๐Ÿ‡ฏ๐Ÿ‡ต ja-learning

Developing fluency

1. Vocabulary List

JapaneseRomajiEnglish
่ถฃๅ‘ณ๏ผˆใ—ใ‚…ใฟ๏ผ‰shumiHobby
ไผ‘ใฟใฎๆ—ฅ๏ผˆใ‚„ใ™ใฟใฎใฒ๏ผ‰yasumi no hiDays off / Holiday
ๆ˜ ็”ป๏ผˆใˆใ„ใŒ๏ผ‰eigaFilm / Movie
ๅคใ„๏ผˆใตใ‚‹ใ„๏ผ‰furuiOld
ๅ‹ใ ใก๏ผˆใจใ‚‚ใ ใก๏ผ‰tomodachiFriend
่ฉฑใ™๏ผˆใฏใชใ™๏ผ‰hanasuTo talk / To speak
ใปใ—ใ„hoshiiWant (something)
ๆญขใ‚ใ‚‹๏ผˆใ‚„ใ‚ใ‚‹๏ผ‰yameruTo stop / To quit

2. Grammar & Sentences

Profile Sentences โ€” Fluency Practice

  • ใƒžใƒชใ‚ชใฎใƒ•ใ‚กใƒณใงใ™ใ€‚ใ‚ฒใƒผใƒ ใ‚’ใ‚ใคใ‚ใฆใ„ใพใ™ใ€‚(Mario no fan desu. Geemu wo atsumete imasu.) โ€” We are fans of Mario. We are collecting the games.
  • ๆ—ฅๆœฌใฎๅคใ„ๆ˜ ็”ปใซใใ‚‡ใ†ใฟใŒใ‚ใ‚Šใพใ™ใ€‚(Nihon no furui eiga ni kyoumi ga arimasu.) โ€” I am interested in old Japanese films.
  • 12ใ•ใ„ใฎใจใๆ—ฅๆœฌ่ชžใ‚’ๅง‹ใ‚ใพใ—ใŸใ€‚(Juuni-sai no toki Nihongo wo hajimemashita.) โ€” I started Japanese when I was 12 years old.
  • ่ถฃๅ‘ณใฏๆœฌใ‚’่ชญใ‚€ใ“ใจใงใ™ใ€‚(Shumi wa hon wo yomu koto desu.) โ€” My hobby is reading books.
  • ๆ—ฅๆœฌไบบใฎๅ‹ใ ใกใŒใปใ—ใ„ใงใ™ใ€‚(Nihonjin no tomodachi ga hoshii desu.) โ€” I want some Japanese friends.
  • ๆ—ฅๆœฌ่ชžใง่ฉฑใ—ใฆใใ ใ•ใ„ใ€‚(Nihongo de hanashite kudasai.) โ€” Please talk in Japanese.
  • ไผ‘ใฟใฎๆ—ฅใฏไฝ•ใ‚’ใ—ใพใ™ใ‹๏ผŸใ‚ตใƒƒใ‚ซใƒผใ‚’ใ—ใพใ™ใ€‚(Yasumi no hi wa nani wo shimasu ka? Sakkaa wo shimasu.) โ€” What do you do on your days off? I play football.

ใŒใปใ—ใ„ โ€” Wanting Things

Structure: [noun] + ใŒใปใ—ใ„ใงใ™

  • ๆ—ฅๆœฌไบบใฎๅ‹ใ ใกใŒใปใ—ใ„ใงใ™ใ€‚(Nihonjin no tomodachi ga hoshii desu.) โ€” I want Japanese friends.

๏ฝžใ•ใ„ใฎใจใใ€๏ฝžใ‚’ใฏใ˜ใ‚ใพใ—ใŸ โ€” Age + Started

Structure: [age]ใ•ใ„ใฎใจใใ€[activity]ใ‚’ใฏใ˜ใ‚ใพใ—ใŸ

  • 12ใ•ใ„ใฎใจใๆ—ฅๆœฌ่ชžใ‚’ๅง‹ใ‚ใพใ—ใŸใ€‚(Juuni-sai no toki Nihongo wo hajimemashita.) โ€” I started Japanese when I was 12.
  • โœ— 12ใ•ใ„ใฎใจใๆ—ฅๆœฌ่ชžใ‚’ๆญขใ‚ใพใ—ใŸ โ€” I stopped Japanese when I was 12. (opposite meaning โ€” watch for ใฏใ˜ใ‚ใ‚‹ vs ใ‚„ใ‚ใ‚‹)

3. Learning Context

  • ใฎใƒ•ใ‚กใƒณใงใ™ + ใ‚ใคใ‚ใฆใ„ใพใ™: Combining a fan statement with a te-iru collection verb is a natural profile pattern โ€” it gives both identity and ongoing activity.
  • ่ถฃๅ‘ณ romanization: ใ—ใ‚…ใฟ โ€” common input error: typing syumiha instead of shumiha. In Hepburn romanization ใ— = shi, not si or syu.
  • ใŒใปใ—ใ„ vs ใŸใ„: ใปใ—ใ„ takes ใŒ and a noun (ใ‚‚ใฎใŒใปใ—ใ„ = I want a thing). ใŸใ„ attaches to a verb stem (ใŸในใŸใ„ = I want to eat). Both express desire but different word classes.
  • ใฏใ˜ใ‚ใ‚‹ vs ใ‚„ใ‚ใ‚‹: These are opposites โ€” ๅง‹ใ‚ใ‚‹ (to start) vs ๆญขใ‚ใ‚‹ (to stop/quit). They appear in the same syntactic slot ([activity]ใ‚’๏ฝž), so context and meaning must distinguish them.
  • ไผ‘ใฟใฎๆ—ฅ for profile writing: Asking and answering ไผ‘ใฟใฎๆ—ฅใฏไฝ•ใ‚’ใ—ใพใ™ใ‹ is a standard profile/conversation opener alongside ใ—ใ‚…ใฟใฏใ€œ.

4. Progress Tracker

FieldDetail
Current LevelIntermediate B1
Chapter / TopicChapter 4: Profiles โ€” Developing fluency (Write a profile)
Completion~85% of Chapter 4
Latest Performance80% score (+10 Stars)