are in agreement about the weather in (2d). The particle よ is used when a speaker wishes to assert somewhat strongly what they just said. It s not nearly as strong as an English exclamation point. よしだがくせい吉田さんは学生ですよ Ms. Yoshida is a student, I tell you. Since SFPs express a speaker s emotions, you should consider them as conversational markers, i.e., they are not commonly used in writing, except in dialogue. Also beginners of Japanese tend to overuse SFPs, especially ね and よ, so use them in moderation. b. Phrase particles (part 1) Phrase particles Host Functions と (N and N) の (in N1 の N2 format, N1 modifies N2) N and NP Connects nouns to form noun phrase

18 As we discussed earlier in this chapter, the particle の is a noun connector and it forms an NP. 田中さんのともだちはキムさんです Mr. Tanaka s friend Mr. Kim is Mr. Tanaka s friend is Mr. Kim. In addition, the particle と connects nouns to form an NP. と is the equivalent of English and and lists items. For example, you can list names, places, times and etc. よしだ吉田さんとハリソンさんとキムさんはともだちです Ms. Yoshida and Ms. Harrison and Mr. Kim -topic friends are Ms. Yoshida and Ms. Harrison and Mr. Kim are friends. Since と is a noun connector, you cannot use it to connect adjectives, adverbs or verbs. That is, for example, と should not be used if you want to say Mr. Tanaka is cute and tall in Japanese. We will learn how to link adjectives in Chapter 5. c. Phrase particles (part 2) Phrase particles follow nouns and NPs indicating how they relate (grammatically) to elements that follow. There are two kinds of phrase particles, case markers and post-positions. Since we will not discuss many specific phrase particles in this chapter, you should read this section for background knowledge. Let s play a little game to see if we can figure the differences between case markers and postpositions here. Please look at the sentence below. Suppose the words スターバックス means Starbucks, トミー Tommy, べッキー Becky, and 会った met. Can you translate the sentence and provide English equivalents of で, が and に? スターバックスでベッキーにトミーが会った You probably figured out that the English equivalent of で is at but nothing is readily applicable for が and を. That is exactly the difference between post-positions and case markers. Case markers are particles that attach to nouns to indicate abstract grammatical functions such as subject and object. You couldn t find the semantic English equivalents because English language does not have them. Instead, in English, the grammatical functions are determined largely by word location since English word order is rigid. Word location is not as rigid in Japanese; in particular, nouns may move freely (as long as they are not at the final position), so case markers are needed to indicate the grammatical function of the words they follow. The translation of (5a) is At a Starbucks, Tommy met Becky. since the subject marker が attaches to Tommy and the object marker に attaches to Becky. We will refer to the particles that have English equivalents as Post-positions in this textbook. Post-positions resemble English prepositions, such as in and to in the phrases in the office and to the library which attach in front of N or NP to indicate locations or time. Post-position Host Functions に (to, at) で (at, by) N and NP Serve similar role as English prepositions. Attaches to nouns to から (from) indicate specifies things like locations and time

19 まで (to) Case markers are particles that do not have English equivalents. They follow nouns and NPs to indicate grammatical relations to elements that follow. Topic marker は (wa) is a particle to mark the topic of a sentence. It is a puzzling particle for English speakers because it often overlaps with the subject of a sentence. The phrase with topic marker is always located at the initial position of sentence and establishes the topic of conversation or conveys emphasis. Commonly the phrase marked with topic marker is translated as As for or Speaking of Topic marker Host Functions は N and NP Indicating the theme or topic of conversation すしは まぐろが おいしい sushi-topic tuna-subject delicious As for sushi, tuna is delicious. Category Host Functions Case marker が (subject) を (object) に (in direct object) N and NP Marks grammatical cases: subject, object and indirect object The particle も can occupy the same position where the particle は appears. When the preceding predicate coincides with the following one, も is used to expresses the meaning of also. Category Host Functions Sematic marker は (topic) も (also) N and NP Indicating the theme or topic of sentence or conversation よしだいちねんせい吉田さんは一年生です -topic Ms. Yoshida is a first-year student. キムきむいちねんせいさんも一年生です -also Mr. Kim is also a first-year student. Particle は has additional usages which we will cover in later chapters. Exercise 5

20 Insert appropriate particles in each blank. Use X when no particle is possible. なまえなにあのう すみません お名前 1 何です 2? わたしなまえ私の名前 3 エミリえみりーです えっ? あのう もういちどいってください エミリえみりーです 4! わたしせんこうけいざいがく私 5 専攻 6 経済学です エミリーえみりーさんは? わたしせんこうけいざいがく私 7 専攻 8 経済学です どこ 9 きました 10? にゅーよーくニューヨーク 11 きました にほんごせんせいエミリーさんの日本語 12 先生はだれです 13? おおかわせんせいのむらせんせい大川先生 14 野村先生です おおかわ せんせい大川先生 15 日本人 はい そうです 16 よ にほんじんですね

21 Part C: 漢字 Kanji かんじしゅうとく漢字の習得 Learning Kanji Kanji (Chinese characters) are an important element in the Japanese writing system, with over 2100 kanji approved for general use. We take kanji in stages, and introduce strategies to help you power-up your mastery. Each chapter contains approximately 15 characters to memorize (reading and writing) based on frequency. Additional kanji are introduced passively; these will have furigana indicating their reading. Kanji are ideograms. Many are pictographs that graphically represent an object. Here are examples of kanji pictographs: some numbers 一二三, the kanji for river 川, mountain 山, moon, 月, sun 日, tree 木, and forest 森. Simply by looking at these characters, you can understand the relationship between the graph and the semantic concept. Unfortunately, not all characters are recognizable pictographs, but each character is or contains component parts (radicals), which will provide useful information about meaning or pronunciation. Hints for mastering kanji: Stroke order is important. Write kanji strokes from left to right, and from top to bottom; horizontal lines typically precede vertical line (unless it s a center vertical), and enclosures (boxes) are written as three lines. Correct stroke order is important for writing legible kanji and for looking them up. おんよ Kanji have more than one reading (pronunciation): Onyomi ( 音読み ) are based on the original Chinese pronunciation. Kunyomi ( 訓読み ) represent the original Japanese pronunciation. In the character 大 below, the onyomi is だい and is found in compound だいがくだいがくせいおお words, as in: 大学 or 大学生. The kunyomi is ( おお ) きい as in the word big: 大きい. The character covers the first two sounds, followed by the trailing okurigana. Okurigana are typically elements of a word that conjugate. にほんご has Radicals matter. Radicals can help you master kanji. The third character in 日本語いし the radical 言, the speaking radical. It s in words like 言う (speak or say) 詩 (poem), and はな話す (talk). There are 214 traditional radicals but only 14 are very common.

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23 Part C: 漢字 Kanji (handwritten) (printed style) 一 Meaning: One, every Stroke/Radical: 1/ 一 イチ ひと ( つ ) いちねんせいいちじ一年生 first year student 一時 いちにち一日 one day いちにちちゅう一日中 all day one o clock いちがつ一月 January (first month) (handwritten) (printed style) 二 Meaning: two Stroke/Radical: 2/ 二 ニ ふた ( つ ) ふた にじにがつ二時 two o clock 二月 にねんせい二年生 second year student February ほんにさつにほん本が二冊です ペンが二本あります (handwritten (printed style) 三 Meaning: three Stroke/Radical: 3/ 一 サン みっ ( つ ) さんじ三時 さんがつ three o clock 三月 みっか三日 third day of month; 3 days ねこさんひき猫が三匹います さんねんせい March 三年生 third year student (handwritten) (printed style) 四 Meaning: four Stroke/Radical: 5/ 口 シよんよよっ ( つ ) よじよんがつ四時 4 o clock 四月 April よんねんせい四年生 よんほん Fourth year student 四本 よんかかん四日間 a period of four days. わたしだいがくよんねんせい私はホフストラ大学の四年生です four long cylindrical objects (handwritten) (printed style) 五 Meaning: five Stroke/Radical: 4/ 二 ゴ いつ ( つ ) いつ ごがつ五月 ごふん May 五分 five minutes 五ついつつ いつか五日 fifth day of the month; five days five

24 (handwritten) (printed style) 六 Meaning: six Strokes/Radical: 4/ 入 ロクロッ むっ ( つ ) む ろくがつ六月 ろくじ六時 むいか June 六日 sixth day of the month; six days six o clock (handwritten) (printed style) 七 Meaning: seven Strokes/Radical: 2/ 一 シチ なな ( つ ) なな なながつなのか七月 July 七日 ななじ さんぷん 7:03 七時三分 7 days; seventh day of the month (handwritten) (printed style) 八 Meaning: eight Strokes/Radical: 2/ 入 ハチハッ やっ ( つ ) や はちがつ八月 はちじ August 八時 month; 8 days ようか Eight o clock 八日 eight day of the the (handwritten) (printed style) 九 Meaning: nine Strokes/Radical: 2/ キュウク ここの ( つ ) ここの くがつここのか九月 September 九日 くじ九時 nine o clock くじよんじゅうきゅうふん九時四十九分 9:49 Ninth day of the month, nine days きゅうしゅう九州 Kyūshū (one of the main islands of Japan) (handwritten) (printed style) 十 Meaning: ten Strokes/Radical: 2/ 十 ジュウジュッ とお じゅうがつ十月 とおか十日 じゅうじ October 十時 じゅっぷん ten o clock 十分 10 minutes じゅうぶん tenth day of the month, ten days 十分な completely Using worksheets, practice writing the kanji until you remember them; pay attention to stroke order, and how strokes end. 練習 Read the following words. Furigana is provided for kanji you don t know. ねんせいねんせいねんせいねんせい一 二 三 四 五 六 七 八 九 十 一年生 二年生 三年生 四年生

25 がつがつがつがつがつがつがつがつがつがつがつ一月 二月 三月 四月 五月 六月 七月 八月 九月 十月 十一月 十二がつじじじじじじじじじじじじ月 一時 二時 三時 四時 五時 六時 七時 八時 九時 十時 十一時 十二時しゅうにちにちじゅうひき九州 一日 一日中 四匹