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Yesterday we learned the change of particles from “o” to “ga”. When making short potential expression from a transitive verb predicate sentence, a sentence changes as shown below;
– Watashi wa Gita’a o Hikimasu. (I play a guitar.) — Transitive verb predicate sentence
=> Watashi wa Gita’a ga Hikemasu. (I can play a guitar.) — Potential Expression
It is one of the most important things that the particle “-o” marks an object of a transitive verb. But once the transitive verb conjugated to be potential form, then the sentence describes not action, but state about potentiality. In order to specify what is possible, the particle “-ga” is used. “-ga” is basically the subject maker when the sentence is to specifies what the subject is. Such a nature of “-ga”, specifying something, can also be applied to an object? Or, do we think that “-ga” is still specifying a subject? These two questions conflicting with each other also in today’s sentences.
1. Mado kara Fuji-san ga Miemasu.
(I can see Mountain Fuji through the window. / The view of Mountain Fuji comes into my eyes.)
2. Tonari no Heya kara Piano no Oto ga Kikoemasu.
(I can hear sound of piano from the next room. / From the next room, the sound of piano comes into my ears.)
I think you can find there are two English translations for one Japanese sentence.
The first translation is based on an interpretation (1) that the sentence came from transitive verb sentence and it turned to be potential expression. The second translation is based on different interpretation that the word with “ga” is the subject, and the verb is intransitive verb.
(1) Interpretation (1)
Let’s examine through the sentence1.
Although the potential form of “Mimasu” is “Miraremasu(*)”, some people regard “Miemasu” as the potential form of “Mimasu”. Those people think the sentence (1) is a kind of transitive verb sentence that comes from;
1-0 Watashi wa Mado kara Fuji-san o Mimasu. (I see Mt.Fuji through the window.)
In this 1-0, the subject is “Watashi”, and the verb “Mimasu” is a transitive verb. Making 1-0 a potential expression, you will get the sentence
1-1 Watashi wa Mado kara Fuji-san ga Miemasu. (I can see Mt.Fuji through the window.)
There are learners who are happy with 1-1 because 1-1 is a Wa-ga construction, and the particle “-o” doesn’t appear in the sentence. Therefore, this interpretation (1) has a negative effect that weakens the tie between the transitive verb and the object marker “-o”.
(2) Interpretation (2)
It’s true that “Miemasu” has a meaning of potentiality like below;
3. Neko wa Yoru demo Me ga Miemasu. (Cat’s eyes can see even in the night.)
But the interpretation (2) is a quite different approach.
1. Mado kara Fuji-san ga Miemasu. (The view of Mountain Fuji comes into my eyes.)
The subject is “Fuji-san” that is marked by “-ga”. The verb “Miemasu” is NOT a transitive verb, BUT an intransitive verb as well as the English verb “come” is an intransitive verb. And “Miemasu” is one of spontaneous verbs. A spontaneous verb describes a state in which something automatically comes into your recognition without your much intention to get it. In the case of the sentence 1, the view of Mountain Fuji comes into your eyes and you recognize the view.
The above argument is about the sentence 1. Let’s look at the sentence 2.
2. Tonari no Heya kara Piano no Oto ga Kikoemasu.
(From the next room, the sound of piano comes into my ears.)
Likewise, “Kikoemasu” is NOT the potential form of the transitive verb “Kikimasu (hear/listen to)”. The potential form is “Kikemasu”. “Kikoemasu” is also one of spontaneous verbs, which means a sound or voice comes into your ears.
The conclusion is that Interpretation (1) is semantically valid but grammatically incorrect. The correct one is the (2). However, there is a belief about (1) between some people. The very basics of Japanese language are “-ga” for a subject and “-o” for an object. Sometimes it seems there are exceptions, but things need to be understood on the firm foundation of basics.
As to spontaneous verbs, learning “Mieru/Miemasu” and “Kikoeru/Kikoemasu” is enough at this stage of Japanese learning. Here are some examples.
4. Asoko ni Shingou ga Miemasu. (See, there is a traffic light. / A view of traffic light is coming into your eyes.)
5. Kokuban no Ji ga Yoku Miemasen. (I can’t see the letters on blackboard well. / The letters on blackboard doesn’t come into my eyes clearly.)
6. Tori no Koe ga Kikoemasu. (I can hear voices of birds. / Birds’ voices come into my ears.)
7. Terebi no Oto ga Kikoemasen. (I can’t hear the sound of TV. / The sound of TV doesn’t come into my ears well.)
(*) For young people, the potential form of “Miru/Mimasu” is “Mireru/Miremasu”. Getting rid of “ra” from potential forms of Group2 verbs are quite common these days.
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This post was written with reference to the exercise A3 on Section27 of “Minna no Nihongo (2nd Edition)” published by “3A Corporation”
Yesterday, we learned how to conjugate a verb from Dictionary and Masu forms to Potential Form. For example, “Shiraberu” of Gr2 becomes “Shiraberareru” with “ra” in the middle, while “Hashiru” of Gr1-R becomes “Hashireru” without “ra”. And it is interesting that “Suru” of Gr3 becomes “Dekiru”. Using those potential forms of a verb, we are learning a sentence construction that uses Potential Form today.
If the verb is an intransitive verb, it doesn’t have much difficulty. The following examples use “Oyogu” which is an intransitive verb.
– Watashi wa Sen Me’etoru Oyogimasu. (I swim 1000 meters.) — Original verb sentence
– Watashi wa Sen Me’etoru Oyogemasu. (I can swim 1000 meters) — verb in Potential Form
But what will happen when a transitive verb sentence turns to be a potential expression with conjugation of the verb into potential form?
1a. Watashi wa Nihongo o Hanashimasu. (I speak Japanese.)
=>1b. Watashi wa Nihongo ga Hanasemasu. (I can speak Japanese.)
2a. Watashi wa Ichinichi Sanjukko Tango o Oboemasu. (I memorize 30 words a day.)
=> 2b. Watashi wa Ichinichi Sanjukko Tango ga Oboeraremasu. (I can memorize 30 words a day.)
Do you see any change other than the change of the verbs? Let’s review the construction of a transitive verb predicate sentence. It is;
3. [Subject] wa(/ga) [Object] o [Transitive verb] masu/masen/mashita/masendeshita.
In this construction, the particle “-o” is the object marker. The object is what the action of transitive verb exerts on. But when this sentence has changed to be a potential expression; the construction of 3 becomes as follows.
4. [ ___ ] wa [ ___ ] ga [Potential Form] masu/masen/mashita/masendeshita.
You will notice this 4 is a Wa-ga construction. In general sense, a Wa-ga construction can be regard as;
4’. [Topic] wa [Subject] ga [Predicate].
But in the case of Potential Expressions, it seems like to be;
4’’. [Subject] wa [Object] ga [V-pt] masu/— .
Actually, describing a potential expression as 4’’ has a huge concern. Because some Japanese learners don’t like the particle “-o”. Those learners try not to use and even eliminate the particle “-o” from their Japanese. This could result in wrong understanding of transitive verb sentence as below:
[WRONG] 3’. [Subject] wa [Object] ga [Transitive verb] masu/—.
3’ is wrong, but you can often hear that Japanese learners speak like 3’. This is a result of avoidance of particle “-o” and overgeneralization of Wa-ga construction.
So, it is important to know that the two sentences below are much different kind, even though they come from the same transitive verb.
3. [Subject] wa [Object] o [Transitive verb] masu/—.
4’’. [Subject] wa [Object] ga [V-pt] masu/— .
The sentence 3 is to express that an action taker exerts action onto an object.
The sentence 4’’ is to express it is possible to make action onto something. Therefore, what is described as [Object] in the sentence 4’’ is a thing that action can be done. And this [Object] is, to say, the center of consciousness to be specified.
Do you remember how to choose “wa” or “ga” for a subject marker?
[Known Subject] wa [Nature/Condition to be explained].
[Subject to be Specified] ga [Known Nature/Condition].
When the purpose of the sentence is to specify what the subject is, “ga” is used for the subject marker. This time, an object is to be specified when expressing an action is capable of doing.
Using “ga” is what to learn in A2 S27, however, the following sentence doesn’t sound completely wrong.
4’’’. [Subject] wa [Object] o [V-pt] masu/— .
For example; Watashi wa Nihongo o Hanasemasu. (I can speak Japanese.)
Not sounding completely wrong, or this being okay means that how the particle “-o” is essential for a transitive verb. Therefore, It is absolutely important to learn a transitive verb sentence (3.) first, and then only those who have mastered it should learn sentence like 4’’. The worst thing is overgeneralization of Wa-ga construction.
Let’s learn today’s sentence structure while also reviewing potential form of verbs.
<Group 2 Verbs>
Kiru / Kimasu (wear clothes)
– Hitori de Kimono o Kimasu. (I wear traditional Japanese clothes by myself.)
=> Hitori de Kimono ga Kiraremasu. (I can wear a Kimono by myself.)
Taberu / Tabemasu (eat)
– Nama no Kaki o Tabemasu. (I eat raw oysters.)
=> Nama no Kaki ga Taberaremasu. (I can eat raw oysters.)
<Group 3 Verbs>
Kuru / Kimasu (come)
– Ashita Hachi-ji ni Koko ni Kimasu. (I am coming here at eight tomorrow.)
=> Ashita Hachi-ji ni Koko ni Koraremasu. (I will be able to come here at eight tomorrow.)
Suru / Shimasu (do)
– Ato Ni-jikan Renshu Shimasu. (I am going to practice two hours more.)
=> Ato Ni-jikan Renshu Dekimasu. (I can practice two hours more.)
<Group1 Verbs>
Gr1-W : Utau / Utaimasu (sing)
– Watashi wa Nihongo no Uta o Utaimasu. (I sing Japanese songs.)
=> Watashi wa Nihongo no Uta ga Utaemasu. (I can sing Japanese songs.)
Gr-K : Hiku / Hikemasu (Play a music instrument)
– Watashi wa Gita’a o Hikimasu. (I play a guitar.)
=> Watashi wa Gita’a ga Hikemasu. (I can play a guitar.)
Gr1-G : Togu / Togimasu (sharpen)
– Naifu o Togimasu. (I sharpen a knife.)
=> Naifu ga Togemasu. (I can sharpen a knife.)
Gr1-S : Naosu / Naoshimasu (repair, correct)
– Jitensha no Panku o Naoshimasu. (I repair the flat tire of the bicycle.)
=> Jitensha no Panku ga Naosemasu. (I can repair the flat tire of the bicycle.)
Gr1-T : Motsu / Mochimasu (hold)
– Mou Hitosu Kaban o Mochimasu. (I hold one more bag.)
=> Mou Hitotsu Kaban ga Motemasuasu. (I can hold one more bag.)
Gr1-B : Asobu / Asobimasu (play for fun) — Intransitive verb
– Kono Kouen de Asobimasu. (I play in this park.)
=> Kono Kouen de Asobemasu. (We can play in this park.)
Gr1-M : Yomu / Yomimasu (read) — Yomeru / Yomemasu
– Eigo no Hon o Yomimasu. (I read an English book.)
=> Eigo no Hon ga Yomemasu. (I can read an English book.)
Gr1-R : Tsukuru / Tsukurimasu (make, cook)
– Nihon Ryouri o Tsukurimasu. (I cook Japanese food.)
=> Nihon Ryouri ga Tsukuremasu. (I can cook Japanese food.)
This post was written with reference to the exercise A2 on Section27 of “Minna no Nihongo (2nd Edition)” published by “3A Corporation”
I just went to buy 15KG of chicken droppings as fertilizer. It was just 174 JPY(1.1USD) so I said to the shop clerk “I am sorry”.
Here comes another conjugation pattern of verbs. It’s potential form that can be used to express “I can do something”. But there is a prerequisite to learn potential forms of verbs. It is to be able to use the potential expression which we have already learned;
[V-dic]+ koto ga Dekimasu.
Examples are;
1. Watashi wa 1000 me’etoru Oyogu koto ga Dekimasu. (I can swim one thousand meters.)
2. Kono Pu’uru wa Yoru 9-ji made Oyogu koto ga Dekimasu. (We can swim in this pool until 9 p.m.)
This type of potential expressions can be shortened by using potential form.
– “Long” potential expression = [V-dic] + koto ga Dekimasu.
– “Short” potential expression = [V-pt] + masu.
In general, as an expression becomes longer, it could be more polite. This is also applicable to these long and short potential expressions; the long potential expression is more polite, the short is more casual, though there is not much difference.
In the second language learning, it is likely to learn two or more expressions having similarities. And sometimes those expressions are introduced at the same time. But in “Minna no Nihongo”, the long potential expression is introduced in the section 18, and the short one in the section 27. Apparently, a time lag is placed intentionally by the writers. The following is just my thought, but, if there are two similar expressions, it is better to introduce them separately, unless the comparison between the two is much effective (*). The more basic one from the view of developmental sequence of second language learning and the more widely used one should be taught first. For example, there are two particles that can be a subject marker; they are “-wa” and “-ga”. “-wa” comes the first day of Japanese course, and “-ga” comes later. If a teacher teaches two similar expressions separately with enough time interval, a learner could master the first one well, and later learn the second one on the foundation of the first. Even if a learner fails to master one, he/she may be able to master the other one.
But quite often times, a textbook writer chooses to place two similar expressions in the same chapter of the textbook. I guess that they are doing so because it makes their job easier. What will happen is that; a teacher needs to tell the difference between the two exactly. They are similar but not identical. That means there is a small difference. Sometimes they are interchangeable, sometimes not. On the learners’ side, learning two expressions at the same time means the study load becomes double. It is likely to end up like the learner has master none of the two.
The conclusion is that I agree with the approach of “Minna no Nihongo”. Now we are going to learn Potential Form of verbs for “Short” potential expression with prerequisite that a learner has already got used to “Long” potential expression = [V-dic] + koto ga Dekimasu.”
POTENTIAL FORM of VERBS
Dictionary Form / Masu Form — Potential Form with “-u” ending / Potential Form with “masu”
<Group 2 Verbs>
Okiru / Okimasu (get up) — Okirareru / Okiraremasu
Oshieru / Oshiemasu (teach/tell) — Oshierareru / Oshiraremasu
Taberu / Tabemasu (eat) — Taberareru / Taberaremasu
<Group 3 Verbs>
Kuru / Kimasu (come) — Korareru / Koraremasu
Suru / Shimasu (do) — Dekiru / Dekimasu
<Group1 Verbs>
Gr1-W : Utau / Utaimasu (sing) — Utaeru / Utaemasu
Gr-K : Hiku / Hikemasu (play music instruments) — Hikeru / Hikemasu
Gr1-G : Oyogu / Oyogimasu (swim) — Oyogeru / Oyogemasu
Gr1-S : Naosu / Naoshimasu (repair, correct) — Naoseru / Naosemasu
Gr1-T : Motsu / Mochimasu (hold) — Moteru / Motemasu
Gr1-B : Asobu / Asobimasu (play for fun) — Asoberu / Asobemasu
Gr1-M : Yomu / Yomimasu (read) — Yomeru / Yomemasu
Gr1-R : Hashiru / Hashirimasu (run) — Hasireru / Hashiremasu
I wrote above “Potential Form with “-u” ending” but actually it is “-ru” ending. And if making Nai-form of Potential form, any of them becomes “-enai” that means that all the potential form is a kind of Group2 verb.
Example; Hashireru => Nai form : Hashir-enai
One difficult thing is to distinguish between the Group 2 verbs and Group1-R verbs.
Gr2 : Kangaeru (think) => Kangae+rareru — There is “ra” in front of “reru”.
Gr1-R : Tsukuru (make) => Tsuku+reru — There is not “ra” in front of “reru”.
If you put “ra” in the middle of G1-R, it will be a passive form and/or honorific form. That’s another difficult matter.
Gr1-R : Hairu (get into) => Haireru — Potential form
=> Hairareru — Passive form (in sec 37) or Honorific form (in Sec49)
(*) Probably the followings are cases in which comparison is effective between two expressions having similarity; “-tara,” and “-temo,” in the section 25. “-ba,” and “-nara” in the section 35.
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This post was written with reference to the exercise A1 on Section27 of “Minna no Nihongo (2nd Edition)” published by “3A Corporation”
Today’s sentences also use “-ndesuga,” to confide a situation. The differences are;
– Yesterday’s : [Clause telling situation] + ndesuga, [V-te] Itadake masenka.
— Asking someone to do something
– Today’s : [Clause telling situation] + ndesuga, [V-ta] ra Iidesuka.
— Telling a situation and getting an advice for the situation
As for today’s sentence, “[V]+tara” is actually “[V-ta] ra”. This is one of application of the conjunctive particle “-tara,” introduced in the section 25. And an interrogative word is usually used in the main clause as below;
[Situation]+ndesuga, [Interrogative word] + [V-ta]+ra Iidesuka.
Take a look at some examples below;
1. Koushien* e Ikitai ndesuga, Dono Densha ni Nottara Iidesuka.
(I want to go to Koushien, so, would you please tell me which train to get on?)
* Koushien is a famous baseball stadium.
2. Bin ya Kan o Sutetai ndesuga, Nan-Youbi ni Dashitara Iidesuka.
(I want to throw bottles and cans, so, would you please tell me what day of the week I take them (to the garbage collecting place)?)
3. Kono Mondai ga Wakaranai ndesuga, Dou Kotaetara Iidesuka.
(I can’t understand this problem, so, would you please tell me how to answer it?)
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This post was written with reference to the exercise A6 on Section26 of “Minna no Nihongo (2nd Edition)” published by “3A Corporation”
If you cut the upper part of onions when you harvest them, you would find it difficult to hang them. It is necessary to hang them in order to keep them long.
Though nothing has to do with the title,
I don’t like artificial color for food.
Basically, the section 26 is to learn “-ndesu.” and “-ndesuka.”. These are a kind of Modality expressions; “-ndesu.” is for confession and/or telling reason/cause. “-ndesuka” is for expressing surprise and/or asking reason/cause. In the sense of grammar, conjugation words, especially verbs can be connected to the sentence ending “desu.” by placing the nominalizing particle “no” between the verb and “desu.” This could be “[V]+no+desu.”, but usually shortened to be “[V]+ndesu.” in conversation.
Today, too, the sentence uses “-ndesu.”, but the main focuses are not much on “-ndesu.”. Let’s take a look at the example sentence below.
1. Shashin ga* Hoshii n desuga, Dejitaru De’eta o Okutte Itadake masenka.
(I need photographs, so could you please send me the digital data?)
There are two important things to learn in the sentence 1; One is (1) Introductory “-ga,”. the other is (2) Polite Request “V-te Itadake masenka.”.
(1) Introductory “-ga,”
The following is not about the case particle “ga”, but about the conjunctive particle “-ga,”. Fundamentally, it is for “But-However connections”. Some other Japanese teachers may say differently about “-ga,”, but let us learn “-ga.” through three uses shown below.
<1> “-ga,” for But-However connections.
This is introduced in the section 8, far earlier than the introductory function in the section 26. However, “-ga,” for But-However connections is not dealt in the exercise A. It appears in example4, B5, and C1 in the section 8 of Minna no Nihongo.
– Apa’ato wa Dou desuka. — Atarashii desuga, Fuben desu.
(What is it like in your apartment? — It’s new, but inconvenient.)
“New” is good, but “inconvenient” is bad. The evaluation is going opposite, and English translation uses “but”, therefore, “-ga,” functions as But-However connection. When writing a technical paper, it is better to use “-ga,” only for But-However connections.
<2> “-ga,” for Introduction
In the construction of “[Clasue1]+ga, [Clause2].”, the evaluation doesn’t go opposite from the clasue1 to clause2. Clause1 is uttered as an introduction of Clause2.
– Ame ga Futte iru ndesuga, Kasa o Kashite Itadake masenka.
(Since it is raining, could you let me use your umbrella?)
Raining and using umbrella are not mutually exclusive. That it is raining leads to the conclusion that asks permission to use other’s umbrella. This use of “-ga,” quite often appears in conversation.
<3> “-ga,” for Ambiguous connection
It’s not a good use of “-ga, but quite often happens in not-disciplined speaking and not-good edited writing. It should be avoided.
– [No good] Ashita nandesuga, Tenkiyohou wa Hare desuga, Tsuri ni Ikitaindesuga, Isshoni Ikimasenka. (When it comes to tomorrow, the weather forecast says it’ll be good, I kind of want to go fishing, why don’t you come with me?)
You see “-ga,” is used three times in one sentence. The conjunction particle “-ga,” should be used just once a sentence. More than twice, the sentence looks or sounds disjoined and sloppy. To avoid using “-ga,” twice or more, just end your sentences short.
The above explanation can be summarized in three steps as below;
<1> “-ga,” for But-However connections should be taken as basic especially in writing.
<2> “-ga,” for Introduction is used in conversation.
<3> “-ga,” for Ambiguous connection is to be avoided.
The section 26 introduces <2>. It is okay to use “-ga,” in this way in conversation, but if you use “-ga” in this way too much, you may forget the use of <1>. Put in your mind using “-ga,” for But-However connections helps you understood by others well.
(2) Polite request “[V-te] Itadake masenka.”
Here is the Example sentence 1 again,
1. Shashin ga Hoshii n desuga, Dejitaru De’eta o Okutte Itadake masenka.
“Itadaku/Itadakimasu” is a Humble language. Humble languages are introduced in the section 50. Since “Itadaku/Itadakimasu” is important for communication, so this word is introduced at this section 26. Probably you know that “Itadakimasu” is an idiomatic expression when you start eating.
If not humble expression, “Itadaku” would be “Morau”. Therefore, you can say “V-te Morae masenka.” with moderate politeness. But it is not so good because “Morae masenka” sounds like you are saying you think it for granted about someone doing something for you. Even worse is “V-te Moratte(mo) Iidesuka” which young people often say. They may think that lengthy wording could be more polite. But “V-te Moratte (mo) Iidesuka” sounds pushy and demanding, most of old people wouldn’t like to hear.
When you ask someone to do something for you, you need to be humble. In this regard, today’s expression is a must to learn.
“[V-te] Itadake masenka.”
Practice the following examples;
– Eki e Ikitai ndesuga, Michi o Oshiete Itadake masenka.
(Since I want to go to the station, would you please tell me how to get there?)
– Kono Kanji ga Yomenai ndesuga, Yomikata o Oshiete Itadake masenka.
(Since I don’t know how to read this Kanji, would you please tell me its pronunciation?)
* This case particle “ga” is to identify what is needed. “wa” is not applicable in this sentence, because “Shashin” has not been shared between the speaker and listener before this utterance. If there is a case to use “wa” when to say “Shasin [?] Hoshii”, it would be a comparison like;
– Shashin wa Hoshiidesuga, Onsei wa Irimasen. (I don’t need audio, but I need photos.)
** Saying differently means that “-ga,” can be both But-However connections and So-Therefore connections. I don’t think it is good to tell Japanese learners that one-word (-ga,) has two dichotomous functions. Such an explanation is okay to a native Japanese speaker, but for learners of Japanese as a second language, I think that a teacher needs to teach “-ga,” through more understandable way.
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This post was written with reference to the exercise A5 on Section26 of “Minna no Nihongo (2nd Edition)” published by “3A Corporation”
We have already learned that “-ndesuka.” and “-ndesu.” were modality expressions. “-ndesuka.” adds nuance of a little surprise, and “-ndesu,” adds nuance of explanation like “Let me tell you the truth.” and/or “Actually, something happened to me.” Today’s sentences are a kind of the latter one using “-ndesu.” for explanations. See the followings;
1. Watashi wa Kaimono ni Ikimasen. Shigoto ga Aru ndesu. (I won’t go shopping. Because I have to work.)
The second sentence also can be “Shigoto ga Arimasu kara.” using the already learned expression. “Shigoto ga Aru ndesu.” is the explanation of reason why “Watashi” won’t go shopping.
2. Watashi wa Kaimono ni Ikimasen. Okane ga Nai ndesu. (I won’t go shopping. Because I don’t have money.)
The second sentence also can be “Okane ga Arimasen kara.” Not having money could be an enough reason for not going shopping. But “-ndesu.” also expresses desperate situation of the speaker.
Practice and remember the following conversation;
A : Satou-san, Kyou Umi ni Ikimasenka. (Sato-san, shall we go to the sea today?)
B : Watashi wa Ikimasen. Kibun ga Warui ndesu. (I won’t. Because I don’t feel good.)
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This post was written with reference to the exercise A4 on Section26 of “Minna no Nihongo (2nd Edition)” published by “3A Corporation”
Take a look at the following question and answer. They are written using what we have already learned.
A : Doushite Jugyou ni Kimasen deshitaka. (Why did you not come to the class?)
B : Atama ga Itakatta desu kara. (Because my head was aching.)
Both the question A and the answer B do not express much feeling of speakers. Simply asks, simply answers. If the person A really wants to know the reason with a feeling of suspicion, and if the person B answers with a feeling of speaking out the truth, the conversation would be the following;
A : Doushite Jugyou ni Konakatta ndesuka. (Why on earth did you not come to the class?)
B : Atama ga Itakatta ndesu. (Actually, my head was aching.)
Not only “-ndesuka.” and “-ndesu”, but there are many ways to express speaker’s feelings, recognition, judgements and so on. And it is important to know that such “Modality expressions” are usually placed at the end of a sentence in Japanese. The second book of Minna no Nihongo introduces many of them.
As for today’s “-ndesuka.” and “-ndesu”, think that the following feelings are added.
-ndesuka. => Is it true? it is a bit surprise to me, I really want to know. Is that something good or bad happening?
-ndesu. => Let me tell you the truth. Actually, something happened to me.
The followings are examples of conversations using “-ndesuka.” and “-ndesu”,
A : Dou Shita ndesuka. (What’s wrong?)
B : Saifu o Otoshita ndesu. (I lost my wallet.)
A : Doushite Gohan o Tabenai ndesuka. (Why do you not eat your meal?)
B : Onaka ga Itai ndesu. (My stomach is aching.)
A : Doushite Doa ga Shimatte iru ndesuka. (Why the door is closing?)
B : Kyou wa Yasumi nandesu. (Today is the (store’s) day-off.)
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This post was written with reference to the exercise A3 on Section26 of “Minna no Nihongo (2nd Edition)” published by “3A Corporation”
When you want to ask a question, you put the sentence-ending particle “-ka.” at the end of a declarative sentence.
– Shokken ga Irimasu. — A meal ticket is required.
– Shokken ga Irimasuka, — Is a meal ticket required?
Suppose you are coming to a big conference. The organizers told you that a free meal was available in lunch time. It’s noon, you went to the dining room, and then you are told that you need to show a meal ticket. You didn’t know, but actually you should have received the ticket at reception before coming to the dining room. With a little surprise, you will ask a question like below;
– Shokken ga Irundesuka. — Are you saying that a meal ticket is required?
This is an example of “[V-dic]+ndesuka.”. As to [Verb]+ndesuka., there are the following four patterns. Examples use the verb “Kau/Kaimasu (buy)”.
1. [V-dic]+ndesuka. : Kaundesuka.
2. [V-nai]+ndesuka, : Kawanaindesuka.
3. [V-ta]+ndeseuka. : Kattandesuka.
4. [V-nakatta]+nedesuka. : Kawanakattandesuka.
In the above, 2 and 4 are combination of negative form and “-ndesuka.” These have stronger surprise, sometimes even become a kind of condemnation. Let us practice 1 and 3 types of “-ndesuka.” questions in the following. Take a look at how the sentence endings change from questions that you have already learned to “ndesuka.” questions.
1. Ame ga Futte imasuka. (Is it raining?)
=> Ame ga Futte irundesuka. (Is it raining? (with a little surprise))
2. Ie o Kaimashitaka. (Did you buy a house?)
=> Ie o Kattandesuka. (Is it real that you bought a house?)
3. Dare ni Purezento o Agemasuka. (To whom are you giving a present?)
=> Dare ni Purezento o Agerundesuka. (Tell me who are you giving the present to.)
4. Itsu Kyouyo ni Ikimashitaka. (When did you go to Kyoto?)
=> Itsu Kyouto ni Ittandesuka. (Tell me when you went to Kyoto.)
3 and 4 are questions that use interrogative words. My English translations may not be expressing the nuance of “-ndesuka.” well. Comparing to “V-masuka.” questions, “V-ndesuka” questions are more emotional.
Not only for verbs, “ndesuka” questions are applicable to noun, Na-adjective, and I-adjective predicates, too. For those, refer to the yesterday’s post.
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This post was written with reference to the exercise A2 on Section26 of “Minna no Nihongo (2nd Edition)” published by “3A Corporation”
Agony or Fun?! Second Language Learning 