An introduction to Classical Japanese

273 Pages·1991·3.11 MB·English

by  Komai

An Introduction to
Classical Japanese

Akira Komai
Nanzan University
&

Thomas H. Rohlich

University of Iowa

1991
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To our mothers
Shizuko Komai
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Mary E, (Murphy) Roblich
PREFACE,

‘This book is for smdenns whose studies include the reading acl under
standing of texts written in Japanese that mtakes use of historical spelling
conventions and classical grammaticat pattems. This represtids 4 good
ortioaof the rexts written priarin the beginning of thetwen

shcentury, and

‘many writen since them, ‘Ills book does not, however, purport to cover wll

styles of premodem Japanese, o forthat matter, any singlesIvle in itsentiray
‘We do feet that it can he wscd asthe basic testbaok Tora begining conse ia
classical Japanese and at he same time serve as a reference for advanced
students und reader %

‘At mony universities basic courses in elassical Japanese are tauyht by
Jivermeore speciotists, who in Uheiecagerness ip introduce students tn wriginal
fens, often begin immediately witt a well-known text such as [fozyoki ot
‘Turecuregusa, This frequent!y happens before the students has a solid grasp
of the grammar and manocs of the classical language. Since stedents who
Study classical fapanese generally understand rede Japanese, they soon
begin fo make use of modem reference tcxis with thcit copious notes and

modem (nasations. As 9 resul, sides roxy think ey ar ‘ein
classical epunese whe in tt terme and energy being voted lino
eclislvelyw the meer uations and grammatical wes writen 1
Japanese sehlur, Studens quickly became alept at manipulating te
seconde sources without ever really acqurngseading sila ie rig
‘This meted of eminy veical pares bas cbs decks. ome ot
hich sthatsudeee il find tisposibleto work wiheetefor hich tere
sme modecaamotadon crimson. In adn, they wil be ub to
bring their own critica understanding and judgement wo pass on points where
Japanese scholars disauree, .

‘We feal it sma more elfecive to hogin the study of classics] Japanese by
immediately “veusing” (actually it is more deciphering than reading)
‘remodeca texe than itis 1 hegia reading modem Japanese with authentic
‘material, sich asa novel by Kawabata or a transcriptot a fice conversation,
Authentic materiat bas a role ty play in leaming modem Japanese, but a
responsi eeacher would ol use ie-without « texthook that intraduees and
cxpleins the grammar and sucabulary on which the authendic material is
based. Iust as a well organized restbook sorvew us an indispensable tool in
‘mastering moder Japanese, # hope that this textbook will crve wsa taining
‘manual and guide for students of

sick Tapanese,
‘Many examples snd exsreises in this fexlbook are authentic materials

twken rom classical texts, bol we have striven to lini he authentic passges
tothose for which the grammar is abwady known, As x result the authentic
‘oxamplog are generally very shor. Most of tke examples in the exercises me
made-up seulences. many of which iaelds vocniolary items famitiar to
rmexiera readers but cleurly not present in amhentic classical texts. Our
crophasis is on leaming de grammatical structure. and we think they can be

done efficcatly by

Jing vocabulary itnns with whieh the scents tulia,
‘evenifthey ae anachronistic, Most students who use histent willbe satisfied
vith passive reading skills in the classi! language, snot reason we think
ins unreasonable 00 limit the examples toauiheniic mateials, We revognize
‘hat original texts inevitably contain yentenees dha are much longer and far
raore comlex than oue examples, bul se remind oor reiders that tis is an
intectucrory textbook, with emphasis on the basic gtammar. While it may
appeatto bea sioplificaion to some, we think ik a necessary Fim ep to
Thocough understanding of the more complex texts tat arto oll
We tool that intially the most mublesome difereace between classical
nul modem Japanese is in the morphological characteristics of intleusing
words, For this reason, the major enmphusis in this Leet is placed on mastery

cof verbs adjectives, and inflecking suffixes. Once the student has mastered

This aspect ofthe giammar, the problems fared in eading classical exis ill
Deleseed considerably. Weassume that sidents who use this texcbook lL
Ihave asolid grasp of modeen Japanese. Furthisreasin, axpeetsofthe classical
grammar that are simllas to modern Japanese are wot fully explained, Such
‘ornissionsmay be unacceptable in linguistic descriptions te Lmguage, hu
appropriate, we foo, in a textbook suck as this

‘We have tried to emphasize aspocts of gramarar and yorabulary where
there sa vomsiderahle difference between modern and classical Japanese
Students should pay particular allentioa ta claysival vecabplacy items that
appear identical in form ta raedern words, but are in fact quite different in
‘meaning. Since this sne of difference presents particular difficulties forthe
studenr, we have atleniped Wo infrxucs: macy ofthese ie Notes. In addition,
‘we have introduced a numberof lexical irems that are particuatly important
in texts of the Heian period. Imroidustinn of Heian vocabulary stems isnot,
however, the main pumpose of tis text, and we recognize thatour definitions
‘nmmamy eases only seratet che surtace of the any uances these worl con
lain, Students who wish a more detated defiuiinn shawliL vail themselves
of one of the many excellent dietlonaries of classical Japanese, Sturkene will
‘eventually Find thet @ good classical dictionary ivan ndispemauble ll oF re=
search, bu niially itis important thatthe aden concentrate on the grammar
cof tte language, not acquire skillyin using dictionaries, If sindonts find hey
are spending to much time consulting dictionaries, we recemanced that the
teacher propre vocabulary List or glossaries, a

Students oust huve a soll understanding of modem Japanese to use this
ext effectively, Sinet te speed ancl intensity of Japanese language courses
differ considerably from school to school, itis diffiout to make a gencrsl
statement abovt the length of training needed io modom Japanese hefime
‘beginning classical Japanese. Asa mule of tauinb, ke fock that tnree years of
study in a enurse thul rsets appronimately five hours por weck for thirty
works 4 year (in other wonds, approximately 430 hours in class) ie denirable
before beginning classical Japancse,

“Teachers will want to determine theicowm method forusig this textbook,
‘but we have found the following fo be suseessful. Smudents are assigned to

read a predetermined section, for instscce, a chapter, and prepare the

exercises, some in weiting, some orally. The clas time iscewoed a answer.
ing questions students may have on the grammaical explanations and
reviewing the homework assignments by recitation of solecied problems. It

is difficult e complete the entre testi a semester of approximaccly 4Shours

class (15 weeks 3 hours per week) i all othe exercises are done in their
cotizory, Hor this reason veachers ny find it ios efficicor to concentrate in
lass omimly themare difficul uf the sentences in each exetelse, and Ist pol
check the ouhers. Upon comapletioa of this text students should he realy 10
begin seading original exis, Our idea situntion has heen to complete the
‘elassical grammar course in che tl term, and continue wiih w directed,
‘radlngs courte in classical Jcertune inthe spnng.

‘We would like to acknowledge the generaus support f our home instica-
fions during our work on chis project, Nanzan University lar a Nanvan
‘Research Grantto Akira Komai nd an invitation lp Thomnas Relish to serve
as a Visiting Profesor, and the University of lowa for sabbatical leave 10
Roblich, We ace very grateful forthe reseutel suppout provided by Dott
instieations.
— * CONTENTS — —

rl

metropueTioK

Farts of Speech “3
Tabane “af -BDi 4
ling, BAER

1
2, het
3 Phe Fistoieal Kem

1, HERES “a1

12, Np Column Irregular orbs + SORAMSTAL
Nate 1, The pustieie “KE | afr Inavte ard Mrzerke.

Note2, le. -
Note3. The eile eg sun ID | é
Noles, “he wie Lee ad EL ~ nes
Nele5. Vouu'at ary o
12, Pour isws Verbs“ MIRRISTI 2
Calum levegular Verbs | 9451S TUT! we tie 8E
ota. Tae oxcavion 02 pet ce Leb.
Note t. Tae cecae wal NUTS
Noto8, GA! 1+ 140 , ana Copel Expression a
Now Tey Foe: ectes MEL (8. it
Note 1 Fe pari ly A 86 4

Nava 11, Pezorwe e.y.iua expronaions BEAR]

Nota 12. Voeabsiacy
1A, Upper One Row Forks [LAGE], and Ipper To Rows 1
Weeks 1, “BREME %
Note 18. Tae eau yetiche HRD 142, end [> 45
Now 1, Voeel.laz
Fant

Nowe 1E, Vooebulary

segacion ark | HPBEESREAMGAT and
‘Ke Cslurm sveznlar Cen sgation Verbs | ER ERSHDE TD
Rotel. LEE Lt 1 UF

Kote 18 the parsew DA |B ged Ame]

ate 1h pra
Doe 20-1 etre we paar chs SMS

wenn Irregurar C

acing wae 9 J

LE, Review of Verba

2. ADIECT:°35 “tf
Note 21. "Ihe ifleting nis “AMAIA et)
NateZ2. ‘Iam ronyeuke al eajaclivee Th
Rawe28. Genin BH
hate 26. Wrania iry

3. PEEUDO-ADKECTIVES [220008 -
Nove 2p. Sahiie RFE = 21

Nove £8. Vecabulery

AINPLBCYING SUFEIRES UB, onto seaman.
40) Sehr Sara
AL ft amd BF
Nowe 2. ea + “aT

Note 28.5. shinguick’ry eausaive vhs Geom tenasitira vecbe
ending in #1

Nene

ewer Oze Kove vache “F—TQEAUIMA sad Lower Two Rows Vere

a

4

q
43,

4a

48.

Note d0-Uhe aplative particle [arts i
Nato #1. The desiderative particle KEP. 105
owe a2. The verb THES, 107
vel 110
Neve 8. Vrain 1.
“8. and LBS ma
Note. [gah “58 ve
Now #5. Vocabulary om 128
ral wr
Now 88. ""ae canjuzenve parcels — ABS P=, a
Note i. TauinZeeting auttix AT “Ae rH
& rm
Notemt. t= dF] 18
Nera 88. «22294 and ite sonthected fora 139
Nove, The emphetic pavtick: lil) Fo _ Mo
Noted, Parliele sequence [EC ones nen ue
Nolee2. “ru prarazeator of MMA” “ar ay
Note 48, Satanes final particle atte | as
Is oo cen ai
Kore Moho particle “A! ue
New 8, Vovubelary ue
aL 158
Note 46, Cos:poued vorba w te “hs Lowe Tare Rowe Warts [FLAS
aia ene Wort Kes owls “MARRIES! 14.5, late
Kuti 47. The suiphulie nagetine expression “A! lea

ou tS "Phe eraghatic penticle HRIU | | ds isa