oxford japanese grammar & verbs

For example, meanings expressed with verbs in English may use adjectives in Japanese, and words that do not change form in English may do so in Japanese and vice versa.. The system for p

® Comprehensive and easy to use

© Covers all the key points of

Author, Jonathan Bunt, is Associate Director of the Japan

Centre at the University of Manchester

Series Adviser, Dr Richard Ingham, is Lecturer in Linguistic

Science at the University of Reading

OXFORD

[UNIVERSITY PRESS

Great Clarendon Street, Oxford OX2 6DP

Oxford University Press is a department of the University of Oxford

it furthers the University’s objective of excellence in research, scholarship

and education by publishing worldwide in

Oxford New York

Auckland Bangkok Buenos Aires Cape Town Chennai

Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata

Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi

Sao Paulo Shanghai Singapore Taipei Tokyo Toronto

Oxford is a registered trademark of Oxford University Press

in the UK and in certain other countries

Published in the United States

by Oxford University Press Inc., New York

© Oxford University Press 2003

First published 2003

All rights reserved No part of this publication may be reproduced,

stored in a retrieval system, or transmitted, in any form or by any means,

without the prior permission in writing of Oxford University Press,

or as expressly permitted by law, or under terms agreed with the appropriate

reprographics rights organization Enquiries concerning reproduction

outside the scope of the above should be sent to the Rights Department,

Oxford University Press, at the address above

You must not circulate this book in any other binding or cover

and you must impose this same condition on any acquirer

British Library Cataloguing in Publication Data

‘Typeset by Graphicraft Limited, Hong Kong

Printed in Great Britain by Clays Ltd, Bungay, Suffolk

In-group and out-group

Style

ek CS

_ Verbs

Adjectives, Adverbs Nouns Conjunctions and conjunctive particles Particles

Auxiliary suffixes

The < - + & - E group of words Numbers, counters, time, dates Nominalization: the nominalizer ® and the noun © &

Keigo Interrogatives Perspective and pronouns

Punctuation and script terms

of studying Japanese at school or college and contains everything that is essential up to A level For those living and working in

Japan, it presents commonly seen and heard material It is

designed to serve both as a source of information in itself, and as a supplementary reference for users of textbooks which may not |

The book is largely organized according to parts of speech This is not an approach often taken in textbooks and it has been

adopted here to try to present a picture of Japanese grammar overall Japanese parts of speech are discussed in their own chapter (see pp 1-4)

| About the example sentences

The issue of style in Japanese grammar is crucial In this book the examples are presented in a mixture of styles to reflect formal and informal spoken and written usage If you are uncertain about the styles of Japanese you should look at the chapter on style (p 10)

To allow the book to be as widely usable as possible, a romanized form of Japanese example sentences has been given

As learning the kana scripts as quickly as possible will aid the learner's pronunciation (and because the rows and lines of the kana chart are important in making/explaining certain ‘forms’), there are kana charts as appendices

The example sentences are given in two Japanese versions

The first version presents a normal, Japanese version without spaces, in a mixture of kanji (Chinese characters) and kana

Numerals are not given in kanji as this is unnatural in horizontal

| wi LPretace

text Whether or not kanji should be used to write a particular word

is sometimes a matter of personal choice or of a sense of ‘balance’

between kanji and kana in a sentence, but the examples try to

reflect current usage Some words are mostly in kana although the

kanji forms may also be common, e.g < 4 and & & Learners

need to grow used to varied orthography at an early stage

The second Japanese version is a romanized one with spaces between ‘words’ although this should not be taken to imply

that the Japanese can or should be separated in this way The

romanization is given simply as an aid to learners and is very

much secondary to the ‘real’ Japanese version The system

used for romanization is modified Hepburn The Japanese

examples have been kept as natural as possible while the English

translations, while trying to sound natural, have sometimes been

made slightly literal where this may help the user understand a

Many people have contributed to the writing of this book The

Series Adviser (Dr Richard Ingham) and Academic Adviser

(Dr Phillip Harries) made helpful and constructive comments and suggestions Lynne Strugnell was heroic, cheerful, and clear-sighted in editing the text into its final form and getting this project to completion The author would like to especially thank

the Trustees of The Great Britain Sasakawa Foundation and Mike

Barrett, the Chief Executive, whose support enabled him to take

leave from teaching in order to complete this book

The author would also like to thank: Suzuko Anai at the

University of Essex; my friend and colleague Yukiko Shaw; Noriko Kajihara, Atsumi Griffiths, Minako Oshima, and Motoi Kitamura at the Japan Centre North West; and friends and colleagues in the British Association for Teaching Japanese as a Foreign Language (BATJ) Special thanks are due to the author’s wife Atsuko (KF), and sons George (##)8), and Harry (3#%#) Thanks are also

due to those students at the University of Salford, Manchester

Metropolitan University, and Manchester University who tried out

sections of the book

The editors at OUP were extremely helpful and thanks go

to Della Thompson and Vivian Marr for their support

The author’s sincere hope is that users of this book will

sometimes say (sincerely) RSX as well as KU ?

| Proprietary terms

The inclusion in this book of any words which are, or are asserted

to be, proprietary names or trademarks (labelled propr.) does not

imply that they have acquired for legal purposes a non-proprietary

or general significance, nor is any other judgement implied

concerning their legal status

Parts of speech

Japanese and English are considerably different in structure as

well as vocabulary For example, meanings expressed with verbs

in English may use adjectives in Japanese, and words that do not change form in English may do so in Japanese (and vice versa)

The English sentence ‘I want a car’ features a pronoun (‘I’), a verb (‘want’), and a direct object noun (‘car’) with an indefinite article

(‘a’), but the Japanese translation #LA*#k LLY has no pronoun, no

article, and ‘car’ is the subject of an adjective

The grammatical terms for Japanese parts of speech vary

a great deal in textbooks, dictionaries, grammars, and more scholarly works The system for parts of speech used in this bookis basically that taught in Japanese schools (sometimes called Hashimoto grammar, or Kokugo grammar) but with modifications

to include terminology widely used in teaching Japanese as a foreign language (see, for example, the discussion of stems in the chapter on verbs, pp 21-24)

Japanese classification recognizes as parts of speech certain dependent words such as~*$ and ~/Z1) which cannot appear

in sentences as words in their own tight, but only when they are

attached to other ‘words’

Japanese classification also makes a distinction between words that change their forms (to indicate, for example, past tense

or negation) and those that do not The term ‘conjugate’ is used

to describe changes in the form of verbs and adjectives

Information about the part of speech of a Japanese word can

usually be found in a Japanese dictionary designed for native

speakers of Japanese (<< “UTA, + BIRBRESR) Textbooks

and dictionaries for non-Japanese learners do not usually use

the Kokugo categories for parts of speech The English names

Siven here are for guidance only

%5

dictionary forms* end

with a sound from the

> line of the kana

end with a sound from

the ( line of the kana

end with # or related

form (including 7% in

front of a following

noun); viewed as conjugating part of

can be joined to other nouns with particle D;

do not change form

35L: %8

(counter)

BED BEY BEY

SAlEA 52#\\

expressions for counting; do not change form

Parts of speech | 3 |

part of speech examples characteristics

NAW: Be

(no English equivalent)

most words classified

uncommon

c0 CÁ:

#0 - A4 BD: BAT WSAR

link sentences; do not change form

* The dictionary form of the verb is taken to be the basic ‘word’

** There are some ‘conjunctions’ which are considered noun

and particle combinations in Japanese grammar (c.g 5¢T,

*€HTld), and others which are usually taught to foreign

learners as ‘forms’ of the verb or adjective, or as particles

(~#b5,~1!#)

| 41 parts of speech

Dependent words

These cannot appear on their own, but are used as endings or

attachments to other words

Ủ+#5LU - Ø8 |~##Z conjugating suffixes (note

(auxiliary***) ~TEWN that there are one or two

~ (5) #4] which do not conjugate,

~ (&) #4] suchas ~))

CS

~5Ut\

Ù+U- 8 lk added to nouns etc to

| (particle) wp show grammatical roles

& and relationships within

ira sentences; do not change

*** Sometimes called auxiliary verbs Many U & & 3 U are dealt

with as ‘forms’ of the verb or adjective (see the section Suffixes and

forms below) In this book, the term ‘auxiliary’ is used in certain

explanations, and where possible 72 - C¥ is referred to without

defining its part of speech

| Suffixes and forms

In this book, dependent, conjugating auxiliaries such as~#F,

“~#&\1, and ~š #4 are mostly dealt with as if they were ‘forms’

of verbs (and/or adjectives) in accordance with the way that

they are treated in most textbooks for foreign learners 7¢ (and

related forms including C ) is dealt with in a separate chapter

(see E + CF) because of its importance, and is referred to

throughout as 7 - C3 Conjunctive particles such as ~7£5

and ~I£ are described in the chapters on verbs (p 20) and

which a comment is then made The comment can be information

or a question The most common topic marker is the particle [+

(pronounced wa):

topic comment meaning

3523>Al‡ |#'<tttvC# Ateumiis a student | Aalst ETI Where is the station?

lea ct GFPLWTIFM _ | le Japanese difficult?

The topic and the grammatical subject may be identical In the

sentence ‘Atsumi is a student’ above, ‘Atsumi’ is the grammatical subject in terms of the sentence structure, but it is marked

as a topic with the particle [¢ in the context of focussing the conversation on ‘Atsumi’ and giving information about her

Topic is about focussing attention, and subject more a matter of structural relationships between elements of a single sentence

The particle (4 ‘hides’ the subject particle #8 when a subject is highlighted as a topic (see particles)

The predicate is the part of a sentence that gives information about the grammatical subject It should be remembered that

the subject is sometimes also a topic, in which case the subject marker 4 is hidden Verbs, adjectives, and nouns followed by

7 + CF can form predicates in Japanese:

| 6: topic comment, and predicate

%23*Al‡ #<tt\vŒ# Ateumi is a øtudent

HOM ADTHET It is raining

Flt SBULUTF Sushi is delicious

lz cH BFE Japanese is difficult,

The difference between a word or phrase marked with [+ (topic)

and one marked with # (subject) can sometimes be a subtle

or contextual one The first sentence below is a topic with a

comment, and the second is a general statement:

° RISE

Sushiwaoishii Sushi: it’s delicious

5 #ElZi#&L\UL\

Sushi ga oishii 9ushiiø delicious

In these sentences, the topic particle [4 directs attention forward

to the predicate (‘it’s delicious’), and the subject particle 2

emphasizes what precedes it (‘sushi’) This distinction is not

always easy (nor indeed necessary) to convey in an English

translation

{& is often used when introducing a topic which the listener

is assumed to know about in some way, and points forward

to new information being offered or asked about that topic:

© BREA ETHE

Tanaka san wa gakusei desu

You know Tanaka — well, he's a student

° HthzAli##+£ c7?”

Tanaka san wa gakusei desu ka

That guy Tanaka: is he a student?

Other ways of marking the topic include 5 and 9 T

(see particles) For further information and other uses of Iz,

refer to the sections on [& and 2 in the chapter on particles

| Family members The concept of in-group and out-group has a marked effect on terms describing family relationships Words used to refer to the speaker’s family are different from those used to refer to the

listener's family (when the listener is not another member of the

same family) and the families of third parties The alternatives are given in the chart below:

English own family other person’s family

VsaLA (=) aR wife D+ Zor B< EA REA

DIE + RA

grandfather () CHeh [BCNEA-

BANEA grandmother | (45) (EEA |BiföšK-

BABEA family (50) m€< :ÌZ0£< : RE

(RO) Rik

The informal (and distinctly male) words 6? U and BAx< 3

for one’s own parents might be translated with the colloquial

“my old man’ and ‘my old dear’

The use of in-group and out-group words makes clear whose family is being referred to without the need for possessive

markers such as the English ‘my’, ‘your’, etc Note, however,

that relatives and older siblings (but not younger ones) are

usually addressed directly with the words for other people’s

family members, as these are more polite Older family members

also refer to themselves with the polite words when speaking

directly to younger members (In English, a comparable usage

tends to be restricted to situations dealing with very small

children, e.g ‘Let Mummy kiss it better.’) Natural English

translations of these terms are likely to be ‘you’, ‘I’, etc.,

or the person’s name:

© BREAIESBWETD

Otdsan wa dd omoimasu ka What do you think Dad?

© SMEALBLEVATIA

Onésan to hanashitai n desu ga

Id like to talk to you (= older sister)

* BREAHDTRSE

Otdsan katte yaruyo _| (= Daddy) will buy it for you

° SREAMSEREAICALKAKLWDLOI

'Okãsan wa oniisan ni daijðbu da to itta noni

You (Mum) told him (= older brother) it was OK

© RBAACACSIt SREAISETMCL EDDY

Abe san, konnichiwa Okasan wa o-genki deshõ ka Hello, Mrs Ave Is your mother well?

Note that some of the words in the chart can be used in a general sense, and not only for family members, e.g 4 U & Ay can mean

‘man’, and &< & A, can mean ‘lady’:

* REAIDATH MESRMULET

Okusan! Kotsuzumi desu Inkan onegai shimasu

Ihave a package for you, madam Please sign for it

* SiHeA! SKS KEW

Onésan! O-mizukudasai Waitresøl Some water please

© BOWREAICMUTHELLID

Ano ojisan ni kite mimasho ka

Let's ask that man over there

Issues of style affect the form of Japanese verbs, adjectives, and

# + CF Most of the comments here are concerned with verbs

More details can be found in the chapters on adjectives (p 96) and

+ CF (p 15)

Japanese has a range of polite, humble, and respectful ways of

speaking which are collectively called keigo ( && ), sometimes

referred to in English as ‘respect language’ or ‘honorifics’ The

polite style with ~ & is a part of keigo Learners usually begin

to study verbs with the ~*F form, and its usage is covered in

the chapter on verbs (p 20) The issue of keigo as a system is

discussed separately (p 213)

To understand how Japanese verbs work, it is essential to know the plain style forms as well as the polite style forms Plain

forms can be made regularly from the dictionary form, which is

so called as it is the form under which verbs are listed in most

Japanese dictionaries For example, the verb ‘to go’ is probably

most familiar to learners as (\ &F , but this form is not usually

found in dictionaries, as it is derived from the dictionary form

(1< Both L\< and L\# #3 mean “to go’, and they are to some

extent interchangeable, but L\<' is in the plain style and L\+# ‡ #

isin the polite style

To help learners still unfamiliar with the dictionary form, there is a chart of endings of verbs as an appendix, with

suggestions for changing them to find the dictionary form

(p 258)

Within the plain style, or futsiitai (#38144 ), and the polite style, or keitai ( 44 ), there are a range of ‘forms’ The polite style

forms are collectively called đesu-masu-kei ( Z4 - ¥ AE), and

the plain style forms are collectively called futsiikei (#372)

The following chart shows the plain and polite style forms of

the verb (\@ &F ‘to go’:

Iwill see a film tomorrow

EOD AWME HELA EDD AWME HE

| eawa film yesterday

F412! l4zt#tA, F42 l4zt74\\

| can't speak German

HETlSNE KREKATLE GBECUAE KNAPOK

\ didn’t eat breakfast

If there seem to be two polite forms of a verb in a single sentence, itis ‘Probable that there are two sentences joined with a

Conjunction (p 129) In the following sentence there are four verbs, and although the overall style of speech is polite, note that it is only the final verb which has a~ #3 ending:

We know from information from travel firms that the number of people who go to Europe every year for their summer holidays is increasing year by year, although greater numbers are still going

to Australia

| Uses of the polite style and the plain style

The choice of polite style or plain style depends on the situation

The polite style is used primarily in the spoken language, and the plain style is used in informal spoken language, in most books and magazines, and in newspaper articles

Although the polite style is primarily found in spoken language, it also carries over into writing where the writer is

‘speaking’ to the reader (e.g emails, letters, postcards, lectures, radio and TV news, etc.) or quoting someone’s words The use of the polite style in writing is also widespread for stylistic reasons

The polite style features the auxiliary ~& $ on sentence- final verbs, together with adjectives and nouns marked with et when used as predicates (p 5) Inthe plain style, #¢ is used instead

of CH (#4 + CH), and 4) adjectives do not need 7# + TY

(For adjectives with CY, see the chapter on adjectives,

pp 96-111.) It is usual to keep a conversation or piece of

writing consistently in one style

| Polite, plain, and written styles of Japanese

In addition to the plain and polite styles discussed above, there is

also a written style which has a small but consistent variation in

the forms of ## + @¥ Each of the styles is briefly described and

illustrated with examples below

Style | 13 |

“dlesu-masu' style (Z4 + VARA)

This style is used mostly in spoken language or in letters, and features polite style verb forms and CF (including TF following |\ adjectives) Keigo, or respect language, comes within this category (see p 213):

*° H⁄F>I4#ñC#bx#2†c®U\LvŒ#

Rondon wa shuto desu kara sasuga ni utsukushii desu

You would expect London to be beautiful as it is a capital city

o FIR BEAORMEAIC MIE< THLOITHVEtA

TL HBACL<S CT EDLTHOMAMIMOBM IKE Oct

Zenryaku Okãsan no tanjöbi ni kaerenakute mõshiwake

arimasen deshita Shigoto ga isogashikute dõshite mo tsugõ

ga tsukanakatta no desu

In hastel Mum, I'm sorry that | couldn't come home for your

birthday | was under pressure at work and just couldn't

* MSRMECPEN< BARNS HALES ?

Boku wa raishũ mata Chũgoku e iku Saikin shutch6 ga i O-mae

wa do?

I'm going to China again next week I've had lots of business trips recentlyl How about you?

‘de-aru’ style (5° 7 JL)

This style is used for writing in factual, newspaper style, and

features plain forms of verbs, and C4 in place of # or TF:

'Tökyõ wa yo-nen renzoku kõbukka sekkai-ichi-i de aru

Tokyo has been the world’s most expensive city for four years

Kono ten ni tsuite gendankai de wa kuwashii koto wa wakaranai

ga sorezore no jiten de onseiteki-na jij0 ga fukuzatsu de aru Mata

nenrei nado ni yoru sa mo aré Sara ni ðku no jõhö o atsumeru

hitsuy6 ga aru

At this stage, the point is not clearly understood The phonetic

data in each location is complicated There is also a probable

difference according to age It is necessary to gather further

data

f+ Ct

# + CP is often treated as an equivalent of the English verb

‘to be’, and it is usually translated.as ‘is/are’, but this important element is not a verb at all It functions principally as the ending required by 7& adjectives and nouns forming predicates (see p 5)

#é is one of a class of words called jodéshi (8) 8)#l) in Japanese, sometimes referred to as ‘auxiliaries’ in English (see auxiliary

suffixes) For the use of - CF with adjectives, see the chapter

on adjectives (p 96)

| Conjugation of 72 - C+

Like most other auxiliaries, 7 - CF conjugates (changes the

ending to show, for example, negation or past tense) The plain

and polite forms of # - C¥ are shown in the chart below

Because of issues of style (seep 10 and p 213), there arenumerous

possible forms:

Cea Ú*®#4\LV€Œ# or

7Cl4øU #tt4/ or U*&U#t#¿4,

|tz-ez

There is also the very polite version TIX WEY For CLWETF,

see keigo (p 213)

7 produces the following forms when nouns, clauses,

or conjunctive particles are added (see conjunctive particles) Some

examples are given below:

Kono shatsu wa nagasode de o-share-na kafusu ga tsuite imasu

This shirt is long-sleeved and has stylish cuffs

° BABSHAREB CHT ABRBORBCSEUU

CÁ,

Nihongo wa tokuyũ na gengo đe afte kinrinshokoku no gengo to

amari nite imasen

Japanese is a very distinctive language, and does not much

resemble the languages of neighbouring countries

© RBOLMA MIRE ot SIRES RICTC 3

Raishũ no doyöbi ga hima dattara issho ni eiga o mi nỉ ikõ yo

Ifyou are free next Saturday, let’s go and see a film together

*° E472

Toki wa kane nari Time is money

[Uses of E - CH

After nouns and 7& adjectives, 7¢ is used to mark the ending of a

sentence or clause It can be in the plain form or polite form, and shows tense and negation:

Sen kyũ-hyaku hachi-jũ-nen no natsu deshita

lỳ was the summer o†1980

Sometimes 7¢ is omitted if the sentence can stand alone, as in a

* WISBRA HALL ¥VURZA

Watashi wa Nihonjin Anata wa Igirisujin

lam Japanese You are English

|z'z:cz

tz is the form of 7£ + 7Œ# used to join a noun to the nominalizer

®, or compound particles with Ø (see p 206 and pp 166~167):

© RMBVLABOCSRILSSABMIE

Boku ga kaita hon na no ni o-kane wa moraenakatta

Although | wrote the book, | couldn't receive (any) money for it

7% must be used when a noun follows a 7% adjective (hence the

name) For examples and discussion, see the chapter on adjectives

(p 96)

1 U-» and Cla with negatives

U ® is the contracted form of TIé, and is used in the various

negative forms of ## + 'Œ3” U* is found more often in spoken

language, and CI is more common in the written form, although

it is also encountered in speech:

© WISFEL SB

Watashi wa gakusei ja nai

© RSSERULPBMOK

Karera wa keisatsujanakatta They were not policemen

© RATLHV ECAH VET

Hantai dewa arimasen ga, gimon ga arimasu

lam not against it, but | still have reservations

1Uses of 722 5 - ŒU+ 5

This tentative form of # is used to indicate conjecture, although it

is not always necessary or appropriate to translate it into English

with ‘probably’ It follows the plain forms of verbs, adjectives,

and nouns:

© RSbeAlNFETLED

Mayumi chan wa shögakusei deshõ

Mayumi is an elementary student, isn’t she?

° WAM ASKS 5

Ashita ame ga furu dard

lam not a student

It will probably rain tomorrow

eet 119 |

© 4¥UAZTHRISOSBUTLED

Igirisu de gaishoku suru no wa takai deshd

Eating out in England is expensive, løn"t iv2

An adverb of conjecture, such as 3A, ‘maybe’, ‘perhaps’,

is sometimes used with E45 + TL & 5 (see adverbs):

© BAKEISS ARENT ES

Tamura sensei wa tabun konai desho

Ms Tamura probably isn’t coming

7245 + CLE D4 canbe used in questions as a polite equivalent equi

offE - TT:

© Z#—JLÈ/„CU&2#

Horu-san deshé ka Are you Ms Hall?

© BRAMLRASFRAT<KOTLESD

Nihonjin wa doyðbi mo gakkõ e iku no deshé ka

tn Japan, do they go to school on Saturdays too?

#2 5 - TU 3 is commonly used to seek agreement with a statement This is similar in function to the tag question in English:

* BRESAISBRATL ES

Okasan wa Nihonjindeshd —_ Your mum's Japanese, isn’t she?

*® /Zo/-bBt@21⁄4LVŒU+5

Ame dattara, shiai ga nai deshö

if it rains, there won't be a match, will there?

7235 + TU£5 is also discussed in the chapter on auxiliary

suffixes (see p 181)

toi Verbs | 21 |

very important in Japanese, and they are considered in their

‘own chapter (see p 181)

All verbs have dictionary forms ending in one of the syllables from the 5 line of the kana chart (see p 255) The possible endings

Pe < <i 3.7 ~~, ~ a, yO

| Ve rb S ‘auxiliary’ as an English equivalent of jodöshi Auxiliaries are

| What is a verb?

A verb is a word which expresses an action or a process: 1 Verb stems

I watched TV last night Japanese verbs have a series of stems to which suffixes are added

The door opened The following chart gives the stems together with their names,

examples, and the most common suffixes attached to them

The verbs used as examples are the “7£/y verbs & 5 ‘to The horse is standing in the field meet', E2 “to wait', Ø`< “to write', ¿2 'totake', l4###ˆ

All the cups are broken “to speak’, the \\6 2A, verbs &% ‘to see’, ‘to watch’, EXS

‘to eat’, and the irregular verbs $4 ‘to do’ and < 4 ‘to come’

A verb can also describe a state of affairs:

I Properties of Japanese verbs Chart of verb stems with common suffix elements

English verbs change their endings according to the person doing

the action (‘I go’, ‘she goes’), but this is not the case with Japanese Japanese and English | example | dictionary] common

verbs Neither do they need a pronoun (‘I’, ‘you’, ‘he’, etc.) to names (where form structures

show the grammatical subject The subject of the sentence is | commonly used) based on this

usually clear from the context This means that many of the for stem stem include |

examples given below have pronouns such as ‘I’ or ‘she’ in the conjunctive m>~ |#< THEW

English translations but not in the Japanese (see pronouns) (pre-&$) stem #\~ [Hd ~£t\

The main verb comes at the end of a Japanese sentence, #E~ ltO wet

although both verbs and verb phrases are also used in clauses ea

within complex sentences In this latter use they are often referred 2a Lệ _ mỹ

to as ‘modifiers’ because the verb or clause modifies the following a = Etta

noun or noun phrase (see p 209) MAKSIT - #8 ca a

ok (see

~ Conjunctive

Japanese verbs are usually spoken of as having ‘forms’, e.g C= T 5

*~#Ÿ form' and '~##\\ form' In fact,^~#E#' and ~Z4L\ are oe ca

auxiliaries which are attached to particular stems of verbs, and are ~zu nà im :

called jodéshi ( BM)E4 ) in Japanese This book refers to ‘forms’ stem _ ~4t\

of verbs, in line with most textbooks, but also uses the term | #Ð~ |55 ~74L\form

| 221 verbs Verbs 123 |

Japanese and English | example | dictionary| common Japanese and English | example | dictionary| common

names (where form structures names (where form structures

commonly used) based on this |commonly used) based on this

for stem stem include | for stem stem include

BEAT: RAM |##£~ | RD () #4 PUNTW REE |ñm~ |ð< ~l#

¿b~ |¢3 (see causative) ĐÄ~ |B (conditional) l#z+~| l4# (6) nd (see Conjunctive

#~ BS (see passive) b particles)

Ù~ tS thr |Lká4

=e <4 (4zd#~|l4⁄z#

đictionary form #< D< CUE" an~ |S

ULSI): BBE [Hd BD 55 TE^Afi~|£=^4

U5Ut\- Bik ae CMe eS

Th e reason forhaving i #2 |¢ 2 1 ay aa #e~ |KO form) (see volitional

alternative names is that (see + 5U c5~ |¿á -

the dictionary form p 181) l4z£~ |4

can be sentence final a~ BD ~k+35

(=U#w5Ut)or Also used to ERX [ERS

form part of a modifying modify nouns L+~ l* 6

forms are the same in (see Imperative

preferred term meet [dos

l44# |l4/43 | (seeUsesofthe BE BS

ERS |EKS Les +5

3 oS ra <5

<4 <ã

| 24 | Verbs

Japanese and English | example | dictionary) common

names (where form structures

commonly used) based on this

for stem stem include

~TITW + FH DUT |#< ~<#è\

~T form HoT |ð2 ~WS

Est | ESD ~bd tot |S ~&<

l#zU€|l4z#‡ |~</#&tv

BT BS ~LES ERT [|E*4 |~\LW\

Be BS (see ~7 form)

ERK |EXS

bi 3á

#£ <4

| Verb conjugation groups

Japanese verbs can be divided into two main groups according

to how they conjugate (change the endings to indicate, for

example, a negative or a past meaning) These groups are known

as ichidan (—Ê# ) verbs and godan ( 4%) verbs There are also

two slightly irregular verbs which do not fit into these groups,

Sand <4

\\6 A verbs in the dictionary form end in a kana from the

\\ or & line of the kana chart, followed by ~@ The possible

endings for (\\5 7A, verbs are ~L\Ö, ~Z$,~U#,~t#4,

~55,~ C5, ~l=<5, ~‡23,~§,~^\§,~#4.2,

~06,~YS,~nNS

Verbs with other endings in the dictionary form are classified

as C/A verbs, except for the two irregular verbs $4 and

<5

The majority of verbs can be identified as either L1 #4; or

<A verbs by their dictionary form ending, but note that there are some <7, verbs ending in -eru of -iru, i.e a kana from the

& or (\ lines of the kana chart followed by 3 A list of some of the most common of these is given after the basic conjugation charts

The best way to be certain of the conjugation of an unknown verb ending in -eru or -iru is to look in a good learner’s dictionary (such

as the Oxford Starter Japanese Dictionary) where the conjugation group of a verb is given

CRA verbs

The verbs in this group are sometimes called ‘-u verbs’ in English,

as the final -u of the romanized dictionary form is dropped before

other endings are added Other English terms found in text books

are ‘vowel stem verbs’ and ‘group one verbs’ The Japanese term godan ( #+E#), meaning ‘five-step’, refers to the fact that the final kana of the dictionary form changes to another from the same row

of the kana chart when making different forms, and these changes involve all five vowels This is shown below with the verbs

AG - Hts ‘to read’ and (SF - HT ‘to speak’:

mG RECN MALT RLS RD

Mo Men BLEt Hts Hts

hanasu hanasanai hanashimasu hanaseru hanasõ

Conjugation chart for “# A, verbs

Note that the inclusion of a form in the chart does not necessarily mean that it is in common use, and some verbs may be rarely used

in certain forms:

form to to |to to to to to meanii dictionary ủ 3

g me wnt tend va mĩ = oe # (CRA) ies (BEA) (asta)

ictionary | > - * ` 5 : os 5-85

^2 |a< [ae |#D [RK [MO to buy DS H5 PHS DAS

~eF lan [me fou [es few [em [ÊU po ae CS 1< hone [Wise

xỉ |‡? |## [eo |#7 jet [Fe toread kG RE KENS tOS

conjunctive| SW [Me |ML |RSB [EK |+k#z [EY tospeak |ltay - mo (t7RENS (sto

~Êt\ BW [me [mr [eB [Eu |+2 [EY 2

kU jen jen lew jew [en jeu W\5EA verbs

~ TRY bb |?m | [Re [ele [KE [tS The verbs in this group are often called ‘-ru verbs’ in English,

we [wey |Zztv |Zztv fm fm ja as the final ~ 4 of the dictionary form is dropped before other

~cC đ2C|#tvc|mUc|#ac|exc|kxc|cac endings are added Other terms are ‘consonant stem verbs’ and

~Ê đơÊ|m\E|mUE| #2 | AE | AÊ |2 ‘group two verbs’ In Japanese they are called ichidan (—F&)

See 32 lp TRU [#2 [Eỏ |+Á2 leo verbs, meaning ‘one step’, referring to the fact that there is just

te les leo [ne |#Zb [eB [eS one change needed to make other forms, with the final kana of

~ÊU Bo |p |ĐU |#a2 | [EA [E> the dictionary form being replaced by the suffix This means that

ÊU |eU |eU jeu [KYU |e |ÊU there is aconsistent verb stem in all forms This is illustrated below

~lÊ #ót#| m121Ê| ằ#I#| #clế | c^l# | k#l# | ctl# with the verbs ENS + RNS ‘to eat’ and HS +ằ RS ‘to see’,

potential [2.5 | MUS |Mts|eTS[ExS|KHS [ENS fe watch’:

na |na |na lna [no [na |hẽ 2 ee tabenai nO) tabemasu IRCA RGR RASS taberareru tabeyử

causative |Sb [MM [Me [RE [ele [LE [tS BS re ye

ee |te |vs |te [te jes les ae RaW REF RNS RLS

passive [5hS|5hS|used |5nS|5nS|5nS | 5S Conjugation chart for 572

volitional |H5 [Hod (|HES|RED [EMS [ÊO3/ES9 5 2 ° : (\5 7A verbs have a dictionary form ending -eru or -iru ee Dee ree ;

imperative hà “NI are a few <7ÂA, verbs which also have this ending

has an -eru ending These forms are treated as new C/A verbs

and are conjugated into negative forms, conditional forms, etc.,

according to the pattern for (15 7Â/v verbs (see the sections on the

passive pp 70-73 and potential pp 66-70):

form ‘to go out’ ‘to get up’

dictionary form THITS + HMOITS |SES- MES

|~#3 form CHIFEF bư‡?

conjunctive Œ?I# ộ&

(pre- ‡ 3) form

form ‘to go out” ‘to get up’ dictionary form <3 + RB tS

~#£\\ form 7Œ#I774(\ SER ~f form ek CE

~T form TCHIFT SET ~£b ##b5 LES

~Œ form Œ## bee ~#U #£U LEY

WES CHITES BES wg <+u# she

~ 7€#I7+tl# bens imperative =ự UAort&

potential THIF SNS BENS negative imperative | < 7% tow

passive THIF SNS BE5NS potential cöns Ca

causative THIFES BESS passive cbnS-cHS [ENS

causativepassive |Œ#l7&#ö#\2 [SESH ONS causative cetS ¿ưa

volitional CHIFES BEES causative-passive CeHSHS >ztöh5

imperative THITS #5

negative imperative | #4 S*á# <7 verbs which look like (\5 72 A, verbs

Irregular verbs $4 and <3

The verbs $S, with a basic meaning of ‘to do’, and <3 - RO

‘to come’ are slightly irregular and do not fit the pattern of Ws

few and [7A verbs (There are also a very few irregularities in

other verbs, and these are noted in the verb charts.) Verbs formed

from a noun plus 3, of which there are a great many, behave

in the same way as ¥@ itself For more on this, see the section

on #2 at the end of this chapter

Conjugation chart for <2 : #2 and #2

The following common verbs end in -iru or -eru but are “2A,

verbs, and conjugate regularly according to their group (There are other verbs like this, and to be certain of a verb’s type a good

dictionary should be consulted.)

2 to kick

TNS-RS — toclip, to ski

#l\2-#4 tocome, to go, tovisit

Different verbs with the same dictionary forms

There are a few common verbs which belong to different

Conjugations but which have the same dictionary forms The

Use of kanji characters helps to distinguish them in writing:

| 30 1 verbs Verbs 1 31 |

dictionary | =72A, | meaning WBA | meaning change in |~‡#Ÿ form

form | form final kana

#4 Đá |tocur HS ore 2:92 |tomeet 5 > Lì |ðL\##

o poe 855 to receive 5 => (\ |böt\k#

ĐÃ |WRZ | to return home nica Pachanae, J<-#<_ [towie <> 2 [meer

ERS BF - RF [tolend o> _ U [muxt

WS BS |tobe (BS) | toexist (SRF + HET | to speak 3# > LU |l#U##

necessary D-H |towait DAI BESET

AS MS |todecrease 82 to pass (time) Lit + Ex todie & > lc |UIc##

LHS @S |tobedamp FAMS |toclose(the ER*RE — |tofy & > U lEGET

window etc.) +: |roread 2 2+ [Fk

ne S| toknead BS +o 4o to beÄ 1 to take 4 7> U BIẾT

BALLS todoone'sbest |S > Y |MAILVET

The use of the auxiliary ~ is a feature of keigo (see p 213),

and makes the level of speech polite For a discussion of politeness

levels and the use of ~£¥ versus plain forms, see the chapter

(pre- XF) stem and the auxiliary ~ EF, which can be made

negative, past, past negative, etc

Making the ~£¥ form of “7=A, verbs

| | on style (p 10) The ~‡# Ỷ form is made up of the conjunctive

|

To make the ~ KF form of C/A, verbs, the final kana of the

Ì dictionary form changes from the ~ 5 line of the kana chart to

lÌ | the ~(\ line, and the auxiliary ~#'Ÿ is then added:

~&T is added:

dictionary form meaning mịth~ |~##

dropped _| form 4S RS to 9e, towatch_|2#~ BEF S3Z:E#Z |toactup be~ |B##T?†

Making the ~ + form of +3 and <3

The~&F form of $4 is LEF The ~€F formof < Bis

eet

Conjugation of ~ <3

*he conjugation chart of ~€¥ is given below:

past ~ELE WeELE went

negative ~EtA Lìi*#tt4, won't go

past negative |~KtHA TLE [WAKA TLE | didn't go

volitional ELS WeELES let's go

There is alsoa~T form of ~#F, with the ending ~* LT, but

this is relatively rare It is used to connect sentences in formal

| am sincerely grateful for the marvellous present | have received

Other forms of ~#¥ may be encountered on rare occasions, but

the only common one not in the chart above is (‘5 7 Le Wet,

the expression frequently used by staff in shops and businesses to

greet customers

Use of ~EF

The ~# 3 form is generally used in conversation rather than

writing (except in the case of letters, where keigo including

~&T is common) It is used at the end of sentences only,

and not in modifying clauses (see p 209)

The auxiliary ~ EF makes sentences polite in style

(see style), and so is very common in everyday conversational

exchanges between adults who are not familiar with each other:

© THEA, MHSH< ICHVETD

Sumimasen Denwa wa chikaku ni arimasu ka

Excuse me, is there a phone nearby?

lmöto ni tegami o kakimashita I wrote a letter to my sister

~& LU & 5 isan equivalent of the volitional form (see below), and

is used with the meaning ‘Let’s ”:

* —#lcfiT##L+5

lssho ni ikimashö Let's go together

© Ue, £€Z£Z/##U‡#U¿+5

Ja, sorosoro kaerimashõ —_ Right! Let's go home

~#L +35 canbe followed by the question particle # to seek

agreement with a proposal:

* BREAHELLID

O-chaoiremashöka Shall | make tea?

~ tA with the question particle # is a polite way of offering

Something or extending an invitation:

Statements about the speaker or writer ~7£4 is a sentence final

form, and so does not need TF in the plain style, although it is followed by Cin the polite style (see p 10):

* ##H+Icfi#/-Lvc3

Rainen Nihon ni ikitai desu

Iwant to goto Japan next year

I don’t watch much TV

Would you like a coffee?

Shall we go together?

-° #hit#U?#2?-Ðb, ##£f1#/-(\

Sore wa tanoshikatta ne Mata ikitai That was fun | want to go again!

to be made in order to bring about the desire: suppositions about other people:

acs eu: *® #ñuCL\2i#772 FT<CBLWTL ES?

ane Iwant ` eat ramen You look tired | expect you want to go straight to bed, don't you?

© KFTEMFEMRBLEW © BZHALIAPRICRV LUCID

Daigaku de seibutsugaku o benky6 shitai Kitamura sensei wa daigakuin ni modoritai desu ka

1 ae to study biology at university Doyou (Kitamura) want to go back to graduate school?

“~#£L\ can be used about people other than the speaker if there

Conjugation of ~7=1\ i is a phrase suggesting report, supposition, or appearance, such as

7£\\ conjugates in the same way as | adjectives to form negative, ‘Theard that’ or ‘apparently’:

past, and past negative sentences, etc.: © BKBNEWTLES

Hayaku tabetai deshö _ You want to eat early, | suppose?

plain want to ~£t\v Wark Kanojo moikitaitte She says that she wants to go, too

negative | don't wantto |~R< 7a) (\##<#t\ * #REbHnF>⁄CfW#L/=\\£5 C#

past snydto ~®`2fE WEED Umezawa kun mo Rondon de benkyö shitai sõ desu

past didn'twant to |~R<BMOK [WEES BPO I heard that Umezawa wants to study in London, too

negative ~#\) cannot be used to make questions meaning ‘Do you want

to ?' It can occur with a following CL & 3, or the question Particle 4, or be said with rising intonation, but in these cases it is

© HOMEMTIEREMOK asking for confirmation For example, a mother looking at her child

Ano eiga ga zutto mitakatta yawning might say ® 5 42/4? “You (obviously) want to go to Ihave wanted to see that film for ages bed, don’t you?’, but this is essentially a statement based on the

° tHBItbSRAK< EW evidence, rather than a question

Shichimenchd wa mo tabetaku nai

I don’t want to eat turkey any more ~EMS

T2284 is a combination of the auxiliaries ~7£\ and

Uses of ~7=L\ “~#†# (see the section on adjectives of emotion, pp 102-104)

~7E) is used to talk about what the speaker or writer wants Ttis used to show that someone other than the speaker wants to

to do: do something:

© #EIZ'#^/cLVC# * WHEAIAROBHICOWCMNEMS

Sushi gatabetaidesu _ | want to eat sushi Yamada san wa jibun no kako ni tsuite furetagaranai

© fi##£<#U\ Yamada doesn't want his past brought up

Ikitakunai don't want to go

| 36 1 verbs

© FHM CMM SRIRAM SD THNSPSRUICETH

Kodomo ga zutto mae kara kimi ni aitagatte iru kara asobini kite ne

The children have been wanting to meet you for ages, so please

come and visit

~S conjugates as a T/A verb

| The conjunctive (pre- = 3 ) form/stem

The conjunctive (pre-&F ) stem of [7A verbs is made by

changing the final kana from one in the 3 line of the kana chart

to one in the line With |\5 7 Ay verbs, it is made by removing

ERS:*BXS |tocat remove final 4 |“

3#2:-R2 +o see,towatch |remove final 6 | 2+

‘The conjunctive stem of $4 is L, and the conjunctive stem of

<Sis&

Uses of the conjunctive (pre- £3") stem

This stem is used for adding ~ &¥ and other auxiliaries

The conjunctive (pre- & 3) stem with [< + verb of motion

The conjunctive (pre- & 3) stem can be used with the particle

{< and a verb of motion to express ‘go and ‘come in order

to ’, etc.:

Verbs 137 | SRRBE RICTERWCHT

Konban eiga 0 mi ni ikitai desu

| want to go and see a film tonight

AAA RMRUICRS

Ashita, tomodachi ga asobi ni kuru

A friend is coming to visit tomorrow

5+2È/t⁄#R\\EfTi2cC<#

Chotto pan o kai ni itte kuru - I'm just going to buy some bread

The conjunctive (pre- 3) stem to join sentences

_ This form can be used in written language as an equivalent of the '~T form when joining sentences to show a sequence of events, or _ areason or cause Notice that the names of individuals are given

‘without the suffix & A, in this style:

© TRIS NIICKEAIT, MAOCLeBAK

Et6 wa tabako ni hi o tsuke, kind no koto o kangaeta Eto lit a cigarette and thought about the events of the

previous day

* MRMISARATS BINICROK

_ Saito wa Sapporo e iki, Tagawa ni atta

Sato went to Sapporo and met Tagawa

The conjunctive (pre- $4) stem with 75:2)

#tš\\ is a polite imperative meaning ‘(please) do .’, and is

only used in classrooms and other semi-formal situations:

5+5¿f#2I=U/z‡(\

_ Chotto shizukanishinasai Please be quiet!

72 (\ is sometimes abbreviated to #, but care should be taken

Tot to confuse this with the negative imperative (see pp 83-85):

* Sao emP La

Chotto shizuka ni shina Please be quietl

“The conjunctive (pre- & 3°) stem with ~#»7= - ~7Z7

pound noun meaning ‘way of ing’ is created by adding

Setsumeisho ni tsukaikata ga kuwashiku kaite arimasu

Instructions for use are given in detail in the instruction manual

© CORFORARESNTLESE

Kono kanji no yomikata o wasurete shimatta

| have forgotten the way of reading this kanji

The conjunctive (pre- £3) stem with ~ (<< Wand ~ PTL

The endings ~ÍE < L\ (or less commonly ~2 ðL\) and ~*P#Ƒ'(\

mean ‘difficult to ” and ‘easy to ’ respectively:

© KY FREOFORAIC<S TH

Banto sensei no ji ga yominikui desu

Mr Bunt’s handwriting is difficult to read

© COBSBELPTW

Kono kuruma wa unten shiyasui This car is easy to drive

The conjunctive (pre- 3) stems of certain verbs can also be

used as nouns (see p 122), for forming compound verbs

(see pp 85-87), and in keigo (see p 213)

For the conjunctive (pre-K) stem plus ~€ 5, see

pp 182-183 For conjunctive (pre-&) stem plus ~72255,

see pp 136-137

{The ~T form

This is essentially a conjunctive form which allows the addition of

other verbs, phrases, or sentences The structures thus produced

give a range of meanings which generally show a time or aspect

relationship (see glossary) between what is expressed by the verb

and the predicate (see p 5) or clause that follows it There are

numerous uses of the form, and various structures based on it

Although usually taught as part of the conjugation

of verbs, it is best regarded as a conjunctive particle (see p 129)

verbs 139 |

Making the ~T form of “72 A, verbs

‘The method of making the ~T form depends on the final kana of the dictionary form There are four groups: verbs ending in~3,

~9, ~, verbs ending in ~ts, ~.%, ~dA, verbs ending in

“~#, and verbs ending in~<,~<

Verbs ending in~5,~D,~S The final kana of the dictionary form is dropped, and 3 T is

added:

The verbs & 5 - Fl5 ‘to ask’, 'to enquire' and = 5 -§Ñð - #5

to entreat’, ‘to beg’ have the ~T forms & 5 T and = 5C

Tespectively The ~T forms of these verbs are relatively

uncommon

‘Verbs ending in~#ì,~3Y, ~#a The săn kana of the dictionary form is dropped, and AyT is

dictionary form meaning ~T form

ko - RG to read kAT EIZAG - ARE) [to omile (AAT

ER RE to fly EAT

+đ5cx- 8x †o rejoice, to be AellahteA |Zc„€Œ Lia - 5E todie LAT

The final # of the dictionary form is dropped, and LT is added:

dictionary form meaning ~T form

oy - RS tolend DLT

(tet: BT ‘to speak (S7EUT

Verbs ending in~<,~<

A final < of the dictionary form is dropped, and (\T is added

A final < is replaced by (YT:

WES- BS to hurry NEWT

DSBS to smell, to sniff DUT

An important exception is the verb b\< + #7< ‘to go’, which has

the irregular ~'T form ‘3 T

Making the ~T form of (\57¢/v verbs

The final ~ of the dictionary form is replaced with T:

BES -HESD to get up bET

ERS: BLS toeat LAT

DISS: ITS to turn on, to light HE

~Cfoms of #4 and < £

The ~“C form of 3 4 is LC The ~“€ form of < Sis &T

Uses of the ~”C form

“~7€C joins sentences and clauses, so linking the verb with a

following word, clause, or sentence Use of ~T shows an

aspectual relationship (see glossary) with what follows, usually

indicating prior completion, but the meaning depends on the ntext English translations of sentences with ~'T forms can greatly, as shown below

show a sequence of actions

More than one ~ T form can be used within one sentence to show

a sequence of events or actions:

TRICE T Ye I-EBUT BOMELNELE

Shichi-ji ni okite, shawa o abite, asagohan 0 tabemashita

_ | got up at seven, had a shower and ate breakfast

Kare wa kuruma o tomete, chizu o dashita

He stopped the car and got out the map

‘show a reason or cause

é first part of the sentence with a~T form can show a reason cause for what follows in the second part of the sentence:

RBSARBRRICHoT Ølc#ft#£L7-

Morioka san wa kétsdjiko ni atte, ashi ni kega o shita

Ms Morioka had a traffic accident and injured her leg

* BAATMUT., MBEOWTLESE

_ Mainichi soto de hataraite, kaze o hiite shimatta |was working outside every day and ended up catching a cold

fo show circumstances

€~T form can be used to show the circumstances of an action,

r the means of doing something:

| BKLFSOAUCHEKLE _ Kanojo to te o tsunaide arukimashita

_ |walked holding hands with my girlfriend

+ BEERS COMERNELE

_ O-hashi o tsukatte gohan o tabemashita

late the meal using chopsticks

fo show manner of an action

©~T form can show the manner in which something is done:

| 42 1 verbs

* BHP SBWTRUELE

Kaisha kara aruite kaerimashita

| came home from the office on foot/I walked home

5© ttO&¿®\vCl#8U #U7=

Shigoto no ato isoide kaerimashita

After work | hurried home

+ TCCRfiel#U#L7

Awatete saifu wo sagashimashita

| frantically searched for my wallet

To mark contrast

The ~T form can be used to highlight a contrast with the

following part of the sentence:

© BIST FUACMOT, RKILDIYACBK

Boku wa igirisu ni kaette, kanojo wa Furansu ni nokotta

| returned to England but my girlfriend stayed in France

The ~“C form + 12

The ~T form with (\% can have various meanings, depending

on the type of verb with which it used With verbs describing

actions that continue or can be repeated, the ~”€ form plus L1

shows continuous or habitual action:

+ X8REl4k8#ẴcffCELUCL\E#

Haruki kun wa tomodachi to denwa de hanashite imasu

Haruki is talking to a friend on the phone

© BECCHMERATUSASBAEATH

Asoko de shinbun 0 yonde iru hito wa Suzuki san desu

The person over there reading the paper is Suzuki

© BAY at (€) UTWRT

Maiasa jogingu (0) shite imasu

© FRR THATS

Kodomotachi wa soto de asonde iru

The children are playing outside

However, with verbs which describe momentary actions that

cannot be repeated, the ~~T form plus 14 shows that the action

is completed:

| jog every morning

AO AMER DR TUS

_ Soto no jidGhanbaiki ga kowarete iru

vending machine outside is broken

RBIS HS 5D oTHSIAT CT

Eiga wa mo owatte iru hazu desu

‘The film should have finished by now

‘The letter has fallen down (and is on the floor)

th verbs describing states and processes, the ~T form with

® shows that the state continues:

BMSECICRS OMS TUT D

Kare ga ima doko ni iru ka shitte imasu ka

_ Peyou know where he is now?

Patty exo TUS

2 _Jonasan ga futotte iru

Jonathan has put on weight (= is fat)

© MISSA CASTS

Ane wa o-furo ni haitte iru My sister is inthe bath

‘Kajiwara san wa Nya Yoku ni sunde imasu

Mr Kajiwara is living in New York

3 MO densha gatsuiteiru Thetrainhas already arrived

I negative predicates, ~T plus |\7E1\ shows actions not yet undertaken or completed:

i6 a test tomorrow but | haven't done any studying yet

Mada me 0 téshite inai shorui wa kotchi desu

These are the documents that | have not yet looked through

The adverb & 7¢ ‘(not) yet’ can sometimes be omitted:

© Po THNAIMFS HLU-ICRUTC ES)

Tsukatte inai kitte wa toré ni modoshite kudasai

Please return unused stamps to the tray

With some verbs, especially those indicating change and

movement, the ~T\% form can be interpreted as both

continuous action and a state, but the context (and use of

adverbs) will usually determine which is appropriate:

°Ồ BLOEL THELAM, SRXTNSECSBATTS

Tegami ga ochite iru

The letter had fallen down (onto the floor)

© BTROGRMBS WS

Saikin kabu no nedan ga ochite iru

The prices of shares have been falling recently

Both continuous actions and states can be talked about in the past,

using ~ THE + ~TWELE

©Ồ BOLPOFRBERTIVE

Oka no ue kara kodomotachi 0 mite ita

| was watching the children from the top of the hill

© BALROKSROTEMR THE

Nihon ni modottara sakura no hana ga chitte ita

When | returned to Japan, the cherry blossom had fallen

When ~ T114 is part of a modifying clause, it often stays as

~T \% even with a past reference, as the tense of the whole

sentence is shown by the final verb:

I've already had breakfast

Verbs 1 45 |

RRMA TUS ESSBAARELTUELE

Tokyo ni sunde iru toki wa mainichi gaishoku o shite imashita When | lived in Tokyo, | ate out every day

BANVICEATUSLE AS RMHMICTE ELA

Haha wa Pari ni sunde iru toki yoku bijutsukan ni ikimashita

When my mother was living in Paris, she often went to art

museums

owever, in situations where the emphasis is on the past in mntrast to the present, ~TbZ is possible:

FAVAICEN TIE ESAVIEKS POK

Amerika ni sunde ita toki gorufu o yoku yatta When | lived in America | often played golf (but | don't now)

_ The verb (\ which follows the ~T form can be replaced by

é | (humble) or (‘5 > Le (honorific), depending on the

Speech level and style (see p 213 and p 10):

oF RRCT AHCLTEVEFOCHBEESE

Saito desu Rusu ni shite orimasu node dengon o dözo

Ses is Saito | am out, so please leave a message

“+ BAREUCOMCEATIS DLeEWETD

‘Suzuki sensei wa kono hen ni sunde irasshaimasu ka

Do you live around here, Professor Suzuki?

which are usually or rarely used inthe ~C1\% form

ie verbs with implied continuous meanings tend to be used inthe ~T form with (\4 Among the most common of

> FATIS to live (in)

> IF2CAULTUS tobe married

—> Đ2CL\ã to hold, to have

> LITWS to know

3 + 525 CL\2 to sell

ES < +S > IKE SWTHS —towork DEHS - HHS > DEHTIS to work BEAS- HAS > BERTHS to remember

‹Ổ ®2tf£Eo5/-2#XC\\##? `

Kare ga nani o itta ka oboete imasu ka

Do you remember what he said?

«Ổ s5Z—-kAl‡flÊUCL\£#

Mira san wa kekkon shite imasu

The verb LS + #14 ‘to know’ is used in the ~'T form with

4.4 when positive, but not when negative:

° CBLEORRBSEMITUNETHD

Satd sensei no denwa bang6 o shitte imasu ka

Do you know Professor Sato’s phone number?

© WHA, MUKA BBACMIVT< SLY

lie, shirimasen Jimusho de kite kudasai

No, | don’t (know it) Please ask at the office

If a question with U4 mentions previously unknown

information, then the answer needs to be in the past negative

form, and not the ~T form with L1:

© BM MbevAL HEAOTHISOL MoTWELEMD

Kare ga Kaoru chan to tsukiatte iru no o shitte imashita ka

Did you know that he’s going out with Kaoru?

© WA, MUREATLE

lie, shirimasen deshita —_No | didn’t know

The verbs 4@ ‘to exist’, ‘to be’, ‘to have’, (44 ‘to exist’, ‘to be’,

and L\2 + #4 ‘to need’ are not used in the~~T form with

WS

Potential forms (see potential form) are not used with

~T1\S However, C& GF in the sense of ‘to be completed’,

“to be ready’, can be used with~ TS:

© CRABLHRTHNS

Gohan ga dekite iru

Mo Miller is married

Dinner is ready

Verbs of motion inthe ~C form + (\S

When \% follows the~T form of b<, <3, or MAS, it

shows that a state is continuing, and is often translated into

English with ‘has gone’, ‘has come’, ‘has returned’:

` Shưjn wa kaisha ni ite imasu

My husband has gone to work

EALGIRICHMDTWS

Shujin wa md ie ni kaette iru

My husband has already come home

mm the sentence below, the in-laws have come (and are still here):

ZORKRORTTABHU LTH

Tsuma no kazoku ga kite ite taihen isogashii desu

My wife's family are here so we are very busy!

The ~T form + verbs of giving and receiving

The verbs HIF ‘I give’, < 41 ‘(someone) gives me’, 55

*receive’, and other verbs of similar meaning are used with the

~T form when there is some sense of a benefit being given

or received by the action taking place (see pp 94-95)

In the following sentences, the verb is translated as ‘tell’ in both cases, but the Japanese equivalents differ Japanese requires _ a‘verb of benefit’ to be used, especially when both the giver and the receiver of the action are in polite face-to-face discussion (first example), or where the speaker feels that she or he has benefited

in some way (second example):

* FYVOMULMMEMERA THIFS

Anya no atarashii jUsho o oshiete ageru {will tell you Anja’s new address

© FYVOMUMEMEMA TK NSEWUELE

Anya no atarashii jUsho o oshiete kureru to iimashita

a He said he would tell me Anja’s new address

In the same way, the verb } 5 5 ‘to receive’ is used following a

“TC form to show that the speaker or writer has benefited by -Someone’s action This usage is often G2 00/TE0 in oe as

(someone) to ’, or ‘have someone do

tui SPE RL \THSS

'Gakusei ni renrakusaki o kaite morau

Get the students to write down their contact details

| 481 verbs

© BAERS SO EF<RTHSWELLS

Jikan ga shinpai nara motto hayaku kite moraimasho

if you're worried about time, let’s get them to come earlier

© APSAIFRORABET 1 yILTHHI

Tanaka san ni tegami no Nihongo o chekku shite morau

I'll get Me Tanaka to check the Japanese in my letter

Notice that the last sentence above may not be acceptable if Ms

Tanaka is of higher status (such as the speaker’s boss), or if she is

actually present, in which case the verb is likely to be the more

polite \ZEZEX< (see pp 94-95 and p 213):

5© BPEAICFHORABEF zy ILTURES

Tanaka san ni tegami no Nihongo o chekku shite itadaku

ll get Me Tanaka to check the Japanese in (my) letter

The following examples show other situations where the action of

the verb is seen as beneficial to the speaker or listener, and so the

~T form is followed by a verb of giving or receiving:

° %X⁄#EhCU#\\#U£ RUC<‡tšt#

Pen o wasurete shimaimashita Kashite kuremasen ka

Ihave forgotten my pen Could you lend me one?

© BMSABL<HMEHO TK NE

Tsuma ga ky6 mezurashiku bent6 o tsukutte kureta

Most unusually, my wife made me a boxed lunch today

° ##/!2f52ñxb—ïW#U C#öl7S

Jisho ga ni-satsu aru kara is-satsu kashite ageru

I've got two dictionaries I'll lend you one

© BLDERT HAWSNERE THIS

Chotto kite, omoshiroi mono o misete ageru

Come here a moment and I'll show you something interesting

When showing benefit with the verbs of giving and receiving, the

benefit is not limited only to the speaker or listener directly, but

can also refer to the relevant in-group and out-group (see p 7):

* KEMROAABEROTS NK

Sensei ga imöto no Nihongo o homete kureta

The teacher praised my sister's Japanese

Verbs 149 | _#‡29/%ACBlf®55 wAICIE#€ff5Cðlƒ7#U#=

lmöto ga basu de obächan ni seki o yuzutte agemashita _ Mysister gave her seat to an old lady on the bus

BOSRCRMAORL MLM IK, kK POTS HE

Kimi no o-kage de wagasha no uriage ga agatta Yoku yatte

kureta

Thanks to you, our company sales have increased You have done well for us

Th ù W _ The ~T form + verbs of motion to describe processes

aere is a special use of the verbs (\< and < @ after a verb in the

ƑC form to describe processes The addition of \\< toa~T

form, especially of 724 ‘to become’, shows that an action or

Similarly, the use of < 4 following a~T form shows that a

_ Process has continued from a point in the past up to the present

‘Moment Notice that the past form # does not necessarily mean 1¢ whole sentence is past tense:

* RAKEMRAICGS TER

Keizai jotai ga shinkoku ni natte kita

‘The economic situation has become grave

.ZïEOfEU2#†*»5 23m2 Cz-

Te-kei no tsukurikata ga yatto wakatte kita

| finally understand how to make the ~T form

is also a use of ~T with < 4 to show that an action has

‘Started:

Shiai ga hajimaré to shita toki ni ame ga futte kita

_ dust as the match was about to start it began to rain

l 50 | Verbs

The combination #2 T< @ ‘to appear’, ‘to show up’ is very

common, but is idiomatic:

© BEDETDES BUMP OTER

Chédo sono toki Tatsuya ga yatte kita

Just at that moment Tatsuya appeared

The combination *® 2 CL\< ïs also an idiom, and means

“get along (well) with .:

© MUUSATHUUMPMEDE< PO TWSKWERBIT

WS

Atarashii kaisha nakama to umaku yatte ikitai to omotte iru

I'm determined to get along well with my new colleagues at the

new company

The ~T form+ L&D

The basic meaning of the verb LU & 3 is ‘to put away’, as in the

following example:

© MAL OHHEMANICLED

Asa okitara futon o oshiire ni shimau

When we get up in the morning, we put the futons away in the

cupboard

However, when it follows a~C form, LU & 3 is used to indicate

the completion of an action:

© VR-FEBUTLEWELED

Repöto o kaite shimaimashita ka

Have you finished writing your essay?

© COMMELSBRATLEWELE

Kono shdsetsu 0 zenbu yonde shimaimashita

I've finished reading this novel

© x7?¿/l#b5fi2CU#*2#£

Ayako san wa mõ ifte shimatta Ayako has already left

The use of a ~~T form plus L## 5 can also show that the speaker

perceives the event negatively This is similar to the colloquial

English ‘gone and ’ as in “You haven’t gone and told him, have

you?’ or ‘He’s gone and drunk the whole bottle’ Whether to

interpret ~T L & 3 as showing completion or negative

judgement, depends on the context:

Verbs | 51 |

SAOSED 1 BP SELF OPUENTLEDE

Ky6 no kaigi ga ichi-ji kara da to sukkari wasurete shimatta completely forgot that today's meeting was from 1 o'clock!

© CoA Hib SBOTLHEDE

Gomen ne Kare ni m6 itte shimatta Sorry I've already told him (and | shouldn't have)

In the spoken language, ~ 5% 5 as a contracted form of ~TL _ & 9 is very common Verbs with a~T form of ~AT have the contracted form Ue 3:

Shukudai o atarashii konpydta de utte mita

\tried using the computer to do my homework

* BESTOP SPENT THEW Ichido dake demo ii kara Chagoku e itte mitai

Even if it’s only once, | want to go to China and see what

its like

The ~T form+ 53

The basic meaning of the verb 4 @ is ‘to exist’ The use of a~T

form with 4% shows that something was affected by an action,

and it still exists in that state This structure occurs mostly with Mransitive verbs (see pp 87-91), but notice that the particle used

is ÖŸ to show a subject, rather than # to mark a direct object:

° BMORRICBTHS i BOREADA VEY bMS THVEF

Shukudai ga kokuban ni kaite aru 3 Ot6to no tanjdbi no purezento ga katte arimasu

The homework is written on the blackboard have bought my brother's birthday present

~T HS often occurs with the adverb 6 3 ‘already’: 3 MAEMWUTHUTHIFETE

© SREKSSTHS _ Chizu o kaite oite agemasu yo

Yahan wo mé tsukutte aru —‘| have already made dinner Pil draw a map for you (to take along)

The particle € in the sentence above shows that the emphasis F ° DMEM OUTHVETE

is on the person who made dinner The particle 4 could also M6 chizu ga kaite arimasu yo The mapis ready

be used, in which case the emphasis would be on dinner a T form+ ie 5 as

The agent (the person who does the action) is not usually explicitly 5 _ :

stated, but implied by the context ‘ Ề “`” kara hanashimasho ut it after we finish the meal

The ~“C form +#&< * MEL TH ORMARBICAY ELE

‘The basic meaning of the verb #< + fiE< is ‘to put’ The~T ` Kikoku shite kara shũshoku katsudõ ni hairimashita

form with 4 < shows that an action is done to prepare something After | returned home (to my own country), | started looking for

for future use: ajob

© E-WVERPLTHERT : b 2 2

Biiru o hiyashite okimasu | will chill the beer vn "“ : be a mie “0 (Ce) -

Boku no namae no kanji o kaite okimasu BE Tabako 0 sutte wa ikerial `

Til write down my name in kanji (for you) i fe eat = - a mustn't smoke ETE

PR ORRO KM Ic MMRL THEI S { 4

‘Ashita no shiken no tame nỉ benkyð shite okanakereba naranai _ ah meee rant some £4 yo luetr' your own!

| must study in order to be ready for the exam tomorrow bs

Nimotsu o doa no chikaku ni oite oite kudasai unđer ~##( below

Please put the bags by the door form + [+

Compare the following pairs of sentences which show the is often used when making suggestions ‘how abot ‡h difference between ~T#% and ~TS<: ˆ* #n#zpbREIC2 28 2210) 3 Ses DU A0 DJ)

` #O#t:R@ZL+2>⁄ k#é2cbBxz#? Sore nara doji ni futatsu tanonde wa do desu ka

Otdto no tanjobi no purezento o katte okimasu _lh that case, why not order two at th ‘time?

Iwill buy my brother a birthday present (in advance) : ắ Cae

| 5411 verbs

The & 5 C¥~* can be implied and omitted:

* 2Rl4//2 CI4MHfT27Cl4?

Kyö wa dame da na Dewa ashita itte wa

Well, it’s no good today, then OK, how about going tomorrow?

~T form + ©

The addition of to a ~~'T form gives a structure meaning ‘even

as

«Ổ Z⁄l#2Cb1 HCl4C#7/zL\+

Ganbatte mo ichinichi de wa dekinai yo

Even if | really work at it, | can't doit in one day

PrU-KHEthI THETFYATIA VERSES MR

Ferii dai o haratte mo Furansu de wain o kau ho ga yasui

Even after paying for the ferry, wine is cheaper in France

The addition of |\l\ gives a structure used to ask or grant

permission:

‹«Ổ f#i#ff¬C\\LvC#7"

Denwa o tsukatte mo ii desuka Maylusethe phone?

ÒỒ #Œ5£8AcCbL\1+

Dõzo tabete moiiyo You may start eating

For (#<) “ followed by , see below under #< T

For more on %, see the chapter on particles (pp 167-169)

I The ~#z\\ form

This is the negative form, and is made by adding the auxiliary

“~#§U\ to a verb stem ~7Z() is a conjugating part of speech,

i.e it alters its endings to show negatives and other forms

(For more information on auxiliaries, see p 181.)

Making the ~7.(\ form of <7 /v verbs

The final kana of the dictionary form of cÝ##4¿ verbs changes

from the ~ 3 line to the ~& line before adding ~72(\ Verbs

ending in ~ 3 in their dictionary form change this to ~~4 (rather

than ~&) There is one very important irregularity: the verb

## has the~4\\ form of 74) (rather than 4 57241)

The following chart shows the changes, with examples:

Verbs 1 55 |

c<‹-®< to hurry < > Z|L\£Z4(\

7 tolend # > &[PEeRW dad - ao tospeak - 3# >> ¿jl‡/¿7\(\

towait D> RRR todie xà > BLM

tofly & > l#|d+l#/(\

toread Go > ELEN + HRS | to take 5Š > 5/e5R todoone’sbest |S => 5 [MAILS EIN

to exiet, to be, | (irregular) | 7x)

g the ~751 form of \\ 572A, verbs

he final ~ of the dictionary form of VY #/ verbs is replaced

ith ~7r U1:

form meaning ~7a\\ form

tosee,towatch |aH7rl\

RAS toeat ERRW

© * ft1FS + BITS | to attach, Dita

to turn on, to light

724 conjugates by dropping the final | before adding endings

to mark the past tense and other forms, such as~7= and ~l#:

Mb Bbizpst

ae _ Nani mo iwanakatta | didn’t say anything

| 561 verbs

© NAMRIORCEMVKSIDY—THEELES

Basu ga ato jup-pun konakattara takushii de ikimasho

If the bus doesn't come in 10 minutes, let's get a taxi

© BAFMMRATHSERLET

Ashita tegami ga konakereba denwa shimasu

If the letter doesn’t come tomorrow, | will telephone

For more on ~l& and ~7¢ 5, see conjunctive particles

~*Ÿ as an alternative to ~#L\

The ending ~'#” instead of ~#4V\is an older form of negative that

is still quite commonly used:

© BARISRICMST FOCBHCWELE

Shũmatsu wa ie ni kaerazu zutto kaisha ni imashita

He was in the office the whole weekend, without going home at all

The formation of the negative of ¥ in this way is irregular, being

tỷ:

°Ồ 2UA4X247Z¬LU-vạ#tŸ 25H#MÄ#L

Kurisumasu dekoréshon o sezu ri-jũ-go-nichi o mukaemashita

We had Christmas Day without putting up any decorations

The ending ~3" is commonly followed by IC to mean ‘without

ing’ For examples, see the section on ~/Z)'T below

Uses of the ~Z(\ form

This form is used for negative sentences in the plain style

(see p 10):

5 iÀl47Jb¬1—Ju####Z4\\

Watashi wa aruk6ru o nomanai

© AKVEDY Ty bMADdAW

Zubon to jaketto ga awanai

The trousers and jacket don’t match

Like the dictionary form, the ~7z.\ form can also be used in a

modifying clause in complex sentences (see p 209):

© BAET/E6bSHEMBLAVARLFICRSW

Mainichi piano wo chanto renshdi shinai hito wa j6zu ni naranai

People who don't practise the piano properly every day will not

~&<C

‘The form ~7x< T can be used as a negative equivalent of the

~T form (see ~T form) The ~ 7 < T ending shows a cause or

‘Teason, often shown in English trarislations with ‘because’ or ‘as’:

© FUATIP ISU BR MRE< TRHYUELE

Igirisu dewa yappari densha ga konakute komarimashita {was in trouble because the train didn’t come — as you'd expect

in England!

© BAMMR<S T KEK OK

Tabemono ga nakute, taihen datta

There was a problem because there was no food

OIE< TH The addition of % to~#x< T gives a structure meaning ‘even if -is not’, ‘even without .’:

* RBSAMRE< THLE SMA, SMEMOEL ED

Harada san ga konakute mo sho ga nai, kaigi o hajimemashư

Even if Harada ien't here, that’s too badl Let's start the

~7E.< TlEUMFZZL) element is often compressed to ~7R<

® in informal spoken language:

© FME< be IJ†vI#7z B#z( and IFHUSMFTTV

Ikanakucha lmuøt4o the condftional~##l?#\# is followed by the negative form

® ‘to become’, or L\{Ÿ2Õ “to go well', the phrase has the

~#< C6(\L\and~4< C&#27#£ : ning of ‘must’or ‘have to’ There is no difference in meaning

~72< THEN) is a structure used to express “don’t have to ’, veen the two, but 7&4 tends to be used more in writing 72

“it isn’t necessary to .’, ‘it’s OK without ’: (\(t% can be in the polite style or the plain style:

© (LUZ SAPA< TOUWUTH WAAR CRRE CTPA ECA

You don't have to go if you're busy have to go to Tokyo on a business trip the day after tomorrow

MUMBOMHOKS, RNB<S THUOTH “ORE TICRDS AINE SA

Kirai-na mono ga attara, tabenakute mo ii desu ì ku-ji made ni owaranakereba naranai

if there are things you don’t like, you don’t have to eat them i must be finished by 6 o'clock

This is sometimes abbreviated to ~7&< TU) in the spoken 4 COMBVULASBAAIHIZUISECA

language: ẳ Kono aida karita hon o kaesanakereba ikemasen

© RAK<S TIM must give back the book | borrowed the other day

Tabenakute ii You don't have to eat it ~73\t tU£7z 572.) element is often compressed to ~7## +

As a question with CF # (polite style), ~ie< THU means iformal spoken language, and followed by further information:

‘Is it all right not to ?’, and can be translated as ‘Do I have SIC TORE SMICAdAL

to Ề 6 roku-ji da Ikanakya ma ni awanai

+ BAGOR< THWUTTD 6 already 6 o'clock! | must go or I'll be late

Ashita ikanakute mo ii desu ka

Ie it OK not to go tomorrow?/Do | have to go tomorrow? THSIUE + EDDIE

‘This use can also be marked in informal speech by intonation a

rather than a question particle: apt Ÿ

T 'Uvv1A>⁄2—2213<Z3IC#o#= Rb/sl7?tl#+

* ÑñZ⁄4< TIM? ee

Ikanakute ii? Dol have to go? rashii konpy0ta ga sugu dame ninatta Kawanakereba

The phrase ~7z< TZ is a structure used to express the J) new computer quickly broke down | wish | hadn't bought it!

meaning ‘I am glad that didn’t ”: ụ re

Icture means ‘I wish I hadn’t .’ or ‘If only hadn’t

© MAM SE< TEP OE _ This expression, which is related to ~T, can mean

Ame ga furanakute yokatta I'm glad it didn’t rain wut ing’:

SORMMMICRSE< TP OKA /\42+ y2 š†ưc BI % NTE CRAM ELE

AKDT ‘ 3 i mo tabenaide ie e kaerimashita

Ano hikoki ni noranakute yokatta ne Haijakku sareta n da tte went home without eating anything

I'm glad we didn't take that plane They're saying it was hijacked

Kanji o tsukawanaide jGsho o kakimasu

| will write the address without using kanji

The ~7£4\T ending can be followed by expressions of request:

Abunai tokoro e ikanaide hoshii

| don’t want you to go anywhere dangerous

This usage is so common that the remainder of the sentence can

often be omitted, and implied by the context:

Wasurenai de Don’t forget!

Amore formal alternative to ~~7£4\T is the old literary negative

~F with the particle IC:

° BHT IC

Wasurezu ni Don’t forget!

© BPAASSATICAMSAISC EBC

Tanaka ga nani mo kangaezu ni yuka kara tabako o hirotta

Without thinking, Tanaka picked up the cigarettes from the floor

I The ~7= form

The ~7 form shows completion, and that actions occurred in the

past The formation is as for the ~T form, but with a final ~7¢

rather than ~T, and ~# rather than ~T (see ~T form)

Making the ~ 7% form of “72 A, verbs

The formation of the ~7& form depends on the final kana of the

dictionary form There are four groups: verbs ending in~ 3,

~4, verbs ending in ~&, ~, ~¥a, verbs ending in

and verbs ending in ~<,~<

everbs & 5 + FD ‘to ask’, ‘to enquire’, and <5 + #5

2 ‘to entreat’, 'to beg” have ~7£ forms of & 5 7= and c 3 7=,

Ðectively The ~7E forms of these verbs are relatively

tobe delighted

todie b~ LAE

| 62 1 verbs

Verbs ending in~t

The final ¥ of the dictionary form is dropped, and U7 is added:

ad: wt tolend #~ DLE

(sad + at to speak (s7a~ (SUK

Verbs ending in~<,~<"

The final < of the dictionary form is dropped, and (\7¢ is added,

(SE 5< + HK | towork ($k5~ [lee 50

t\É<-#< [tohurry We~ VEE

OC RS tosmell, to sniff |#»~ DUE

The only irregularity is that the verb 4\< ‘to go’ has the ~# form

V127 (and not 614.4)

Making the ~7= form of (\5 A) verbs

The final 4 of the dictionary form is dropped, and 7 is added:

dictionary form meaning @ dropped |~# form

BES+HES |toạtup |#~ BEEK

ENS: BRS |toeat nKR~ ERK

Uses of the ~7 form

The ~7 form is used for past sentences in the plain style, and

shows that an action has been completed:

° PARE Re

Kind eiga o mita | sawa film yesterday

Verbs | 63 |

BBS ASAFESS L CHABBICA DIE

lsobe san wa daigaku 0 sotsugyé shite gaimushõ ni haitta

\sobe graduated from university and joined the foreign ministry

RBS Alte H CRMTB ICH 7=

Amano san wa tenshoku shite ginkéin ni natta Amano changed jobs and became a bank clerk

PattreHoboAM9 2 FILE

Jonasan to At-chan ga ky0-jũ-ni-nen ni kekkon shita

Jonathan and Atsuko married in 1992

REALE BERS THRE BE

Endõ san wa shigoto o yamete shösetsu o kaita

Endo gave up work and wrote a novel

AAT RBBB ARTRAREE HE RICRY ANE

Zukobu eiga kantoku wa Nihon de mita né o sakuhin ni toriireta

The film director Zhukov incorporated the Noh Theatre he had seen in Japan into his work

e ~Z form is also used for the instant when something is loticed, realized, or discovered:

HDCORTY MICMHEANKAKIE BH!

Hor!

Tashika kono poketto ni saifu o iretan da kedo Ah, atta!

| was sure | put the wallet in this pocket Ah, here it ie!

BES BS ETMMKSS PK!

Hayaku, hayaku doa ga shimaru zo Yattal

Quickly, quickly! The door's aboutto shut! We made it!

A+ DS Jowever, in some cases a verb describing an action can express

When % 6 follows the ~7¢ form, it makes the situation described th continuing action and completion with ~T\4:

by the verb the reason or cause for what follows (Care should be PAILGS CMEBKTWS

taken not to confuse this with ~”€ + #*B, discussed above): _ Kenta wa md gohan o tabete iru

© REMMKOEDSE<OVALSYCRXRELED Kenta has already eaten/Kenta is already eating

Shokudõ ga shimatta kara chikaku no resutoran de tabemashõ ' ®€c0®l42U2AÝ241%⁄U—#Ñi2 C\\2

The dining hall is closed, so let’s eat at a restaurant nearby Asoko no ie wa kurisumasu tsurii o kazatte iru

= _ That family have decorated the Christmas tree/That family are

~#&+l#5Z\L\ z decorating the Christmas tree

This idiom, based on the ~~7 form, is used for making suggestions the section on the~T form +1 above for more examples

and giving advice:

© SRMRLAIZS AUS BARN SMS ~#-U,~£U+#4

Konban benkyo shita hd gail yo Ashita shiken ga aru Kara T1 common construction based on the ~7 form is with ~ 7),

You had better study tonight as there's an exam tomorrow #U plus #2 This is used to give representative actions from BRORMF OB OKIE AV j ider selection, and carries the sense of‘ and soon’ There are

Kikai no chöshi ga warui Tometa hö ga ii jually at least two different actions mentioned:

The machine is not working properly It’s Beottd OMranty OF » MAEFAEREV, FIRELEVYLELE

RARER SNBUUF LAEMSRUWY 0 TH OKIE Kind bideo o mitari, tenisu o shitari shimashita

SMU Yesterday | watched videos, played tennis and so on

Kabuki o mirareru ii chansu dakara omoikitte itta h6 ga ii 3y v2l4x#2z s11 Ú 24

It’e a good chance to see Kabuki (theatre) 0 we really should go Ñ LTS LF ELEU MEERAKY

~fe and ~CL\ to express completion ˆ Shũmatsu Jakku wa taitei famikon o shitari, zasshi o yondari

Both ~# and ~Tt)4 can be used to indicate completed actions een

The first example below emphasizes the state of ‘being in bed’, | At weekends, Jack usually plays on the computer and reads

and the second example emphasizes the completed action of ee ngazince, eto

‘having gone to bed’: Owever, sometimes there can be just a single instance of

Kaoru wa mõ neteiru —_ Kaoru's already gone to bed MEERA UTRKOMRY EH > TIVE

Kaoru wa jũ-ji ni neta Kaoru went to bed at 10 | | read magazines and so on while | waited for her to come home

With verbs which describe actions, ~T4\ usually indicates, This structure is also used with actions of opposite meaning which

continuing action: alt erate: 5

5Ò #Al42MW#£®^tC\và MWEY., Ðbồ2£UU&U£

Kenta wa ima gohan o tabete iru Kenta is eating Naitari warattari shimashita | was laughing and crying

| 66:1 verbs

«©Ồ F7#BNI77U Bið7=U U/ztVYŒ< #£#&(\

Doa o aketari shimetari shinaide kudasai

Stop opening and closing the door

be)

This is a conjunctive particle that is used to join sentences, and add

the meaning ‘if’ or ‘when’ to the first clause It is formed by adding

5 to the ~# form of a verb:

° BABES eAlCSoe5, CHEBLT<KKEW

Ashita Hiromi chan ni attara kore o watashite kudasai

If/When you see Hiromi tomorrow, please give her this

For more information on ~7¢ 5, refer to the section on

conjunctive particles (p 129)

~l#

(£ is a conjunctive particle used to join sentences and make

the first a condition It can often be translated with ‘if’ ~I£ is

also used in certain idiomatic constructions such as ~#l‡#tI#

(2 572\)) and ~l#.k#*27= (see ~#4L\ and conjunctive

particles), It is formed by changing the final kana of the dictionary

form to the A line of the kana chart, e.g —> ‡t, or # — tt,

and then adding [£:

| The potential form

Potential verbs show that someone can do something or that

something is possible

Verbs 1.67 |

aking the potential form of “7A, verbs

he potential form of <A, verbs is made by changing the last

a of the dictionary form from the 5 line to the & line of the

la chart and adding 2:

meaning change in potential

final kana form

king the potential form of (\572/ verbs

fhe potential form of (\' 7A, verbs is made by removing the last

‘ana of the dictionary form, and adding ~5# In spoken apanese, ~ 541Zis often contracted to ~~:

meaning | finalkana | potential

dropped form

$ toeat ER~ EXBNS

tolend DU~ DUSEHS onjugation of potential verbs

i verb in the potential form becomes a new verb in its own right, with ~754., ~72, ~F, conditional, and~T forms, etc

‘tential verbs conjugate regularly as (\5 72 A, verbs The chart

elow shows some of the possible variations in the potential verb

BÄ.2 - R3 5 ‘to be able to buy’, which has been formed from

he verb 5 - HS ‘to buy’:

Example meaning

gative DAIEW can't buy

DAET can buy

DATE could buy

negative DATED OTe couldn't buy

DAT could buy, and

| 68 | vers

The potential forms of $4 and < 4

The potential of $4 is C4 The potential of < 2 is < b‡t2

(often contracted to [4.4 in spoken Japanese) C#4 can be

used with certain nouns, such as the names of languages, sports,

musical instruments, etc., to indicate ability:

° EF SUCEET

Pianogadekimasu —_| can play the piano

* A-ALEAILAABMTES

K&kamu san wa Nihongo ga dekiru

Mr Kirkham can speak Japanese

Verbs that do not have potential forms

The following verbs are not generally used in the potential form:

Intransitive verbs describing states, such as those listed in the

chart of transitive and intransitive verbs (see pp 87-91), are not

generally used in the potential form

Uses of the potential form

Potential verbs show that a person etc can do something, or that

something is possible:

° SACAYEs—-IMR<K BART

Honkon de konpydta ga yasuku kaemasu

Computers can be bought cheaply in Hong Kong

© BROSMERRATHIOETD

ibun no namae o katakana de kakemasu ka

Can you write your name in katakana?

The negative of a potential verb shows that someone can’t do

something, or that something is not possible:

© KBEHEAMMATHSNA

Obäsan wa byöki de korarenai

Grandma can’t come because she’s ill

ewa shinjirarenai —_That’s unbelievable/| can't believe it!

igh a direct object is usually indicated by the particle &, with

‘ial verbs the particle 4 is generally used (see particles)

pare the following sentences:

17 >I4lS7'R^b#t##?^

Jonasan wa natt6 ga taberaremasu ka

_ Can you eat natto (fermented beans), Jonathan?

BAARERNET

Maiasa washoku o tabemasu

| ¿at Japanese food every morning

le potential of 2 - RZ and #< - M]< - l&<

potential forms of #2 and & < are #+b‡\L# and #l†2

e forms imply that an effort needs to be made to see or hear Something:

BY EY CAAOMBSRSNET

Rondon de Nihon no eiga mo miraremasu

_ InLondon, you can even see Japanese films

BAICUT BBC =a—ZAMMITS

Nihon ni ite mo bii bii shii nyisu ga kikeru

Even (if you are) in Japan you can hear the BBC news

522 is used to talk about the occurrence of phenomena or

mstances:

(aly - ft) CWSBRIST I RBMSARLRSNS

‘Sake’ to iu kotoba wa Ainugo kara kita to mirareru

The word ‘sake’ (=‘salmon’) is seen as having come from the Ainu language

The form ~L 45H TC indicates a provisional judgement:

KBORASKILT ORBLE RSNTWS

Kaji no genin wa tabako no suigara da to mirarete iru

A cigarette end seems to have been the cause of the fire