Category Archives: Grammar

The NI Particle – making sense of Japanese

The Japanese Ni ParticleThe ni particle has a dizzying array of functions.

The standard textbooks don’t make it any easier by treating each function as a random “fact” that you just have to learn.

In fact, however, most of the uses of the ni particle are bound together by a simple underlying logic.

This not only helps you to know the various functions of ni but also to get a clearer grip on how Japanese grammar as a whole is structured.

As always, Japanese turns out to be clearer, simpler and more logical than any other language you’ve encountered!

Why not invest the next nine minutes of your life in discovering how?

If you have any questions or comments, please ask them in the YouTube comments section and the Doll will reply quickly.

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Japanese Sentence Structure: the simple secret

Japanese-sentence-structureJapanese sentence structure is sometimes seen as complex. Actually it is one of the world’s simplest and most consistent structures.

In this video lesson, the Doll explodes the single biggest myth that makes Japanese seem far more confusing and irregular than it actually is.

It isn’t just what the textbooks don’t tell you that makes Japanese harder than it needs to be.

Sometimes it’s also what they DO tell you.

If you want to understand Japanese correctly, you need to watch this video.

If you have any questions or comments, please ask them in the YouTube comments section and the Doll will reply quickly.

We also recommend that you subscribe to the KawaJapa Channel.

WA vs GA – Advanced/Intermediate Japanese Secrets

Everyone knows that distinguishing the use of the Japanese WA and GA particles can be tricky. A lot of subtlety and implication can be packed into the choice.

However, understanding the principles will make this a lot easier. They aren’t secrets exactly, but no one seems to have noticed (or at least taken the trouble to teach) the fact that the various functions of these particles are not just random quirks of the language. They all flow naturally and logically from the basic functions of the particles, which we learned in the previous video lesson.

Here we go a bit deeper and cover some of what ought to be taught at intermediate level but mostly isn’t.

If you aren’t intermediate yet but understood the material of the last lesson, you should give this one a try. You’ll end up knowing things most of your senpai don’t know!

KawaJapa learners are super-learners!

If you have any questions, please post them on the YouTube page and I will answer very quickly.

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Japanese Particles Wa vs Ga – What the Textbooks Don’t Tell You

wa vs ga particles“Choosing between wa and ga” is often considered to be one of the most difficult things for foreign learners of Japanese to master.

One of the problems is that the very concept “choosing between wa and ga” is in itself something of a misunderstanding.

Wa and ga are not two similar particles.

They are not even just two very different particles.

They are two different species of particle.

If we understand this we can get a lot closer to knowing how they really work and why one rather than the other is used in any given case.

This is a fairly complex question so we are dealing with it over two lessons. This first lesson gives the foundation of how ga and wa really work.

Part 2: How to Choose Between wa and ga

 

If you have any questions, please post them on the YouTube page and I will answer very quickly.

We also recommend that you subscribe to the channel so that you never miss a lesson in this ground-breaking course that tells you the things the textbooks never taught you!

The WA Particle: What it REALLY does

The WA ParticleRight from the beginning standard textbooks get us off on the wrong foot with the wa-particle.

They tend to leave its real function rather loosely defined, and in some respects misdefined, which gives rise to a whole host of misunderstandings and unnecessary complications.

These complications and misunderstandings make Japanese more difficult than it needs to be for beginners, and they often persist long after the beginner stage. So students of all levels can benefit from the information in this video.

The wa-particle really has no equivalent in English or other European grammar. That is why the textbooks, which base themselves on European grammar ideas, tend to be unclear about it.

Nevertheless it is not difficult to understand if you go about it in the right way.

In this ten-minute class you will learn how WA really works, what it does, and just as importantly, what it doesn’t do.

If you have any questions about this lesson, please ask them in the comments on the YouTube page.

We also recommend that you subscribe to the KawaJapa channel so that you never miss a lesson.

The course-book for this course of lessons is Unlocking Japanese. If you  are taking the course seriously you need to get it!

Disclaimer: This video is not intended for the absolute beginner. If you’ve never even heard of the wa-particle, this probably isn’t the place to start. However, as soon as you are aware of the basic particles, this information can save you a lot of time, trouble and confusion. However this is information that most intermediate/advanced learners don’t have because it simply isn’t taught in regular westernized “Japanese grammar”. So everyone can benefit from learning this.

Ninja Japanese! – How to spot the Japanese Zero Pronoun and understand sentences clearly

Japanese zero pronoounNext in our video course we are going to tackle the mysterious Japanese Zero Pronoun.

It’s the Ninja of Japanese grammar. You can’t see it. You can’t hear it. But it’s in probably 75% of all Japanese sentences, and if you don’t know it’s there it makes life a lot harder than it needs to be!

This lesson is really very simple, I think. Everything in it should be pretty obvious once it is pointed out, but this ten-minute lesson lays the foundation for understanding much more complex things with ease.

I should say that this is not intended for the absolute beginner. You need to know a little basic grammar for it to make sense. If you do it will help some important things to fall into place.

On the other hand, if you are more advanced this can help you to put your knowledge on a sounder footing.

The zero pronoun is something the textbooks don’t talk about, and they really should. It makes life so much easier!

As usual, if you have questions do post them on the YouTube page where I will answer them.

If you like the lessons and want to follow the course it is a good idea to subscribe to our channel so you can see them the day they come out and never miss one!

Japanese – What the Textbooks Don’t Teach You … the movie!

People have asked me to teach personally the secrets the textbooks don’t tell you.

The things that make Japanese so much easier to understand if only you know them (and it really is fundamentally not a difficult language).

So finally I have started a video channel – not the fun Japanese-language videos we sometimes feature here, but actual English-language teaching of the “inside secrets” of Japanese that feature in my book Unlocking Japanese.

This is the first in a series of video lessons. And also you get to see what I am really like. Actually my sensei-persona surprised even me. Rather more majime than I usually am, and perhaps a teensy bit two-dimensional. See what you think.

If you never want to miss a class, subscribe to the channel here.

If there is anything you don’t understand in the video or you have other questions, please put them in the comments on the YouTube page. And I will answer them fully as soon as possible.

How to Check Your Japanese Level – self-checking method for self-learners

Knowing your Japanese level is difficult when you are a self-learner, especially if you are learning primarily by self-immersion.

Now in some ways, “knowing your level” is often neither possible nor desirable. That is because you don’t necessarily have a “level” measured in conventional terms.

But that doesn’t mean that you don’t need some kind of check on your progress and some way of ensuring that there aren’t gaps in your learning.

The Japanese taught in Genki, for example, is going to teach you to discuss your academic major in Japanese before you learn to tie your shoelaces in Japanese.

I sometimes call this “run-before-you-walk Japanese” and academic courses are full of it. For example, you learn to use teineigo (desu/masu form) before you learn ordinary speech. Japanese children don’t learn teineigo until they have been speaking for years.

I am not necessarily criticizing academic courses, but this, for their own reasons, is how they work.

So what do we mean by “Japanese level”? With Japanese children the progression is quite clear, and once they start school you can pretty much tell what level their language will be at by what year they are in.

Academic Japanese-for-foreigners goes in a direction that is almost the opposite of the way Japanese children learn. Self-immersion learning, as presented throughout this site,  goes in a direction that is somewhere between the two.

It might be ideal to learn in the way a Japanese child does, but that isn’t possible. However, we do learn in a way that is closer to the way a Japanese child learns than the academic approach.

So, say one year in, the Japanese child, the academic learner, and the self-immersion learner are all at a one-year Japanese level* but what that level entails is going to be rather different in all three cases.

At the same time, as a senpai once said to me, “there is only one Japanese language”. In other words we are all going to end up learning the same things, even if the order differs. And in things like basic Japanese grammar, we really need to be at much the same level. That is, we need to know all the basic ways the grammar works. For adult learners we should know this within the first year.

So how do we check our Japanese level in a practical way? Finding a “level” we can give some kind of a name to is probably not possible since “levels” differ between different kinds of learning.

But that doesn’t really matter. We aren’t trying to play a game of ranking ourselves so much as trying to make sure that we haven’t left any gaping “holes” in our Japanese – things we ought to know by our current stage but don’t.

So how do we go about this?

Checking your Japanese level

In my early days I used the Genki books for grammar. Confession time. I never did the drills, I rarely read the little stories, and I didn’t learn quite a lot of the vocabulary because it was university-based terminology that was useless to me (from quite an early stage I was learning by the Anime method a lot more vocabulary than the books taught).

Still, I did use the grammar sections of each chapter for most of the first book, chugging through it in a couple of weeks. After that I was picking up my grammar ad hoc as I found it  and needed it in anime. I picked things up mostly through the Internet, as it is easier to search for grammar forms you don’t know (often you have no idea what they are called) on the internet than in a book.

However, there comes a time in the affairs of dolls and peoples when you start to think “do I actually know basic grammar properly?” And what I did at that stage is what I advise you to do.

I used Genki as a checklist.

It doesn’t have to be Genki, of course. Anything that teaches grammar in the systematic step-by-step way that we didn’t learn it can be used to check off the grammar points one by one.

The way I did it was to go through it in regular sessions with Cure Yasashiku. Our sessions would consist of going through the grammar points in the grammar section saying

Do we know this one?

Yes.

Do we know this one?

Yes.

Do we know this one?

Not sure about that, let’s check it and make sure of it.

I knew probably 85-90% of it by that stage and Cure Yasashiku, who is my kouhai, knew perhaps 75%. Explaining the bits she didn’t know helped to consolidate my knowledge, and the bits neither of us knew, I learned there and then.

We hadn’t mostly used Genki 2 for learning but using it as a checklist meant we got our Japanese all stacked up and ready for moving on to Intermediate level.

After Genki 2 we went through the excellent Dictionary of Basic Japanese Grammar. This was pretty fast as we already knew most of it, but I have to say that this book supplemented our knowledge because it is very good on the finer nuances of expressions and has nice sections comparing one grammar form with other ones that have similar meanings, showing how they differ in tone and use.

It is a lot easier doing this sort of thing when you already know the grammar in a rough way – just as it is much easier reading a complex instruction manual when you are already playing the game.

After the basic grammar dictionary we went on to the Dictionary of Intermediate Grammar, which is equally good.

The thing is that we weren’t only doing this. It was by no means the core of our learning. It was a supplementary checklist to find and fill any holes in our real immersion learning.

This meant that by the time we’d finished checklisting the Dictionary of Basic Japanese Grammar we had already been operating at Intermediate level in our real immersion lives for some time. Which in turn meant that we were now ready to start using the intermediate dictionary as a checklist for checking our Japanese level for the stage we now were at.

We decided not to move on to the Dictionary of Advanced Japanese Grammar for two reasons. Firstly, I don’t think it is as good as its two predecessors. Second and more importantly, all three are written in English and by this stage we didn’t want to be working on Japanese in English any more. Or conversing in English at all, come to that.

What we did was use the Kanzen Master JLPT2 grammar book (the old one actually – since we weren’t taking the exam that didn’t matter). This is all-Japanese and we kept our sessions as far as possible in Japanese. We allowed “English breaks” where an explanation wasn’t possible for our current Japanese level, but they became fewer and fewer.

At this stage we were reading Japanese children’s novels (probably around Harry Potter level) as well as playing text-heavy games and visual novels, watching anime etc. Again, the grammar book was playing the role of a level-checker and hole-filler, not the place we were learning Japanese from.

Since then we have moved on to native kokugo grammar books – school textbooks for native Japanese speakers. These are no longer level-checkers. They are part of our Japanese life.

So am I still using a level checker? Up to a point, yes – at least for kanji.

Checking your Japanese kanji level

Checking your level in kanji is especially important if you are learning kanji as words by organic immersion rather than using kanji books.

One very good way of doing this is to find a children’s novel at what you estimate to be your level that does not have full furigana.

In such a book you can take it that those kanji that have furigana are above your roughly-estimated level. If you know some of them (and if you have been learning through organic immersion you will) that’s just bonus points!

But any kanji that don’t have furigana that you don’t know need to go straight into your Anki. Those are the “holes” in your current kanji level.

Since the Japanese school kanji-teaching system is very, very systematic, you know that a book marked at, say, middle-school 3-4 that does not have full furigana will have furigana for everything above middle school 2.

So once again we are using those systematic people to check-and-fill our non-systematic learning.

Japanese level-check summing up

To sum up:

You don’t need to use the same books we did (though actually I recommend them as what I would consider to be the best choices), but the method outlined here is a very good way for making sure that your freewheeling self-immersion learning isn’t leaving holes in your Japanese.

Checking your Japanese level by these methods essentially gives you most of the advantages of systematic textbook learning without actually having to do systematic textbook learning.

You don’t need drills and silly wooden textbook dialogues if you are self-immersing. You can benefit from using their systematic approach to check your Japanese level and ensure that it is firm and has no large gaps.


NOTE *I am using this “one year” very figuratively. We wouldn’t know where to start counting for the child, and for the adult learner what a “year” actually means depends on how much time she has spent on Japanese during that year. What I really mean is “an equivalent gobbet of learning”.

Mastering Transitivity Pairs – Remembering Japanese transitive and intransitive verbs the easy way

transitive-intransitive-verbs“There are no hard-and-fast rules to Japanese transitive and intransitive verbs. You just have to learn them on a case-by-case basis”. This is the conventional wisdom on the subject. Another huge bunch of random facts that you “just have to learn”.

We got rid of most of the “random facts” in grammar by showing how logically the whole language fits together in Unlocking Japanese. An evening with that little book gives you a shortcut through the thickets that take most learners years to master, just by showing how Japanese really works.

Can we do the same with transitivity pairs? To a large extent we can. There are a lot of Google searches for “Japanese transitive and intransitive verb worksheets”. Worksheets! You don’t need worksheets, for heaven’s sake! You need some good information!

So let’s get started!

Transitive and intransitive verbs – what they are

We’ll start off by looking very quickly at what transitive and intransitive verbs are, because some people get confused and mix up intransitive with the so-called “passive” (it isn’t really passive. See Unlocking Japanese, Chapter 7).

As is often the case, the Japanese terms for transitive and intransitive are much clearer than the English ones. The word for “verb” is 動詞 doushi, which means literally “move word”. A word for an action. And the words for transitive and intransitive verbs are

自動詞 jidoushi – self-move word (intransitive)

他動詞 tadoushi – other-move word (transitive)

In English “dance” is an intransitive verb because it is a self-move word. We say “I danced”. We can’t say “I danced Jane”. It describes self-movement, not a movement done to someone or something else.

“Throw” is a transitive verb. We can say “I threw a ball”, but we can’t just say “I threw”. It is an other-move verb and has to have an object.

“Eat” and “sing” can be transitive or intransitive. I can “eat bread” or I can just “eat”. I can “sing a song” or I can just “sing”.

In Japanese we sometimes use a different form of the verb for the transitive and the intransitive (the other-move and the self-move) version of the action.

But by no means always. The examples given above, “eat” and “sing”, work just the same in Japanese as in English. The transitive and intransitive forms are the same.

But there are various pairs like

負けるmakeru – “lose”

and

負かすmakasu – “defeat” (lit. “cause-to-lose”)

where the transitive and intransitive forms are different. And as you can see, rather than being an unnecessary bother they are often a gift. English learners have to learn “lose” and “defeat” as two quite separate words. In Japanese, if you understand makeru, you can understand makasu. Especially when you understand the simple rule that makes one clearly transitive. The rule that I call “the First Law of Japanese transitivity”.

So let’s go right ahead and meet the Three Laws.

The Three Laws of Japanese transitive/intransitive verbs

Aru and suru are the two most basic verbs in Japanese. As you know, they mean “be” and “do” respectively.

Their sounds are used in many ways to indicate that a verb is closer to the “being” or the “doing” end of the scale.

For example, the so-called “passive conjugation” ends with the helper-verb reru/rareru, which has its roots in aru, while the causative ends with the helper-verb seru/saseru, which has its roots in suru.

Learn the simple truth behind Japanese so-called “conjugation”.

Can you guess which side of the scale transitive and intransitive (other-move and self-move) verbs respectively fall on?

Yep. You guessed right. So you shouldn’t be too surprised to learn that the First Law of Japanese Transitivity is:

All verbs ending in すsu are transitive verbs. Whether they have an intransitive “pair” or not.

Su-ending verbs are based in suru. They are transitive.

The eru→asu transformation seen above in makeru→makasu is a very common pattern which you already know from

出るderu – “come out”→ 出すdasu – “take out”

There are other patterns such as

落ちるochiru – “fall” 落とすotosu – “drop”

Some are a bit irregular, but that doesn’t matter because all you need to know is that if it ends in it’s transitive.

Here is the Second Law:

Verbs ending in aru are intransitive

As you would expect! Aru-ending verbs are based in aru – “be”. This means not just ある-ending words, but words ending with any kana in the あ-row + る.

The most regular pattern here is arueru

上がるagaru – “rise” → 上げるageru – “raise”

下がるsagaru – “descend” → 下げるsageru – “cause to descend”

重なるkasanaru – “lie stacked or piled” → 重ねるkasaneru – “(to) stack or pile”

There are many, many pairs that conform to this pattern. A few have a different pattern, such as

包むkurumu – “wrap” → 包まるkurumaru – “be wrapped”

Again, it doesn’t matter because all you need to know is that if a version ends in aru, it is intransitive.

The Third Law of Japanese Transitivity is:

-u→-eru flips transitivity

As we know, so-called “conjugations” (actually helper-verbs) that end in る usually change a the resulting compound-word from whatever it was before into an ichidan verb (sometimes called a ru-verb) – the most basic type of verb – with an altered meaning.

This also happens when we flip transitive and intransitive verbs with u→eru. Whatever ending the verb originally had, its final character becomes the え-row equivalent and る is added.

Learn the simple Japanese core fact of kana-row transformation that the textbooks don’t teach.

It is now an ichidan (ru) verb meaning the opposite (in transitivity terms) of what the original verb meant.

The problem here is that (unlike the arueru pattern of the Second Law) this ueru ending can flip transitivity either way. So we don’t immediately know which half of a transitivity pair the –eru version is.

However, there are some tricks that can help us.

Untangling the other Japanese transitivity pairs

There are a few sub-rules that make the “others” much easier.

〜む-mu → 〜める-meru flipped pairs – The honorary 4th Law
The 〜める-meru version is always the transitive verb

There are a lot of these mu→meru pairs. So many that we can almost regard this as an honorary Fourth Law.

I recommend having one example in your mind as a reference-point, such as

痛むitamu – “hurt” (be in pain) 痛めるitameru – “hurt” (cause pain)

The same is true for bu→beru and tsu→teru. The –eru (flipped) version is always transitive. Remember that b is sometimes interchangeable with m in Japanese (as in sabishii/samishii) so they often work in the same way. Unlike mu→meru, there aren’t a large number of these two.

〜せる-seru versions are always transitive
Some pairs have a 〜せる-seru-ending version, such as

乗るnoru – “get onto, ride on” → 乗せるnoseru – “put onto”

This せるseru is a close relation of するsuru and always marks the transitive verb.

This actually covers most of the possible endings. What we are left with is

く、ぐ ku, gu → ける、げる keru, geru

u → えるeru

and る-ru-ending verbs that don’t fit either of the first two Laws.

For these, unfortunately, there are no general rules. They can flip either way. And there are quite a few of them. So the “gotta learn ’em all” school might seem to be around 20% right.

But wait. There is more we can do. We can apply the Basic Concept “rule”.

The Basic Concept “rule” for Japanese Transitivity pairs

For those transitivity pairs that don’t fit any of the above rules, we can use the Basic Concept “rule”, which is less hard-and-fast but actually quite intuitive as you become more familiar with Japanese by immersion.

Remember that –eru flips a verb from intransitive to transitive or vice versa. In other words, one of the two is the “base verb” and the other is the “flipped version”. If you remember that the extended  -eru (え-row  plus る) is actually a helper-verb it becomes much more intuitive.

Let’s take some examples:

売るuru – “sell” → 売れるureru – “be sold” (sell as in “sell like hot cakes”)

It is pretty clear here that the base concept is the act of selling (transitive) and that being-sold (intransitive) is the extended or “eru-flipped” version.

Conversely, with:

従うshitagau – “obey, follow, accompany” → 従えるshitagaeru – “subdue, be accompanied by”

It is pretty clear that the act of obeying or accompanying (intransitive) is the fundamental idea and that compelling obedience or being accompanied is the extended or “eru-flipped” version.

This method is more “feeling-based” and less hard-and-fast than the other rules, but it works easily and intuitively a lot of the time once you have some immersion experience.

And that is precisely why am a little dubious of things like transitive/intransitive worksheets. What will really give you the feel for how words work is meeting them and making friends with them in real contexts, not learning them from lists or worksheets.

The rules I have given here are essentially “force multipliers”. They make it far easier to grasp quickly what the words are doing. That is why I use and recommend them. But they don’t substitute for making real friends with the real words in the real world (whether that “real world” be an office in Tokyo or a fantasy anime).

Also, learning from lists and worksheets that this or that word is “transitive” or “intransitive” may in fact give a false idea of what the words actually do.

Let’s go back to our last example to explain that:

従うshitagau – “obey, follow, accompany” → 従えるshitagaeru – “subdue, be accompanied by”

Shitagau is the “intransitive version” of the verb. The (J-E) dictionaries mark it as intransitive. The grammar books call it intransitive…

But wait! In English it would be mostly transitive, wouldn’t it? You obey someone, follow someone, accompany someone, don’t you?

But on the other hand shitagaeru is thought of as “more transitive” than shitagau because you are causing someone to shitagau. Surely this is closer to “causative” than “transitive”.

And there are a lot of so-called “transitivity pairs” like this, that actually have no real relation to the Western concept of grammatical transitivity.

The moral of this is, don’t take these Western-imposed grammar terms too literally. Sometimes they fit perfectly, other times they don’t really fit at all when you examine them.

If you think in Japanese terms and call them self-move verbs and other-move verbs the whole thing is much clearer. In obeying, following or accompanying someone, you are moving yourself, not that other person. In subduing or being accompanied, you are moving (or causing the action of) the other person.

In truth what Western textbooks call the “transitive verb” of a pair really means “the more suru-like version” and what they call the “intransitive verb” is the more aru-like version. Sometimes this corresponds exactly to Western notions of grammatical transitivity and other times it doesn’t at all.

Understanding this and developing the feeling of real Japanese by immersion makes the Basic Concept “rule” much more effective and intuitive, and puts the whole concept of Japanese “transitive” and “intransitive” verbs into the correct Japanese perspective rather than an artificial Western-textbook one.

How to learn transitive and intransitive verbs

If you want to learn by the immersion-based approach advocated by this site, how should you approach learning “transitive” and “intransitive” verbs?

Don’t try to learn lists of transitivity pairs. That doesn’t serve any very useful purpose. Build your core vocabulary organically, but you will encounter transitivity pairs naturally in the course of this.

Do bear in mind the Three Laws and other rules. Especially, you will soon start noticing: “Ah yes, this word is the transitive すsu-version of that word”. “広がるhirogaru? Yes, that must be the intransitive aru-version of 広げるhirogeru.” You will begin to notice eru-flipped versions and start to get the instinct that meru-versions just feel like other-move verbs.

I recommend keeping one simple “Exhibit A” example of each Law in your mind (such as 出る / 出す for the First Law). This is much easier than remembering it purely as an abstract rule.

By all means leverage the two-for-one advantage of putting both versions on an Anki-card when the opportunity arises, (you may even want to check for a “partner” if a word sounds like, say, the –aru,su or -meru  half of a pair) but bear in mind that if a word is one of those eru-flips not covered by the Laws, your head may be clearer for knowing one of them before you get to the other.

I have used the terms “transitive and intransitive verbs” in this article because they are the usual ones that you find in the textbooks, but also bear in mind that they can’t be taken literally about half the time.

If you are starting to think in Japanese, or even if you aren’t, there is a lot to be said for using the correct words, jidoushi and tadoushi – self-move and other-move words. Because that is what they actually are, and the less you clog up your Japanese with cast-offs from foreign grammar the more easily you will understand it.

Is there a Grammatical Subject in Japanese?

does-japanese-have-grammatical-subjectUnderstanding the question of the grammatical subject in Japanese is absolutely key to understanding the language.

Without that understanding you can muddle through basic Japanese, but as it becomes more complex, you quickly become lost in an incomprehensible fog.

An esteemed correspondent recently told me that she believes there is no grammatical subject in Japanese.

After replying to her I began to wonder if this idea is at all widespread, and I came upon an article by no less a person than Tae Kim-sensei entitled:

“Repeat after me, there is NO such thing as a subject!”

Kind of forceful, ne?

I have great respect for Tae Kim-sensei and recommend his excellent site, but I have to say that this is the kind of idea that ties people’s minds into knots over Japanese and makes it almost impossible for them to progress beyond a certain point in the language.

Tae Kim-sensei gives an example concerned with wanting to eat crepe. I won’t reply to that directly here, because I think I have dealt in detail with this exact point (the way the “object of desire” can be the subject in Japanese – and the way this is misinterpreted from an English-language perspective) in this video. Please watch it if you are in any doubt (it plays from just before the place that makes this particular point).

Tae Kim-sensei’s statement is not in any way foolish. In fact it is very logical. If you accept the premise of the regular Japanese textbooks (the reasoning that leads people to say that koohii ga suki desu is saying “I like coffee”) then logically you have to follow Tae Kim-sensei’s reasoning. He is in fact far more logical than the standard textbooks, which tell you that ga “usually” marks the grammatical subject – an argument that is not logically sustainable. Tae Kim-sensei takes the implications of “I like coffee” and “I want to eat crepes” to their logical conclusion, which the textbooks fail to do.

But unfortunately it is their basic premise that is wrong, and taking it to its logical conclusion only extends the error.

The irony of the contention that there is no grammatical subject in Japanese is that while it proposes that Japanese is so different from Western languages that it doesn’t have that basic linguistic component, in fact the illusion that it doesn’t comes from treating Japanese too much like a Western language.

The root problem is the assumption that the grammatical subject in Japanese will work in the same way that it does in English and conform to English prejudices. This is what all the textbooks do and it leads to such illogicalities and contradictions that their version of the “Japanese subject” with its randomly-teleporting ga-marker really is a mirage. But that doesn’t mean that it doesn’t exist. Only that they have misconceived how it works.

Actually I would say that Tae Kim-sensei’s article does not really address the question of whether there is a grammatical subject in Japanese, but only of whether が ga marks the grammatical subject. They are two separate issues, and I wish to consider both. However, let us start with the assertion (which Tae Kim-sensei states but does not attempt to demonstrate) that there is no grammatical subject in Japanese.

This stronger of the two assertions is the most troubling because it really reduces language to absurdity. I think it can be dealt with very briefly.

Is there a grammatical subject in Japanese?

Sue hit Mary

Mary hit Sue

I think we can agree that these two sentences do not have the same meaning.

In the first Sue is the doer, in the second Mary is the doer (ie, the grammatical subject, of which an action is predicated)

スーがメアリーを殴った
Sue ga Mary wo nagutta
Sue hit Mary

スーをメアリーが殴った
Sue wo Mary ga nagutta
Mary hit Sue

And that is it. I rest my case. That is the whole argument.

There is a doer and there is a done-to, and distinguishing between them is vital.

Whether one chooses to use the term “grammatical subject” or not, is a matter of – well, word choice, but the phenomenon clearly exists in any language or we would be reduced to inarticulacy.

NOTE: The markers and tell us who is the doer and who is the done-to. Now there is certainly a tendency to put the doer first in Japanese, as there is in English.  So the final  example sentence above is slightly unusual. But in Japanese the word order has no grammatical effect and putting them either way around is perfectly grammatical. As sentences become more complex, relying on word order (inexact from the start) becomes less and less useful.

But regardless of this there must be a grammatical subject and a predicate – whatever we choose to call them (the Japanese call them 主語 and 述語) – or it would be impossible to argue about who hit whom.

And believe me, Japanese people are perfectly capable of arguing over who hit whom.

Does ga mark the grammatical subject in Japanese?

I believe that grammar, rather than being a set of rules that govern language, is an attempt to describe language, so it is entirely possible that people may model it in different ways at times without necessarily anyone being wrong.

And of course when we use terms like “adjective” and “grammatical subject” we are attempting to impose a foreign grammar on Japanese, which makes it even more uncertain.

However, whether we call it a “grammatical subject” or not, there is always something that is either “doing” or “being” something in every sentence from the most simple to the most complex (other than a few exceptions like exclamatory sentences) – and the rest of the sentence/clause is telling you what it is doing/being and all kinds of circumstances surrounding it (in Western grammar this is termed the predicate).

Now some people may argue that the grammatical subject and the “doer” are not always the same. This is true in English (mainly in passive sentences) but it it is not true in Japanese, where there is no true passive as I explain in detail here. I find it clearer to say “doer” (or manifester). Either way, the notion of “subjectless Japanese” is a very serious barrier to understanding the – very simple and logical – way that Japanese actually works.

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Also, with Japanese being much more “adjectival” in structure than European languages, very often a lot of the sentence is lining up to the left of (or above in the more usual vertical text) that “something” and modifying it. So identifying the “something” – the subject – is absolutely vital to understanding what is going on in the sentence.

My correspondent wrote:

At my very basic learning level, my Japanese teacher has explained to me that the ga particle is about introducing another topic, whereas the wa particle is about differentiating a given topic from the rest.

This is essentially what Tae Kim-sensei is also saying.

The が ga particle certainly has the function of introducing a new topic, in that you can’t say は wa for an unknown entity. In that sense (but only in that sense) it is like “a” as opposed to “the”; however, it doesn’t work exactly like a/the because – well, it isn’t a European language. It is a useful model to bear in mind though.

However, introducing a new topic isn’t the only thing が does. That consideration is useful when comparing が ga to は wa. But the comparison of が ga to を wo is far more fundamental.

If we are confused between が ga and は wa we will speak somewhat unnatural-sounding Japanese and miss some of the finer nuances of what we read and hear.

If we are confused between が ga and を wo we will speak nonsense-Japanese and have very little idea of what we are hearing and reading.

So let us look at が ga vs を wo, which is really the very basis of Japanese grammar.

Here is what, were I Tae Kim-sensei, I would ask you to “repeat after me”:

が ga marks the thing doing an action or manifesting a quality (e.g. being red).

を wo marks that which is receiving the action done by the  が ga-marked actor.

  はwa can “conceal” the が ga-function or the を wo-function (and sometimes に ni or others). And we need to know what a は wa-marked topic is actually doing in が ga/を wo terms in order to understand a sentence.

(I know the concept of “concealed particles” may seem unfamiliar, but it is vital to understanding the language correctly, and I walk you through everything step-by-step in this article)

In simple sentences that is often obvious. But it can get much more difficult in more complex sentences if one hasn’t a firm grasp of how it works.

For example, 聞こえる kikoeru can seem ambiguous because, in English terms it can mean both “can hear” and “hearable”. It is not in fact ambiguous because the grammatical markers tell us which it means in a given instance.

So, to take an example used by Cure Tadashiku in her guest chapter of Unlocking Japanese,

鳥が聞こえ
tori ga kikoeru
= the bird is audible / a bird can be heard

鳥を聞こえる
tori wo kikoeru (=watashi ga tori wo kikoeru)
= (I) can hear a bird

Even in English, though it is less common and considered ungrammatical, if someone said “can hear a bird” you would know that meant “I can hear a bird”. In Japanese this construction is natural and grammatical because pronouns can be, and more often than not are, “null”.

が ga marks the doer and を wo marks the done-to (in European terms subject and object). So in the first sentence the bird is doing something/manifesting a quality. It is audible. In the second sentence, the unnamed が ga-marked hearer is doing the action of hearing, and the bird is the object of the action, the thing being-heard.

In the first sentence the grammatical subject is the bird. In the second it is the implicit “I”.

If there is a wo there must be a corresponding ga-marked actor, whether it is explicitly named or not.

It is precisely because of this logic that elements of a sentence can be (apparently) “left out” as opposed to being marked by visible placeholders called pronouns.

Japanese is quite complex in certain respects and the difference between は wa and が ga in all its subtlety can take a very long time fully to grasp (just as even fluent Japanese speakers of English sometimes get “a” and “the” wrong – in certain cases they are much more complex than they seem). Fortunately this is a “finer point” and is not a barrier to understanding the language.

However, the difference between が ga and を wo is very simple and is absolutely vital. And it is important in many cases to know whether the non-grammatical particle は is “concealing” a が or a を (or something else).

When I say that は is “non-grammatical”, that is Eurocentric in that I am really saying “does not correspond to anything in European grammar”. A more accurate and helpful term is “non-logical”, as I explain here.

As you have probably guessed my personal leanings are not Eurocentric. I actually do not regard European “scientific culture” as the pinnacle of civilization or the best explanation of the nature of being. But as a tool, these European forms of analysis can be useful  for Japanese learners.

They can also be harmful, as attempting to subject Japanese to European rules can (and often does) distort it and make it less understandable. But I find this analysis of が ga and を wo to be completely consistent and to do no violence at all to Japanese (unlike, say, the concepts of verb vs adjective vs noun which have to be treated with considerable caution even though they can’t be altogether disregarded).

By grasping the subject-object nature of が ga and を wo, and understanding them in ways uncluttered by the often rather different way in which English  sometimes understands subject and object, we can get a clear grasp of how Japanese actually works and avoid the muddle and sense of vagueness that besets many learners of Japanese as they progress.

If you take only one thing from this article, take this:

Whatever else it is doing (and it does do other things) が ga, always marks the doer of an action or manifester of a quality. In other words, it always marks what Western Grammar calls the subject, of which an action or a quality is predicated.

If it appears not to, as in Tae Kim-sensei’s crepe example, that is because we are looking at the concept of doing or manifesting a quality in Western terms. By seeing Japanese in Japanese terms, we can unlock its true simplicity, logic and beauty. It is not at all difficult to do, and you can learn how to in one evening from Unlocking Japanese, and simplify Japanese for the rest of your life!

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