Tawa W. Japanese Stage-Step Course: Workbook 1

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The Japanese Stage-Step Course

Workbook 1

Workbook 1 of the Japanese Stage-Step Course is designed to be used alongside Stage 1 of the Grammar

Textbook. It contains grammar exercises, along with new vocabulary, conversational, listening, reading, and

writing practice for each chapter in the textbook so that students will be able to thoroughly practice the

grammatical structures they have learned. Additional features include:

• detailed explanation of vocabulary items

• abundant exercises including sentence as well as discourse practice

• information on the system of kanji

• extensive cross-referencing with the Grammar Textbook

• Japanese-English and English-Japanese glossary

All the audio material for Workbook 1 is available on CD1. The course also includes the Grammar Textbook,

Workbook 2, CD2, and the Writing Practice Book.

Wako Tawa is professor and director of the Japanese Language Program in the Department of Asian

Languages and Civilizations at Amherst College, Massachusetts.

The Japanese Stage-Step Course is a fully integrated language course from beginner through intermediate

level, combining cohesive grammar instruction with functional examples and practice to build a solid foun-

dation in the four key skills of reading, writing, listening, and speaking. The course materials consist of:

Grammar Textbook

Workbook 1

Workbook 2

Writing Practice Book

CD 1

CD 2

For more information about The Japanese Stage-Step Course and additional resources, please visit the com-

panion website at www.routledge.com/textbooks/japanese-stage-step-course.

The Japanese Stage-Step Course

Workbook 1

Wako Tawa

First published 2009

by Routledge

270 Madison Ave, New York, NY 10016

Simultaneously published in the UK

by Routledge

2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

Routledge is an imprint of the Taylor & Francis Group, an informa business

electronic, mechanical, or other means, now known or hereafter invented, including photocopying and

recording, or in any information storage or retrieval system, without permission in writing from the pub-

lishers.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication Data

Tawa, Wako.

The Japanese stage-step course. Workbook 1/Wako Tawa.

p. cm.

Set consists of “Grammar textbook” “Workbooks 1-2” “Writing practice book” and “CD 1-2.”

ISBN 978-0-415-77606-6 (pbk.)

Japanese language—Textbooks for foreign speakers—English. 2. Japanese language—Gramma

r—

Textbooks

I. Title.

PL539.5.E5T393 2009

495.6'5—dc22

2008030931

ISBN13: 978-0-415-77605-9 (grammar textbook)

ISBN13: 978-0-415-77606-6 (workbook 1)

ISBN13: 978-0-415-77611-0 (workbook 2)

ISBN13: 978-0-203-882-3-7 (writing practice book)

ISBN13: 978-0-415-77603-5 (CD 1)

ISBN13: 978-0-415-77787-2 (CD 2)

This edition published in the Taylor & Francis e-Library, 2009.

To purchase your own copy of this or any of Taylor & Francis or Routledge’s

collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.

ISBN 0-203-88286-5 Master e-book ISBN

Contents

Preface vii

Preparatory Stage 1

Stage 1-1 Basic Structures of Japanese 23

Stage 1-2 Question Sentences 51

Stage 1-3 Aspects of Predicates 79

Stage 1-4 Numbers and Counters 110

Stage 1-5 On Verbs 133

Stage 1-6 The World of Adverbs 164

Stage 1-7 Topic, Subject, and Object 191

Stage 1-8 Plain Forms of Predicates 217

Stage 1-9 Bridging Stage 1 and Stage 2 235

Japanese–English Glossary 252

English–Japanese Glossary 278

Preface

Guide to Workbook 1

The Japanese Stage-Step Course is supported by a group of four books. Classroom study is based on

assigned homework in the Grammar Textbook and focuses on exercises provided in Workbook 1 and

Workbook 2 for learning grammar, vocabulary, and conversational systems as well as reading and

writing Japanese discourse. This Workbook contains ten chapters for classroom study along with

Japanese–English and English–Japanese glossaries.

About the Grammar Textbook

For most effective use of classroom time, teachers should, from the very beginning of the learning

process, guide students to read and gain a good, if not perfect, understanding of the assigned part

of the Grammar Textbook before coming to class. Students who seriously want to learn Japanese

are highly motivated and willing to spend the time to learn from their instructors. Instructors

should show confidence in the students’ learning ability and potential. Grammar often carries a

negative image, but students can be persuaded that knowledge of grammar is a powerful tool.

Those who realize the importance of understanding grammar will be eager to deepen their knowl-

edge and will be motivated to study the Grammar Textbook.

Students should be assigned readings in the Grammar Textbook for each class in advance and be

expected to digest the content of each assignment before coming to class. However, they should be

encouraged to leave the Grammar Textbook at home or, if they bring it with them, keep it stowed

away during class.

Focus on Oral and Aural Practice

The beginning is always important. From the outset, students should be encouraged to use their

voices even when they are studying grammar.

Conduct each class using Japanese whenever possible. All three Steps of each Stage in the Work -

books may be carried out in Japanese. Set time aside for asking questions in English, especially at

the beginning. If the situation allows, encourage students to bring their questions to the instructor

during office hours, so that valuable class time is not used for this purpose. One might argue that

listening to other people’s questions is helpful, but different students have different problems, and

the benefits of fielding each and every individual question during class time are very small, espe-

cially given the limited number of class hours. In some cases, individual sessions may be much

more efficient and effective.

Note-taking during class appears to diminish the attention students need to concentrate on listen-

ing, speaking, and other important in-class tasks. Ask students to put away their pens and pencils

unless they are taking a quiz or test. There is no need for them to make notes, as everything is

explained in the materials.

The Learning Environment

Being corrected is an important part of the learning process and students should be aware that

everyone makes mistakes and everyone will sometimes need to be corrected. They should not take

it personally when this happens. Getting used to being corrected will assure them a better learning

experience in the long run.

Instructors should be generous and tolerant of students’ mistakes. When students are afraid to

make mistakes, they learn less. All students should know that making mistakes is part of learning

a foreign language and should be encouraged to overcome that fear.

Do not assume that once students have learned something, they will always remember it.

Forgetting occurs frequently, and students should not be expected to have perfect memories. They

do not, and penalizing students for forgetting material may have negative results. Students should

feel comfortable asking the instructor to remind them of material previously learned and feel com-

fortable repeating old material. Repetition is part of learning and a powerful learning tool.

If possible, create a learning environment composed of small groups. Small-group learning in

short time segments can be more effective than large-group study for longer periods. In some

cases, but not all, one-on-one learning is most effective and efficient.

Suggestions for the Three Steps

Each chapter is composed of three Steps (Structure/Vocabulary, Spoken Language, and Written

Language) and a Summary of Vocabulary. It should be kept in mind that flexibility is crucial; the

materials for each chapter provide, at best, examples. Material may be changed, omitted, or added

according to what is deemed necessary. Each user has different needs.

Step 1: Structures and Vocabulary

Rather than explaining points of grammar in class that are presented in the Grammar Textbook the

students will have read on their own and to which they can return at any time, the instructor is

encouraged to devote class time to the “Confirmation” sections, helping students to attain a thor-

ough grasp of the assigned grammar points. Pronunciation fluency need not be considered a pri-

ority at this stage.

Review old material whenever necessary to help situate new concepts in the overall picture and

thus provide the proper context. Do not proceed to new vocabulary without review. Moving ahead

before students have fully digested the new grammatical structure will bring no gain.

New vocabulary is introduced in sentence context in Step 1. Some vocabulary items are explained

in detail following the examples, taking into account the limitations of translation. Students should

be encouraged to read these explanations thoroughly. Once the vocabulary items are introduced in

sentence contexts, it is best for students to memorize the vocabulary before the subsequent class,

so that they can proceed to the “Production” section.

To test and practice new vocabulary items, some mechanical practice may be needed, using sub-

stitution, expansion, or other types of practice. The Workbook does not suggest what kinds of

mechanical practice should be used, and it is up to the instructor to decide the most effective

method, varying the exercises according to the topic at hand. Practice should be assigned only

when meaningful and necessary.

Proceed with the specific tasks in the “Production” section only after students are comfortable

using the new vocabulary. Try to use only Japanese in conducting the class on this section.

Note that for both the “Confirmation” and “Production” sections, the exercises and questions pro-

vided are merely examples of the types of exercises that can be used in class; they should not be

considered exhaustive or complete in themselves. The number of exercises provided in the

Workbook may not be appropriate. If there are not enough, further exercises and questions should

be prepared; if there are too many, some can be skipped, according to the instructor’s judgment.

The instructor must assess the learning tendencies and needs of each student, in terms of both

amount and quality, and utilize the Workbook as appropriate to those in the class.

viii Preface

Although the focus of the “Confirmation” sections is the understanding of new grammatical struc-

tures and the focus of the “Production” sections is the ability to use new vocabulary while using

new structures, it is still strongly recommended that students use their voices, speaking Japanese,

for both “Confirmation” and “Production” at all times, since using one’s voice repeatedly is the

only way to achieve the feeling of the language coming automatically, the ultimate goal for the

mastery of a language. The space provided for most tasks in the Workbook is therefore not for writ-

ing. Tasks should be done orally unless the instructor directs the students otherwise.

Step 2: Spoken Language

The course emphasizes to students that written and spoken Japanese are by nature quite different.

When speaking, especially in conversation, fragmental utterances are often supported by other

cues (such as facial expressions and body language), and interruptions and interferences may often

occur. Using complete sentences every time would sound unnatural and might even hamper com-

munication. Even fragmental phrases and expressions, however, originate in complete, rule-

governed structures. Learners need to know what part of the whole may be deleted, contracted, or

abbreviated. They can and should learn the systems behind these conversational devices rather

than simply memorizing the expressions used. Since the number of ways conversations can be car-

ried out is infinite, it is inefficient to memorize conversational expressions in different situations

without understanding the structures from which they derive.

Learning the kinds of expressions that are culturally appropriate and those that are not appropriate

is especially important for successful communication in Japanese. Even a perfectly grammatical

utterance can be seriously inappropriate in certain situations. Success in communication, rather

than relying on scattered examples, can be better assured by gaining as great a grasp as possible of

the principles of cultural appropriateness.

Concrete situations may be added at this step. An infinite number of different situational examples

are possible. Specific situational tasks are not provided here in order to make this course more use-

ful to different learners in different situations. Here the instructor should add relevant applications

depending on the immediate interests and needs of the learners. Such applications should be as

close as possible to real-life situations.

Listening as a specifically assigned task is given only here in the second part of Step 2, but should

be part of every possible moment of learning. Listening is inextricable from other tasks.

Step 3: Written Language

Step 3 focuses on the written language. After taking up katakana in the first two chapters, from the

third chapter, the first part of Step 3 teaches the principles of kanji. Having mastered these princi-

ples, the students will be able to read and recognize kanji more easily. The second part focuses on

discourse reading. Many different types of texts are introduced. Using these texts as models, the

students are given a chance to write their own discourses as well.

No specific reading method is suggested in most cases. Different reading strategies, such as skim-

ming and/or close reading, may be used, according to the discretion of the instructor and the

needs of the students. Skipping the reading in one section will not necessarily interfere with the

student’s understanding of the next chapter. Readings from sources other than those provided in

the book will not cause problems. Again, flexibility is the key to maximizing the learning potential

of each student.

Miscellaneous Notes

On Vocabulary

Most new vocabulary items are introduced in Step 1 of each chapter. Occasionally students will find

that additional vocabulary is introduced in Step 2 and Step 3. This is because certain words are

better

introduced in conversation while others are more effectively introduced in more formal (written)

Preface ix

contexts. Each chapter ends with a summary of vocabulary in that chapter. Supplemental vocabu-

lary items, which are for reference only, are also added in some chapters.

Learning vocabulary is tricky, because the definitions given in dictionaries do not include differ-

ences in usage between Japanese and English. Words almost always have specific distinctions in

the extended and implied meanings and usages in a particular language. Unfortunately it is no

more possible to deal with each and every difference of every word in a textbook than it is in a dic-

tionary. But it is possible to sensitize students to these distinctions, so that when they learn new

words, they will know to be cautious about the different ways words are used. Even when they can-

not find satisfactory information in dictionaries or textbooks, they will at least know what kind of

questions to ask instructors when learning new words. This Workbook points out important dis-

tinctions as frequently as possible, but complete coverage is not always possible.

Users of any language textbook should be reminded that the vocabulary items provided are mere-

ly examples. Most students will quickly find that the vocabulary items in the textbook are not ade-

quate to their needs, and that some are not even useful. No textbook can hope to introduce the

vocabulary items that are relevant to each and every student in all situations. Students should

therefore learn early in the process of learning Japanese to use dictionaries to pick up vocabulary

relevant to their individual needs, and at the same time should be aware that the information given

for each word in dictionaries is not sufficient, as pointed out above.

Sound Files

Example sentences, listening tasks, and sample dialogues are recorded in the sound files, identi-

fied in the Workbook by numbers given at each Step (R: number).

Names

Japanese and other names are used in the examples. In Stage 1, the number of names used is lim-

ited, with those introduced in one chapter used repeatedly for a couple of chapters until new ones

are introduced. From Stage 2 onward, names are used more randomly and with more variety, in

order to expose learners to different kinds of names.

Phonetic Guides

All sentences in the Workbook, except in the preparatory chapter, are written in their natural

orthography, which consists of a mixture of hiragana, katakana, and kanji. In Stage 1, phonetic

guides (rubi) in hiragana are given over most kanji (in Stages 1-1 and 1-2, even katakana have hira-

gana phonetic guides) as an aid to reading in the early stages of learning.

Example sentences often contain kanji that students have not yet learned. This course takes the

position that it is better to get the students accustomed to reading sentences written in their nat-

ural style as soon as possible, rather than first giving sentences written only in hiragana and

katakana and only later gradually introducing sentences with kanji.

Phonetic guides are generously provided in order to help students who are focused on learning

grammar or practicing reading and speaking to read kanji they have not yet learned or have for-

gotten. In the focus on reading in Step 3 of each chapter of Stages 1 and 2, two versions of the read-

ing passages, one with and one without guides, are normally provided to promote reading practice.

From Stage 2 onward, phonetic guides for example sentences are provided more randomly.

Phonetic guides can help in kanji recognition; in the Workbook they are sometimes provided more

than strictly necessary in order to facilitate the acquisition of some non-reading skills.

Other Materials

The use of other materials is encouraged. Pictures, online materials, videos, movies, or anything

that is relevant to the chapter the students are working on will be most helpful. Here too, the needs

of each school or student are different.

Some supplementary materials are available at the publisher’s website: see www.routledge.

x Preface