Archive for June, 2010

Japanese Language Course – A Tale of Two Adjectives


2010
06.15

For the next part of this japanese language course we’re gonna have fun with adjectives. Adjectives can either modify the noun that immediately follows or connected in much the same way that a particle is used. There are two categories of adjectives: “na” and “i” adjectives. Let’s get started then.

The na-adjective

Na Adjectives act very much like nouns which makes them fairly easy to learn. In reality they basically act like nouns except that they can modify a following noun by placing 「な」 between the adjective and noun. (Hence the name, na-adjective.)

(1) 静か人。- Quiet person.

Besides direct noun modification (which requires a 「な」), you can use a [Noun][Particle][Adjective] structure which esentially allows you to use an adjective as a noun by implementing the topic or identifier particle.  For example 「人は静か」.  It’s basically the same as the situation with state of being and nouns.  But it makes no sense to say that an adjective is a noun so you can’t use an [Adj][Particle][Noun] structure (i.e, 「静かが人」).   To put it another way a person can be quiet but a quiet cannot be a person.

(1) 友達は親切。- Friend is kind.

(2) 友達は親切な人。- Friend is kind person.

Now lets see how adjectives function as nouns.

(1) ボブは魚が好きだ。- Bob likes fish.

(2) ボブは魚が好きじゃない。- Bob does not like fish.

(3) ボブは魚が好きだった。- Bob liked fish.

(4) ボブは魚が好きじゃなかった。- Bob did not like fish.

If you’ve been paying attention, the conjugations are identical to the state of being conjugations.  What is a little odd is that in these examples, “like” is an adjective and not a verb.  Though you could always think of the word 「好き」 as meaning “desirable”.   This also demonstrates how well the topic and identifier particles work together since the sentice states that the topic is about “Bob” and “fish” is what he likes.

Those last three conjugations can also be used to directly modify the noun (don’t forget to use 「な」 for positive non-past tense.)

(1) 魚が好きなタイプ。- Type that likes fish.

(2) 魚が好きじゃないタイプ。- Type that does not like fish.

(3) 魚が好きだったタイプ。- Type that liked fish.

(4) 魚が好きじゃなかったタイプ。- Type that did not like fish.

In tis case the entire phrase 「魚が好き」、「魚が好きじゃない」、etc. modifies “type” to discuss types (of people) that like or dislike fish.   This kind of sentence is alot better because the sentence 「タイプは魚が好きだ。」 would mean “The type likes fish”, which doesn’t make any logical sense.

In fact the entire descriptive noun clause can be treated like a single noun.  For We can even treat the whole descriptive noun clause as we would a single noun. Let’s make the entire clause a topic.  For example:  

(1) 魚が好きじゃないタイプは、肉が好きだ。
- Types (of people) who do not like fish like meat.

The i-adjective

The i-adjective always ends in the hiragana 「い」. This is the part that allows conjugation of the adjective.   Unfortunately some na-adjectives also end in the same character and there really isn’t any surefire way to tell the difference.  Fortunately that’s rare and there are two major examples: 「きれい」 and 「嫌い」.   The other na-adjectives that end in 「い」 are usually written in kanji and so you can easily tell that it’s not an i-adjective.  For example 「きれい」, which is 「綺麗」 or 「奇麗」 in kanji, because the 「い」 part of 「麗」 is part of the kanji, you know that it can’t be an i-adjective. That’s because the whole point of the 「い」 in i-adjectives is to allow conjugation without having it affect the kanji.  In fact, 「嫌い」 is the only na-adjective off the top of my head that ends in hiragana 「い」 without a kanji.  That’s because 「嫌い」 is actually derived from the verb 「嫌う」

Remember how the negative state-of-being for nouns end  in 「い」?  Well, you can treat i-adjectives the same way.  That being said you can’t attatch the declarative 「だ」 to i-adjectives either.

Do NOT attach 「だ」 to i-adjectives.

Alright so let’s look at the conjugation rules for i-adjecives.  There are two new rules for i-adjective conjugations. To negate or set to past tense, we first drop the 「い」, then add 「くない」 for negation or 「かった」 for past tense. Since 「くない」 ends in an 「い」, you can also treat the negative just like another i-adjective. Therefore, the rule for conjugating to negative past tense is the same as the rule for the positive past tense.

Conjugation rules for i-adjectives
  • Negative: First remove the trailing 「い」 from the i-adjective and then attach 「くない」
  • 例) 高 → 高くない
  • Past-tense: First remove the trailing 「い」 from the i-adjective or negative i-adjective and then attach 「かった」
  • 例) 高 → 高かった
  • 例) 高くな → 高くなかった
Summary of i-adjectives
  Positive Negative
Non-Past 高い 高くない
Past 高かった 高くなかった

You can directly modify nouns by just attaching the noun to the adjective.

(1) 高いビル。- Tall building.

(2) 高くないビル。- Not tall building.

(3) 高かったビル。- Building that was tall.

(4) 高くなかったビル。- Building that was not tall.

You can also string multiple adjectives successively in any order in any form.

(1) 静かな高いビル。- A quiet, tall building.

(2) 高くない静かなビル。- A not tall, quiet building.

Note that you can make the same type of descriptive noun clause as we have done with na-adjectives. The only difference, of course, is that we don’t need 「な」 to directly modify the noun. In the following example, the descriptive clause 「値段が高い」 is directly modifying 「レストラン」.

(1) 値段が高いレストランはあまり好きじゃない。
- Don’t like high price restaurants very much.

An annoying exception

There is one i-adjective meaning “good” that acts slightly differently from all other i-adjectives. This is a classic case of how learning Japanese is harder for beginners because the most common and useful words also have the most exceptions. The word for “good” was originally 「よい(良い)」. However, with time, it soon became 「いい」. When it is written in kanji, it is usually read as 「よい」 so 「いい」 is almost always hiragana. That’s all fine and good. Unfortunately, all the conjugations are still derived from 「よい」 and not 「いい」. This is shown in the next table.

Another adjective that acts like this is 「かっこいい」 because it is an abbreviated version of two words merged together: 「格好」 and 「いい」. Since it uses the same 「いい」, you need to use the same conjugations.

Conjugation for 「いい」
  Positive Negative
Non-Past いい よくない
Past よかった よくなかった
      
Conjugation for 「かっこいい」
  Positive Negative
Non-Past かっこいい かっこよくない
Past かっこよかった かっこよくなかった

Take care to make all the conjugations from 「よい」 not 「いい」.

Examples

(1) 値段があんまりよくない
- Price isn’t very good.

(2) 彼はかっこよかった
- He looked really cool!

Japanese Language Course – Particle Acceleration


2010
06.10

Establishing Word Functions with Particles

Welcome back for another installment of this Japanese language course!  When I first saw the word particle in relation to grammar, I assumed maybe I was misreading the word ‘participle’.  I found out pretty quickly though that a particle is a unique function in Japanese that really has no equivalent in English.  So we’ll spend this particular Japanese language course lesson discussing what these little things are. 

Basically, a particle is made of one or two Hiragana characters attached to the end of a word.  The significance of this is that these little characters establish what part of speech that particular word functions as in the sentence.  Using the wrong particle can utterly change the meaning of a sentence so proper usage is important to proper communication.

The 「は」 topic particle

So let’s go ahead and start with one of the most basic particles and that is (in case you couldn’t guess from the secion title) the topic particle.  To put it another way you could just as easily call it the subject particle since that’s essentially what this is.  For example the statement ”Not student.” is a legitimate sentence in Japanese but isn’t terribly descriptive.   The topic/subject particle however allows us to add more information and in this case that woudl be who in particular isn’t a student.   The topic particle is represented by  「は」.   Normally this is pronouced ‘ha’ but when being used as a particle it is changed to ‘wa’.

Example 1

ボブ: アリス学生?- Are you (Alice) student?
アリス: うん、学生。- Yeah, I am.

Alright, so here we have Bob and Alice asking questions (well, just Bob really).  The  「だ」 is left out but we can still translate with the verbs  ‘are’ and ‘am’.  We know that Alice is the subject of the sentence so we don’t need any additional information.  The other reason that the  「だ」is omitted is because you can’t use it and ask a question at the same time since you can’t make a definitive statement a question at the same time.

Example 2

ボブ) ジム明日?- Jim is tomorrow?
アリス) 明日じゃない。- Not tomorrow.

Without context this makes no sense.  Why would jim be tomorrow?  In any given context though, as long as it somehow deals with Jim and tomorrow, then it could mean almost anything.  Could be about an exam, a doctor’s appointment, a public execution, we have no idea.

アリス) 今日は試験だ。- Today is exam.
ボブ) ジムは? – What about Jim?
アリス) ジムは明日。 – Jim is tomorrow. (As for Jim, the exam is tomorrow.)

You need to understand just how vague or generic the subject can really be.  That information can come from anywhere in the conversation.  In the above example, the statement is about Jim taking an exam tomorrow even though the word exam doesn’t appear.  We need to realize how generic the topic can really be. A topic can be referring to any action or object from anywhere even including other sentences.

The 「も」 inclusive topic particle

The inclusive topic particle functions in much the same way as a regular topic particle only with the added function of introducing an additonal topic.  It would be like saying “X also Y” (not be confused with “X in my Y?” or “At first I was like “X” but then I was like “Y”).  The particle is represented with  「も」.  Let’s look at an example to see how it’s used.

Example 1

ボブ: アリスは学生?- Are you (Alice) student?
アリス: うん、トム学生。- Yes, and Tom is also student.

Now, the inclusion of the second subject has to follow the logical train of thought.  For example stating that “someone is something” and “also someone else is not” doesn’t make any logical since.  If you wanted to do that you would need to insert the  「は」 particle to separate the two topics from the same association  For example:

Example 2

ボブ: アリスは学生?- Are you (Alice) student?
アリス: うん、でもトム学生じゃない。- Yes, but Tom is not student.

Example 3

Or you could always have neither person as a student:
ボブ: アリスは学生?- Are you (Alice) student?
アリス: ううん、トム学生じゃない。- No, and Tom is also not student.

You’re probably wondering where in the world Tom came from in all of this.  Besides being a deus ex machina of a character for illustrative purposes, he may have been simply in the area or another participant from somewhere else in the conversation.  Without context we really don’t know.  It’s a plot hole okay, don’t read too much into it.  Like why the characters at the end of the recent Friday the 13th remake didn’t just shove Jason into the woodchipper and be done with it.  Just sit there in stunned disbelief and move along.

The 「が」 identifier particle

Okay so both  「は」 and 「も」 particles are used for establishing our topics.  Sweet.  But what if we don’t have any idea what the subject is?  How would you ask – keeping with our current example – “who is the student” or “would they have had the sense to shove Jason into the woodchipper instead of dragging the body to the lake like the biggest morons ever to walk the earth? (Authors Note: <rant>Yeah, I just saw that turd of a movie.  How friggin stupid do you have to be to just assume “well nothing else has killed him so far but God knows this one worked for sure!  Oh yeah I could make little chips out of him but screw it I’m tired.  I’ll take my chances dragging the body to the lake myself”  I mean who is that stupid?!  FFFFFFFFFFFFUUUUU-!!!!!” </rant>). We need some kind of identifer  since we don’t know who the student is.  If you formed a question using the topic particle, the sentence would read “Is Who the student?”.  I capitalized Who for a reason since the sentence would mean that you are literally asking about someone named “Who” being a student (similarly you would avoid using the words “”What” or “I don’t know” especially in the context of baseball) . 

Meet the 「が」 particle.  This is really the one called the “subject” particle but we’re going to refer to it as the identifier particle just so we don’t confuse it with the topic particle (since subject and topic are almost synonymous).  The other reason for renaming it is because it is used for identifying an unknown.   Lets look at some examples:

Example 1

ボブ: 誰学生?- Who is the one that is student?
アリス: ジム学生。- Jim is the one who is student.

In this example we want to find out from a range of possibilities who the student is.  Alice indicates that it is Jim.  She had the option of using the topic particle to state that he is a student but not necessarily the student in question.  You’ll see:

Example 2

(1) 誰学生? – Who is the one that is student?
(2) 学生は誰?- (The) student is who?

Basically the first example is looking for a specific person wheras the second one is merely talking about the student.  ONe is seeking to identify an unkown the other really isn’t.  Again, 「が」 and 「は」 are not interchangeable since the question then becomes “Is Who a student?”

I realize that the two particles 「は」 and 「が」 appear almost identicle.  That’s because it’s basically impossible to translate that difference directly into English.  For example, both sentences 「私は学生」 and 「私が学生」 mean  “I am student.” (well, there’s no context so this is the closest meaning). There is more to it but a direct translation doesn’t convey all the information the Japanese puts together so succinctly.  Let’s break this down a little more and maybe that will help.  In the first sentence 「私は学生」, because 「私」 is the topic, the sentence means, “Speaking about me, I am a student”. However, in the second sentence, 「私」 is specifying who the 「学生」 is. If we want to know who the student is, the 「が」 particle tells us its 「私」.

Think of it this way.  The 「が」particle always answers a silent question. In the sentence「ジムが魚だ」, the silent question is  “Who is the fish?” or “Which person is the fish?”.  Quite possibly the question could be ”What food does Jim like?” Using another example 「これが車」, the question could be  “Which is the car?” or “What is the car?”.   The 「は」 and 「が」 particles really do serve different functions once you understand them properly.   The 「が」 particle identifies a specific unknown property of something while the 「は」 particle only used when bringing up a topic of conversation. Over time you’ll get better at figuring it out but you’ll also noitce that in longer sentences commas are usually used to separate to topics to avoid ambiguity.

Alright, so that pretty much covers it for particles.  I know it’s a lot to absorb and pretty confusing at first so I would recommend you check out some other resources that offer more depth.  If you’re looking for any additional resources, I recommend either Rocket Japanese or Nihongo Japanese Video Course. You can check out my reviews page by either clicking here or by clicking on the Reviews tab at the top of the page.

Japanese Language Course – State of Being Verbs


2010
06.03

Do you remember all of your state-of-being verbs in English?  Am, is, are, was, were, be, being, been?  Well, get ready to throw all of that out the window because Japanese has no way of translating that verb directly.  Instead they simply declare something is so by using the Hiragana symbol of 「だ」 to a noun or na-adjective only.   You’ll see how this works once we get to the section on nouns and adjectives.  Not that  that will make it seem any less insane.

State that something is what it is with「だ」
Attach 「だ」 to the noun or na-adjective
(1) 魚。 – Fish.
(2) 魚だ。 – Is fish.

Looks easy right?  Ha ha.  No.  This is where it gets a little odd and seemingly pointless.   You don’t even need to use 「だ」to imply state of being.  Yeah.  that’s right.  It’s almost completely optional.  So if it’s completely optional then why the heck would you ever use it?  Well to simplify it for now, really it simply makes a statement more forceful and definitive.  For example the first “fish” example simply states that a fish exists whereas the second “is fish” example, reinforces and makes the statement more absolute.  Also, you can’t use this character and ask a question at the same time since it makes no logical or grammatical sense to do so unless it’s a question word such as 「どこだ」.

There are some cases though where the declarative 「だ」is absolutely necessary in order to explicity declare something’s state of being.  There are situations where the opposite is true as well.  So to sum up, it’s possible to declare something “is” without the declaritive  「だ」,  and there are times when you shouldn’t ever use it and times where you absolutely need to.  Believe it or not this isn’t entirely arbitrary but that will be explained later on.  Try not to think too much about it.

Conjugating for negative tense

Did you know that in Japanese you can conjugate nouns?  Were you also aware that you’re esentially remapping everything you knew about what it means to conjugate something (well, in regards to English anyways)?  Well, not so much really.  In Japanese the nouns and adjectives are being conjugated primarily because there really isn’t a state of being verb.  Translated into english though, we would subsitute in a state of being verb in order to make sense of it.  So lets get started.

First of all, the negative and past tenses are expressed via conjugation.  Esentially this conjugates a noun or an adjective for the purpose of stating that something either is not something (in the case of a negative tense) or that something was something (in the case of the past tense).  Seems fairly straightforward.  However, these tenses do not really declare anything like 「だ」 does.  It is possible to make these tenses do just that though by throwing that little character onto the end of the sentence but that will be covered a little later on.

Alright, so in order to conjugate something into the negative tense, you attach 「じゃない」 to whatever the noun or na-adjective you wish to conjugate.

Conjugation rules for the negative state-of-being
•Attach 「じゃない」 to the noun or na-adjective

(例) 友達 → 友達じゃない (is not friend)
Examples
(1) 魚じゃない。- Is not fish.
(2) 学生じゃない。- Is not student.
(3) 静かじゃない。- Is not quiet.

Conjugating for the past tense

Okay, now we come to conjugating for the past tense.  Not too different from the negative tense.  Just slap  「だった」 to the noun or na-adjective.  Same process.

Now it gets a little tricker but not by much.  Let’s say we want to conjugate into the negative-past-tense.  In this case, we don’t simply place both sets of characters  together and assume it works that way.  Instead we drop the 「い」 from the negative「じゃない」 and then we add the past 「かった」.

Conjugation rules for the past state-of-being
1.Past state-of-being: Attach 「だった」 to the noun or na-adjective
(例) 友達 → 友達だった (was friend)

2.Negative past state-of-being: Conjugate the noun or na-adjective to the negative tense first and then replace 「い」 of 「じゃない」 with 「かった」
(例) 友達 → 友達じゃない → 友達じゃなかった (was not friend)
(1) 魚だった。- Was fish.
(2) 学生じゃなかった。- Was not student.
(3) 静かじゃなかった。- Was not quiet.

Summary

Well, that covers it for the four state of being tenses (present positive,  past positive, negative present, negative past).  In the next lession we will cover what is known as a particle (not to be confused with a participle).  But first, here is a brief summary of what we’ve learned so far.
We’ve now learned how to express state-of-being in all four tenses. Next we will learn some particles, which will allow us assign roles to words. Here is a summary chart of the conjugations we learned in this section.

Japanese Language Course Verb Tense Summary

  Positive Negative
Present 魚(だ) 魚じゃない
  Is fish Is not fish
Past 魚だった 魚じゃなかった
  Was fish Was not fish

If you’re looking for any additional resources, I recommend either Rocket Japanese or Nihongo Japanese Video Course. You can check out my reviews page by either clicking here or by clicking on the Reviews tab at the top of the page.