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Hai guys, This is some Japanese Grammars For you, enjoy it!^_^

The Japanese language has a highly regular agglutinative verb morphology, with both productive and fixed elements. Typologically, its most prominent feature is topic creation: Japanese is neither topic-prominent, nor subject-prominent; indeed, it is common for sentences to have distinct topics and subjects. Grammatically, Japanese is an SOV language, with verbs rigidly constrained to the sentence-final position. The word order is fairly free as long as the order of dependent-head is maintained among all constituents: the adjective or relative clause precedes the modified noun, the adverb precedes the modified verb, the genitive nominal precedes the possessed nominal, and so forth. Thus, Japanese is a left-branching language; to contrast, English is right-branching.
For simplicity, this article presents examples in plain informal and non-literary style. The reader must keep the general grammatical principles of politeness and respect in mind.
Contents

1 Textual classifications
2 Nouns, pronouns, and other deictics
3 Conjugable words
3.1 Stem forms 3.2 Verbs 3.3 Adjectives 3.4 The copula (だ da)3.5 Euphonic changes (音便 onbin)
4 Other independent words
4.1 Adverbs 4.2 Conjunctions and interjections
5 Ancillary words
5.1 Particles
5.1.1 Topic, theme, and subject: は (wa) and が (ga)
5.1.1.1 Thematic wa 5.1.1.2 Contrastive wa 5.1.1.3 Exhaustive ga 5.1.1.4 Objective ga
5.1.2 Objects, locatives, instrumentals: を (o), に (ni), で (de), へ (e)5.1.3 Quantity and extents: と (to), も (mo), か (ka), や (ya), から (kara), まで (made)5.1.4 Coordinating: と (to), に (ni), よ (yo)5.1.5 Final: か (ka), ね (ne), よ (yo) and related 5.1.6 Compound particles
5.2 Auxiliary verbs

Textual classifications
Text (文章 bunshō) is composed of sentences (文 bun), which are in turn composed of phrases (文節 bunsetsu), which are its smallest coherent components. Like Chinese and classical Korean, written Japanese does not typically demarcate words with spaces; its agglutinative nature further makes the concept of a word rather different from words in English. Word divisions are informed by semantic cues and a knowledge of phrase structure. Phrases have a single meaning-bearing word, followed by a string of suffixes, auxiliary verbs and particles to modify its meaning and designate its grammatical role. In the following example, bunsetsu are indicated by vertical bars:
太陽が｜東の｜空に｜昇る。
taiyou ga higashi no sora ni noboru
The sun rises in the eastern sky.
Some scholars romanize Japanese sentences by inserting spaces only at phrase boundaries (i.e., "taiyouga higashino sorani noboru"), in effect treating an entire phrase as the equivalent of an English word. Traditionally, however, a more basic concept of word (単語 tango) forms the atoms of sentences. Words unlike phrases need not have intrinsic meaning, therefore admitting particles and auxiliary verbs. It must be noted that this classification of textual structure in modern Japanese is descriptive; some classical auxiliary verbs such as -te are grammaticalized as conjugations or verb endings in modern Japanese, not individual words.
私｜は｜毎日｜学校｜へ｜歩いて｜行く。
watashi wa mainichi gakkō e aruite iku
Every day I walk to school.
The structure of this article will mirror the following classification of words. There are two broad categories — independent words (自立語 jiritsugo) having internal meaning, and ancillary words (付属語 fuzokugo) which are meaning modifiers. Independent words divide into a conjugable (活用語 katsuyōgo) class containing verbs (動詞 doushi), pure adjectives (形容詞 keiyōshi, also known as i-type adjective), and adjectival nouns (形容動詞 keiyōdōshi, also known as na-type adjective); and a non-conjugable (無活用語 mukatsuyōgo) class containing nouns (名詞 meishi), pronouns (代名詞 daimeishi), adverbs (副詞 fukushi), conjunctions (接続詞 setsuzokushi), and interjections (感動し kandōshi). Of ancillary words there are only two classes: grammatical particles (助詞 joshi) and auxiliary verbs (助動詞 jodōshi).
Nouns, pronouns, and other deictics
respectful forms of nouns
meaning
plain
respectful
rice
飯 meshi
ご飯 go-han
money
金 kane
お金 o-kane
body
体 karada
お体 o-karada御体 onmi
word(s)
言葉 kotoba
お言葉 o-kotoba詔 mikotonori
Japanese nouns are non-inflecting, have no gender, and take no articles. Thus 猫 (neko) could be translated into English as "cat", "a cat", "the cat", "cats", "some cats", or "the cats", depending on context. A small number of nouns have plurals formed by reduplication (possibly accompanied by rendaku): thus 人 hito "person" and 人々 hitobito "people", although these are typically collective rather than true plurals. Additionally, in respectful speech, the prefix o- is often used with native nouns, as is the prefix go- with Sino-Japanese nouns. Some common nouns have unpredictable respectful forms; a few examples are in the adjoining table.
The use of pronouns in Japanese is rare, limited to when the referrent cannot be deduced from the context. For example, 日本に行きました (nihon ni ikimashita) says just "went to Japan". The subject is inferred from context: if the topic is the first person, then it means "I went to Japan", for a third person, "he/she went to Japan", etc. Speakers of Japanese tend to use names instead of pronouns in speech. For example:
「木下さんは、背が高いですね。」
Kinoshita-san wa, se ga takai desu ne.
(addressing Mr. Kinoshita) "You're pretty tall, aren't you?"
Japanese has many nouns that can be used as personal pronouns; see [1] for a long list. Some common ones are given in the following table.

person
plain, informal
polite
respectful
first
僕 (boku, male), 俺 (ore, male, very informal)あたし (atashi, female)
私 (watashi)
私 (watakushi)
second
君 (kimi, usu. used by males)
貴方 (anata), そちら (sochira)
お宅 (o-taku)
third
彼 (kare, male)彼女 (kanojo, female)
あの人 (ano hito)
Although Japanese nouns do not inflect for number, there are "plural" forms to indicate semantic number: 私達 (watashi-tachi) for "we", あなたたち (anata-tachi) for "you (plural)", 僕等 (bokura) for "we (inform. male)". Interestingly, one uncommon pseudopronoun, 我 (ware, "I") has a much more common reduplicative plural 我々 (wareware, "we"). However, 達 (-tachi) and 等 (-ra) are by far the most common pluralizing suffixes -- although 達 (-tachi) is not strictly a pluralizing suffix: for example, 太郎達 (Tarō-tachi) does not mean "some number of people named Tarō" but instead means "Tarō and his friends," or "Tarō and those people who are with him". The suffixes ス (-su) and ズ (-zu), derived from the English plural suffix -[e]s, are also occasionally used to indicate the plural, although this is not even remotely standard Japanese.
Whereas in English there are many reflexive pronouns (himself, herself, itself, themselves, etc.), in Japanese there is a single reflexive pronoun 自分 (jibun). The uses of the reflexive pronoun in the two languages are very different. The following incorrect literal translations demonstrate the differences (*=impossible, ??=ambiguous):

English
Japanese
reason
History repeats itself.
*歴史は自分を繰り返す。*Rekishi wa jibun wo kurikaesu.
the target of jibun must be animate
??John talked to Bill about himself.
ジョンはビルに自分のことを話した。Jon ga Biru ni jibun no koto wo hanashita.John talked to Bill about himself (=John)
jibun refers unambiguously to the subject.
*John expects that Mary will take good care of himself.
??ジョンはメリーが自分を大事にすることを期待している。??Jon wa Merī ga jibun wo daiji ni suru koto wo kitaishite iru.either "John expects that Mary will take good care of him", or "John expects that Mary will take good care of herself."
jibun can be in a different sentence or dependent clause, but its target is ambiguous
If the sentence has more than one grammatical or semantic subject, then the target is the subject of the main action; thus in the following sentence 自分 (jibun) refers unambiguously to Mary (even though John is the grammatical subject) because the main action is "Mary's reading".
ジョンはメリーに自分の家で本を読ませた。
Jon ga Merī ni jibun no uchi de hon wo yomaseta.
John made Mary read book(s) in her house.
In practice the main action is not always discernible, in which case such sentences are ambiguous. The use of jibun in complex sentences follows non-trivial rules.
demonstratives
ko-
so-
a-
do-
korethis one
sorethat one
arethat one over there
dorewhich one?
kono(of) this
sono(of) that
ano(of) that over there
dono(of) what?
konnalike this
sonnalike that
annalike that over there
donnahow? what sort of?
kokohere
sokothere
asoko *over there
dokowhere?
kochirathis way
sochirathat way
achirathat way over there
dochirawhich way?
kōin this manner
sōin that manner
ā *in that (other) manner
dōin what manner?
koitsuthis fellow
soitsuthat fellow
aitsuthat other fellow
doitsuwhich fellow?
* irregular formation
Demonstratives occur in the ko-, so-, and a- series. The ko- series refers to things closer to the speaker than the hearer, the so- series for things closer to the hearer, and the a-series for things distant to both the speaker and the hearer. With do-, demonstratives turn into the corresponding question form. Demonstratives of are also used for people, for example
「こちらは林さんです。」
Kochira wa Hayashi-san desu.
This is Mr. Hayashi.
Demonstratives limit, and therefore precede, nouns; thus この本 (kono hon) for "this/my book", and その本 (sono hon) for "that/your book".
When demonstratives are used to refer to things not visible to the speaker or the hearer, or to (abstract) concepts, they fulfill a related but different anaphoric role. The anaphoric so- series is used to refer to experience that is not shared between the speaker and the listener, generally because one party has no information about it. For shared information the anaphoric a- series is used.
A：先日、札幌に行って来ました。
A: Senjitsu, Sapporo ni itte kimashita.
A: I visited Sapporo recently.
B：あそこ(*そこ)はいつ行ってもいい所ですね。
B: Asoko (*Soko) wa itsu itte mo ii tokoro desu ne.
B: Yeah, that's a great place to visit whenever you go.
Soko instead of asoko would imply that B has no knowledge of Sapporo, which is inconsistent with the rest of the sentence.
佐藤：田中という人が昨日死んだって。。。
Satō : Tanaka to iu hito ga kinō shinda tte...
Sato: I heard that a man called Tanaka died yesterday...
森：えっ、本当?
Mori: E', hontō?
Mori: Oh, really?
佐藤：だから、その(*あの)人、森さんの昔の隣人じゃなかったっけ？
Satō : Dakara, sono (*ano) hito, Mori-san no mukashi no rinjin ja nakatta 'kke?
Sato: It's why I asked... wasn't he an old neighbour of yours?
Again, ano is inappropriate here because Sato doesn't (didn't) know Tanaka personally.
The ko- series demonstratives don't have clear anaphoric uses. They can be used in situations where the a- series sound too disconnected:
一体なんですか、これ(*あれ)は?
Ittai nan desu ka, kore (*are) wa?
What on earth is this?
Conjugable words
Stem forms
Prior to discussing the conjugable words, a brief note about stem forms. Conjugative suffixes and auxiliary verbs are attached to the stem forms of the affixee. In modern Japanese there are the following six stem forms.
Terminal form (終止形 shuushikei)
is used at the ends of clauses in predicate positions. This form is also variously known as plain form (基本形 kihonkei) or dictionary form (辞書形 jishokei).
Attributive form (連体形 rentaikei)
in modern Japanese is practically identical to the terminal form (but see Adjectives, below), but differs in use: it is prefixed to nominals and is used to define or classify the noun. In this function, the root of this stem form is called a prenominal adjective (連体詞 rentaishi).
Continuative form (連用形 ren'yōkei)
is used in a linking role. This is the most productive stem form, taking on a variety of endings and auxiliaries, and can even occur independently in a sense similar to the -te ending. This form is also used to negate adjectives.
Imperfective form (未然形 mizenkei)
is used for plain negative (of verbs), causative and passive constructions. The most common use of this form is with the -nai auxiliary that turns verbs into their negative (predicate) form. (See Verbs below.)
Hypothetical form (仮定形 kateikei)
is used for conditional and subjunctive forms, using the -ba or -domo ending.
Imperative form (命令形 meireikei)
is used to turn verbs into commands. Adjectives do not have an imperative stem form.
The application of conjugative suffixes to stem forms follow certain euphonic principles (音便 onbin), which is discussed below.
Verbs
Verbs in Japanese are rigidly constrained to the ends of clauses in what is known as the predicate position.
猫は魚を食べる。
neko
wa
sakana
o
taberu
cat
TOPIC
fish
OBJECT
eats
(The) cat eats fish.
The subject and objects of the verb are indicated by means of particles (see the section on it below), and the grammatical functions of the verb—primarily tense and voice—are indicated by means of conjugation. When the subject and the dissertative topic coincide, the subject is often omitted; if the verb happens to be intransitive, then it might have no objects either, in which case the entire sentence consists of a single verb. For this reason, it is often claimed that verbs (or more accurately, predicates) are the most important parts of speech in Japanese. Verbs have two tenses indicated by conjugation — past and nonpast. The semantic difference between present and future tenses is not indicated by means of conjugation. Usually there is no ambiguity because few verbs can operate in both uses. Voice and aspect are also indicated by means of conjugation, and possibly agglutinating auxiliary verbs. For example, the continuative aspect is formed by means of the continuative conjugation known as the gerundive or -te form, and the auxiliary verb iru; to illustrate, 見る (miru, to see) → 見ている (mite-iru, is seeing).
Verbs can be semantically classified based on certain conjugations.
Stative verbs
indicate existential properties, such as to be (いる iru), can do (出来る dekiru), need (要る iru), etc. These verbs generally don't have a continuative conjugation with -iru because they are semantically continuative already.
Continual verbs
conjugate with the auxiliary -iru to indicate the progressive aspect. Examples: to eat (食べる taberu), to drink (飲む nomu), to think (考える kangaeru). To illustrate the conjugation, 食べる (taberu, to eat) → 食べている (tabete-iru, is eating).
Punctual verbs
conjugate with -iru to indicate a repeated action, or a continuing state after some action. Example: 知る (shiru, to know) → 知っている (shitte iru, am knowing); 打つ (utsu, to hit) → 打っている (utte iru, is hitting (repeatedly)).
Non-volitional verb
indicate uncontrollable action or emotion. These verbs generally have no volitional, imperative or potential conjugation. Examples: 好む (konomu, to like, emotive), 見える (mieru, to be visible, non-emotive).
Movement verbs
indicate motion. Examples: 歩く (aruku, to walk), 帰る (kaeru, to return). In the continuative form (see below) they take the particle ni to indicate a purpose.
There are other possible classes, and a large amount of overlap between the classes. Lexically, however, nearly every verb in Japanese is a member of exactly one of the following three regular conjugation groups.
Group 2a (上一段 kami ichidan, lit: upper first group)
verbs with terminal stem form rhyming with -iru. Examples: 見る (miru, to see), 着る (kiru, to wear).
Group 2b (下一段 shimo ichidan, lit: lower first group)
verbs with terminal stem form rhyming with -eru. Examples: 食べる (taberu, to eat), くれる (kureru, to give).
Group 1 (五段 godan, lit: fifth group)
verbs with terminal form rhyming with -u. This description has a slight ambiguity -- certain verbs like 帰る (kaeru, to return) are group 1 instead of group 2. (See Miscellaneous section, below.) In modern Japanese the endings -yu and -fu are impossible, though they were common in classical Japanese; they are spelled with -u in modern Japanese.
Historical note: classical Japanese had upper and lower first and second groups and a fourth group (上／下一段 kami/shimo ichidan, 上／下二段 kami/shimo nidan, and 四段 yodan), and nothing like the modern godan group. Since verbs have migrated across groups in the history of the language, conjugation of classical verbs is not predictable from a knowledge of modern Japanese alone.
Of the irregular classes, there are two:
sa-group (サ変 SA-hen, an abbreviation of サ行変格活用 SA-gyou henkaku katsuyō or SA-row irregular conjugation)
which has only one member, する (suru, to do).
ka-group (カ変 KA-hen, an abbreviation of カ行変格活用 KA-gyou henkaku katsuyō)
which also has one member, 来る (kuru, to come).
Classical japanese had one further irregular class, the na-group, which contained 死ぬ (shinu, to die) and a handful of other now rare verbs, but these verbs are regular group 1 verbs in modern Japanese.
The following table illustrates the stem forms of the above conjugation groups, with the root indicated with dots. For example, to find the hypothetical form of the group 1 verb 書く (kaku), look in the second row to find its root, ka, then in the hypothetical row to get the ending ke, giving the stem form kake. When there are multiple possibilities, they are listed in the order of increasing rarity.

group/example
1
2a
2b
sa
ka
使・ (tsuka.)
書・ (ka.)
見・ (mi.)
食べ・ (tabe.)
Attributive form(連体形 rentaikei)
使う (.u)
書く (.ku)
見る (.ru)
食べる (.ru)
する (suru)
来る (kuru)
Terminal form(終止形 shuushikei)
same as attributive form
Continuative form(連用形 ren'youkei)
使い (.i)
書き (.ki)
見 (.)
食べ (.)
し (shi)
来 (ki)
Imperfective form(未然形 mizenkei)
使わ (.wa)1
書か (.ka)
見 (.)
食べ (.)
し (shi)せ (se)さ (sa)
来 (ko)
Hypothetical form(仮定形 kateikei)
使え (.e)
書け (.ke)
見れ (.re)
食べれ (.re)
すれ (sure)
来れ (kure)
Imperative form(命令形 meireikei)
使え (.e)
書け (.ke)
見ろ (.ro)見よ (.yo)
食べろ (.ro)食べよ (.yo)
しろ (shiro)せよ (seyo)せい (sei)
来い (koi)
the unexpected ending is due to the verb classically conjugating as -ha, phonemic drift moving -ha to -wa, and finally modern spelling reform reuniting pronunciation with spelling.
The above are only the stem forms of the verbs; to these one must add various verb endings in order to get the fully conjugated verb. The following table lists the most common conjugations. In cases where the form is different based on the conjugation group of the verb, arrows point to the correct formation rule.

formation rule
group 1書く (kaku)
group 2a見る (miru)
group 2b食べる (taberu)
sa-groupする (suru)
ka-group来る (kuru)
plainpolitenonpast
cont. + ます (masu)
書き・ますkaki.masu
見・ますmi.masu
食べ・ますtabe.masu
し・ますshi.masu
来・ますki.masu
informalpast
cont. + た (ta)
書い・たkai.ta*
見・たmi.ta
食べ・たtabe.ta
し・たshi.ta
来・たki.ta
informalnegativenonpast
imperf. + ない (nai)
書か・ないkaka.nai
見・ないmi.nai
食べ・ないtabe.nai
し・ないshi.nai
来・ないko.nai
informalnegativepast
imperf.+ なかった (nakatta)
書か・なかったkaka.nakatta
見・なかったmi.nakatta
食べ・なかったtabe.nakatta
し・なかったshi.nakatta
来・なかったko.nakatta
-te form (gerundive)
cont. + て (-te)
書いてkai.te*
見てmi.te
食べてtabe.te
してsi.te
来てki.te
conditional1
hyp. + ば (ba)
書け・ばkake.ba
見れ・ばmire.ba
食べれ・ばtabere.ba
すれ・ばsure.ba
来れ・ばkure.ba
provisional1
cont. + たら (tara)
書いたらkai.tara*
見たらmi.tara
食べたらtabe.tara
したらsi.tara
来たらki.tara
volitional
imperf. + う(u)
書こ・うkak.ō*
↓
imperf. + よう (-yō)
↑
見・ようmi.yō
食べ・ようtabe.yō
し・ようshi.yō
来・ようko.yō
passive
imperf. + れる (reru)
書か・れるkaka.reru
↓
さ・れるsa.reru
↓
imperf. + られる (-rareru)
↑
見・られるmi.rareru
食べ・られるtabe.rareru
↑
来・られるko.rareru
causative
imperf. + せる (seru)
書か・せるkaka.seru
↓
さ・せるsa.seru
↓
imperf. + させる (-saseru)
↑
見・させるmi.saseru
食べ・させるtabe.saseru
↑
来・させるko.saseru
potential
hyp. + る (ru)
書け・るkake.ru
↓
出来るdekiru2
↓
imperf. + られる (-rareru)
↑
見・られるmi.rareru
食べ・られるtabe.rareru
↑
来・られるko.rareru
Note that this is an entirely different verb; する (suru) has no potential form.
The polite ending -masu conjugates as a group 1 verb. The passive and potential endings -reru and -rareru, and the causative endings -seru and -saseru all conjugate as group 2b verbs. Multiple verbal endings can therefore agglutinate. For example, a common formation is the causative-passive ending, -sase-rareru.
僕は姉に納豆を食べさせられた。
boku wa ane ni nattō o tabesaserareta.
I was made to eat natto by my (elder) sister.
As should be expected, the vast majority of lexically legal combinations of conjugative endings are not semantically meaningful.
Adjectives
Japanese has two main classes of adjectives.
Pure adjectives (形容詞 keiyōshi, aka. i-type adjective)
these are very similar to verbs, having roots and conjugating stem forms.
Adjectival nouns (形容動詞 keiyōdōshi, aka na-type adjective)
these are grammatical nouns (though not necessarily legally possible as nouns) that are affixed with -na or -no to form the adjective.
All pure adjectives except for いい (ii, good) have regular conjugations, and ii is irregular only in the fact that it is a corruption of the regular adjective 良い (yoi) which manifests itself in the conjugations. All adjectival nouns conjugate regularly.

stem forms for adjectives
pure adjectives
adjectival nouns

安・い (yasu.)
い・い (i.)
静か- (shizuka-)

Attributive form1(連体形 rentaikei)
安い (.i)
いい (.i)
静かな (-na)

Terminal form1(終止形 shuushikei)
安い (.i)
いい (.i)
静かだ (-da)

Continuative form(連用形 ren'youkei)
安く (.ku)
良く (yo.ku)*
静かで (-de)

Imperfective form(未然形 mizenkei)
安かろ (.karo)
良かろ (yo.karo)*
静かだろ (-daro)

Hypothetical form(仮定形 kateikei)
安けれ (.kere)
良けれ (yo.kere)*
静かなら (-nara)

Imperative form2(命令形 meireikei)
安かれ (.kare)
良かれ (yo.kare)
静かなれ (-nare)

The attributive and terminal forms were formerly 安き (.ki) and 安し (.shi), respectively; in modern Japanese these are used productively for stylistic reasons only, although many set phrases such as 名無し (nanashi, anonymous) and よし (yoshi, sometimes written yosh', general positive interjection) derive from them.
The imperative form is extremely rare in modern Japanese, restricted to set patterns like 遅かれ早かれ (osokare hayakare, sooner or later), where they are treated as adverbial phrases! It is impossible for an imperative form to be in a predicate position.
Like verbs, we can enumerate some common conjugations of adjectives. Also, ii isn't special-cased, because all conjugations are identical to yoi.

pure adjectives安い (yasui)
adjectival nouns静か (shizuka)
plainpolitenonpast
term. + copula です (desu)
安いですyasui desu
root + copula です (desu)
静かですshizuka desu
informalpast
cont. + あった (atta)(u + a collapse)
安かったyasuk.atta
cont. + あった (atta)(e + a collapse)
静かだったshizuka d.atta
informalnegativenonpast
cont. + (は)ない ((wa) nai)1
安く(は)ないyasuku(wa)nai
cont. + (は)ない ((wa) nai)
静かで(は)ないshizuka de (wa) nai
informalnegativepast
cont. + (は)なかった ((wa) nakatta)1
安く(は)なかったyasuku(wa)nakatta
cont. + (は)なかった ((wa) nakatta)
静かで(は)なかったshizuka de (wa) nakatta
politenegativenon past
inf. neg. non-past + copula です (desu)1
安くないですyasukunai desu
inf. cont + (は)ありません ((wa) arimasen)
静かではありませんshizuka de wa arimasen
politenegativepast
inf. neg. past + copula です (desu)1
安くなかったですyasukunakatta desu
inf. cont + (は)ありませんでした ((wa) arimasen deshita)
静かではありませんでしたshizuka de wa arimasen deshita
inf. neg. past + なかったです (nakatta desu)1
静かではなかったですshizuka de wa nakatta desu
-te form
cont. + て (te)
安くてyasuku.te
cont.
静かでshizuka de
conditional2
hyp. + ば (ba)
安ければyasukere.ba
hyp. (+ ば (ba))
静かなら(ば)shizuka nara(ba)
provisional2
inf. past + ら (ra)
安かったらyasukatta.ra
inf. past + ら (ra)
静かだったらshizuka datta.ra
volitional3
imperf. + う (u)
安かろう (yasukarō)
imperf. + う (u)= root + だろう (darō)
静かだろう (shizuka darō)
adverbial
cont.
安くyasuku.
root + に (ni)
静かにshizuka ni
degree (-ness)
root + さ (sa)
安さyasu-sa
root + sa
静かさshizuka-sa
note that these are just forms of the pure adjective ない (nai)
see the note on hypothetical forms below.
since most adjectives describe non-volitional conditions, the volitional form is interpreted as "it is possible", if sensible. In some rare cases it is semi-volitional: 良かろう (yokarō, OK (lit: let it be good)) in response to a report or request.
Adjectives too are governed by euphonic rules in certain cases, as noted in the section on it below. For the polite negatives of adjectival nouns, see also the section below on the copula だ (da).
The copula (だ da)
The copula da behaves very much like a verb or an adjective in terms of conjugation.
stem forms of the copula
Attributive form(連体形 rentaikei)
である (de aru)
Terminal form(終止形 shuushikei)
だ (da, informal)です (desu, polite)でございます (de gozaimasu, respectful)
Continuative form(連用形 ren'youkei)
で (de)
Imperfective form(未然形 mizenkei)
では (de wa)
Hypothetical form(仮定形 kateikei)
なら (nara)
Imperative form(命令形 meireikei)
impossible
Note that there are no potential, causative, or passive forms of the copula, just as with adjectives. The following are some examples.
ジョンは学生だ。
JON wa gakusei da
John is a student.
明日も晴れなら、ピクニクしよう。
ashita mo hare nara, PIKUNIKU shiyō
If tomorrow is clear too, let's have a picnic.
In continuative conjugations, では (de wa) is often contracted in speech to じゃ (ja); for some kinds of informal speech ja is preferrable to de wa, or is the only possibility.
conjugations of the copula
nonpast
informal
だ (da)

polite
です (desu)

respectful
でございます (de gozaimasu)

past
informal
cont. + あった (atta)だった (datta)

polite
でした (desita)

respectful
でございました (de gozaimashita)

negativenonpast
informal
cont. + はない (wa nai)

polite
cont. + はありません (wa arimasen)

polite
cont. + はございません (wa gozaimasen)

negativepast
informal
cont. + はなかった (nakatta)

polite
cont. + はありませんでした (wa arimasen deshita)

polite
cont. + はございませんでした (wa gozaimasen deshita)

conditional
informal
hyp. + ば (ba)

polite
cont. + あれば (areba)

respectful

provisional
informal
なら (nara)

polite
same as conditional

respectful

volitional
informal
だろう (darō)

polite
でしょう (deshō)

respectful
でございましょう (de gozaimashō)

adverbial and-te forms
informal
cont.

polite
cont. + ありまして (arimashite)

respectful
cont. + ございまして (gozaimashite)

Euphonic changes (音便 onbin)
spelling changes
archaic
modern
あ＋う (a + u)あ＋ふ (a + fu)
おう (ō)
い＋う (i + u)い＋ふ (i + fu)
ゆう (yū)*
う＋ふ (u + fu)
うう (ū)
え＋う (e + u)え＋ふ (e + fu)
よう (yō)
お＋ふ (o + fu)お＋を (o + wo)
おう (ō)
medial or final は (ha)
わ (wa)
medial or final ひ (hi), へ (he), ほ (ho)
い (i), え (e), お (o)(via wi, we, wo, see below)
any ゐ (wi), ゑ (we), を (wo)
い (i), え (e), お (o)
* usu. not reflected in spelling
Modern pronunciation is a result of a long history of phonemic drift that can be traced back to written records of the thirteenth century, and possibly earlier. However, it was only in 1946 that the Japanese ministry of education modified existing kana usage to conform to the standard dialect (共通語 kyōtsūgo). All earlier texts used the archaic orthography, now referred to as historical kana usage. The adjoining table is a nearly exhaustive list of these spelling changes. As mentioned above, conjugations of some verbs and adjectives differ from the prescribed formation rules because of euphonic changes. Nearly all of these euphonic changes are themselves regular. For verbs the exceptions are all in the ending of the continuative form of group 1when the following auxiliary has a ta-sound, i.e., た (ta), て (te), たり (tari), etc.

continuative ending
changes to
example
い, ち or り
っ
*買いて *kaite → 買って katte*打ちて *uchite → 打って utte*知りて *shirite → 知って shitte
び, み or に
ん, with the following タ sound voiced
*遊びて *asobite → 遊んで asonde*住みて *sumite → 住んで sunde*死にて *shinite → 死んで shinde
き
い
*書きて *kakite → 書いて kaite
ぎ
い, with the following タ sound voiced
*泳ぎて *oyogite → 泳いで oyoide
There is one other irregular change: 行く iku (to go), for which there is an exceptional continuative form: 行き iki + て te → 行って itte, 行き iki + た ta → 行った itta, etc.
The continuative form of proper adjectives, when followed by polite forms such as ございます (gozaimasu, to be) or 存じます (zonjimasu, to know), undergo a transformation.

continuative ending
description
examples
[not し] + く
う, possibly also combining with the previous syllable according to the spelling reform chart
*寒くございます *samuku gozaimasu → 寒うございます samū gozaimasu*おはやくございます ohayaku gozaimasu → おはようございます ohayō gozaimasu
しく
しゅう
*涼しくございます *suzushiku gozaimasu → 涼しゅうございます suzushuu gozaimasu
Respectful verbs such as くださる (kudasaru, to get), なさる (nasaru, to do), ござる (gozaru, to be), いらっしゃる (irassharu, to be/come/go), おっしゃる (ossharu, to say), etc. behave like group 1 verbs, except in the continuative and imperative forms.

change
examples
continuative
ーり changed to ーい
*ござります *gozarimasu → ございます gozaimasu*いらっしゃりませ *irassharimase → いらっしゃいませ irasshaimase
imperative
ーれ changed to ーい
*くだされ *kudasare → ください kudasai*なされ *nasare → なさい nasai
In speech, common combinations of conjugation and auxiliary verbs are contracted in a fairly regular manner.

colloquial contractions
full form
colloquial
example
-てしまう-te shimau
-ちゃう/-じゃう-chau/-jaugroup 1
負けてしまう (makete shimau, lose) → 負けちゃう (makechau)死んでしまう (shinde shimau, die) → 死んじゃう (shinjau)
-ては-te wa
-ちゃ/-じゃ-cha/-ja
食べてはいけない (tabete wa ikenai, must not eat) → 食べちゃいけない (tabecha ikenai)
-ている-te iru
-てる-terugroup 2b
寝ている (nete iru, is sleeping) → 寝てる (neteru)
-ておく-te oku
-とく-tokugroup 1
しておく (shite oku, will do it so) → しとく (shitoku)
-て行く-te iku
-てく-tekugroup 1
出て行け (dete ike, get out!) → 出てけ (deteke)
-るの-ru no
-んの-nno
何しているの (nani shite iru no, what are you doing?) → 何してんの (nani shitenno)

Other independent words
Adverbs
Adverbs in Japanese are not as tightly integrated into the morphology as in many other languages. Indeed, adverbs are not an independent class of words, but rather a role played by other words. For example, every adjective in the continuative form can be used as an adverb; thus, 弱い (yowai, weak, adj) → 弱く (yowaku, weakly, adv). The primary distinguishing characteristic of adverbs is that they cannot occur in a predicate position, just as it is in English. The following classification of adverbs is not intended to be authoritative or exhaustive.
Verbal adverbs
are verbs in the continuative form with the particle ni. Eg. 見る (miru, to see) → 見に (mi ni, for the purpose of seeing), used for instance as: 見に行く (mi ni iku, go to see (sth.)).
Adjectival adverbs
are adjectives in the continuative form, as mentioned above.
Nominal adverbs
are grammatical nouns that function as adverbs. Examples: あまり (amari, a little/not a lot), どう (dō, how), 一番 (ichiban, most highly), etc.
Sound Symbolism
are words that mimic sounds or concepts. Examples: きらきら (kirakira, sparklingly), ぽっくり (pokkuri, suddenly), するする (surusuru, smoothly (sliding)), etc.
Often, especially for sound symbolism, the particle to ("as if") is used.
Conjunctions and interjections
These parts of speech are much as in English.
Examples of conjunctions: そうして (sōshite, and then), また (mata, and then/again), etc.
Examples of interjections: はい (hai, yes/OK/uh), へえ (hē, wow!), いいえ (īe, no/no way), おい (oi, hey!), etc.
Ancillary words
Particles
Particles in Japanese are postpositional—they immediately follow the modified component. A full listing of particles would be beyond the scope of this article, so only a few prominent particles are listed here.
It should be noted that the pronunciation of some hiragana characters is altered when used as particles, namely は (ha -> wa), へ (he -> e), and を (wo -> o). The altered pronounciation is usually used in rōmaji.
Topic, theme, and subject: は (wa) and が (ga)
The distinction between the so-called topic (は wa) and subject (が ga) particles is not straightforward, and in fact has been the theme of many doctoral dissertations and scholarly disputes. The reader is warned to take the material in this section, more than any other part of this article, as a poor and approximate guide. Interested readers are referred to two major scholarly surveys of Japanese linguistics in English, (Shibatani 1990) and (Kuno 1973). To simplify matters, the referrents of wa and ga will be called the topic and subject respectively, with the understanding that if one or the other is absent, then the grammatical topic and subject may coincide depending on context.
As a first approximation, the difference between wa and ga is a matter of focus: wa gives focus to the action of the sentence, i.e., the verb or adjective, whereas ga gives focus to the subject of the action. However, this description is too abstract; a more useful description must proceed by ennumerating uses of these particles.
Thematic wa
The use of wa to introduce a new theme of discourse is directly linked to the notion of grammatical theme. Opinions differ on the structure of discourse theme, though it seems fairly uncontroversial to imagine a first-in-first-out hierarchy of themes that is threaded through the discourse. Of course, human limitations restrict the scope and depth of themes, and later themes may cause earlier themes to expire. In these sorts of sentences, the steadfast translation into English uses constructs like "speaking of X" or "on the topic of X", though such translations tend to be bulky as they fail to use the thematic mechanisms of English. For lack of a best strategy, many teachers of Japanese drill the "speaking of X" pattern into their students without sufficient warning.
ジョンは学生である。
JON wa gakusei de aru
(On the topic of John), John is a student.
The warning against rote translation cannot be overemphasized. A common linguistic joke is the sentence 僕は鰻だ (boku wa unagi da), which according to the pattern should be translated as "(Speaking of me), I am an eel." Yet, in a restaurant this sentence can reasonably be used to say "I'd like an order of eel", with no intended humor. This is because the sentence should be literally read, "As for me, it is an eel," with "it" referring to the speaker's order. We can clearly see that the topic of the sentence is not its subject! (As a side note, the separation of grammatical topic and subject is sometimes transported by native Japanese speakers to other languages; for example, a Japanese with a shaky grasp of English might say "I am an eel" in a restaurant in an attempt to order eel.)
Contrastive wa
Related to the role of wa in introducing themes is its use in contrasting the current topic and its aspects from other possible topics and their aspects. The suggestive pattern is "X, but ..." or "as for X, ...".
雨は降っていますが。。。
ame wa futte imasu ga...
It is raining, but...
Because of its contrastive nature, the topic cannot be undefined.
*誰かは本を読んでいる。
*dareka wa hon o yonde iru
*Someone is reading the book.
In this situation ga is forced.
In practice, the distinction between thematic and contrastive wa is not that useful. Suffice it to say that there can be at most one thematic wa in a sentence, and it has to be the first wa if one exists, and the remaining was are contrastive. For completeness, the following sentence (due to Kuno) illustrates the difference.
僕が知っている人は誰も来なかった。
boku ga shitte iru hito wa daremo konakatta
(1) Of all the people I know, none came.
(2) (People came but), there wasn't any of the people I know.
The first interpretation is the thematic wa, treating "the people I know" (boku ga shitte iru hito) as the theme of the predicate "none came" (dare mo konakatta). That is, if I know A, B, ..., Z, then none of the people who came were A, B, ..., Z. The second interpretation is the contrastive wa. If the likely attendees were A, B, ..., Z, and of them I know P, Q and R, then the sentence says that P, Q and R did not come. The sentence says nothing about A', B', ..., Z', all of whom I know, but none of whom were likely to come. The sentence is ambiguous up to this difference. (In practice the first interpretation is the likely one.)
Exhaustive ga
Unlike wa, the subject particle ga nominates its referrent as the sole satisfier of the predicate. This distinction is famously illustrated by the following pair of sentences.
ジョンは学生です。
JON wa gakusei desu
John is a student. (There may be other students among the people we're talking about.)
ジョンが学生です。
JON ga gakusei desu
(Of all the people we are talking about), it is John who is the student.
Objective ga
For stative transitive verbs, ga instead of o is typically used to mark the object, although it is sometimes acceptable to use o.
ジョンはフランス語が出来る。
JON wa FURANSU-go ga dekiru
John knows French
Objects, locatives, instrumentals: を (o), に (ni), で (de), へ (e)
The direct object of non-stative transitive verbs is indicated by the object particle を (o).
ジョンは青いセーターを着ている。
JON wa aoi SE-TA- o kite iru
John is wearing a blue sweater.
This particle can also have a instrumental use for motion verbs.
メリーが細い道を歩いていた。
MERI- ga hosoi michi o aruite ita
Mary was walking along a narrow road.
English allows a similar concept ("walk the road"), though it is usually literary. The general instrumental particle is で (de), which can be translated as "using".
肉はナイフで切ること。
niku wa NAIFU de kiru koto
Meat must be cut with a knife.
This particle also has other uses: "at" (temporary location):
町角で先生に会った。
machikado de sensei ni atta
(I) met my teacher at the street corner.
"In":
海で泳ぐのは難しい。
umi de oyogu no wa muzukashii
Swimming in the sea is hard.
"With" or "in (the span of)":
劇は主人公の死で終る。
geki wa shujinkō no shi de owaru
The play ends with the protagonist's death.
俺は二秒で勝つ。
ore wa nibyou de katsu
I'll win in two seconds.
The general locative particle is に (ni).
東京に行きましょう。
tōkyō ni ikimashō
Let's go to Tokyo
In this function it is interchangable with へ (e). However, ni has additional uses: "at (prolonged)":
私はグロスター通り99番に住んでいます。
watashi wa GUROSUTA- tōri 99 ban ni sunde imasu
I live at 99 Gloucester road
"On":
氷は水に浮く。
kōri wa mizu ni uku
Ice floats on water.
"In (some year)", "at (some point in time)":
春の夕暮れに。。。
haru no yūgure ni...
On a spring eve...
Quantity and extents: と (to), も (mo), か (ka), や (ya), から (kara), まで (made)
To conjoin nouns, と (to) is used.
バグには、教科書三冊と漫画本五冊入れています。
BAGU ni wa kyōkasho san-satsu to mangahon go-satsu irete imasu
I have three textbooks and five comic books in the bag.
The additive particle も (mo) can be used to conjoin larger nominals and clauses.
ヨーハンはドイツ人だ。ブリゲータもドイツ人だ。
YO-HAN wa DOITSU-jin da. BURIGE-TA mo DOITSU-jin da
Johan is a German. Brigette is a German too.
彼は映画スターであり、政治家でもある。
kare wa eiga SUTA- de ari, seijika de mo aru
He is a movie star and also a politician.
For an incomplete list of conjuncts, や (ya) is used.
ボリスやアイバンを呼べ。
BORISU ya AIBAN wo yobe
Call Boris, Ivan, etc.
When only one of the conjuncts is necessary, the disjunctive particle か (ka) is used.
スシかサシミか、何かを注文してね。
SUSHI ka SASHIMI ka, nanika wo chūmon shite ne
Order sushi or sashimi or something.
Quantities are listed between から (kara, from) and まで (made, to).
92度から96度までの熱は心配するものではない。
92 do kara 96 do made no netsu wa shinpai suru mono de wa nai
A temperature between 92 F and 96 F is not worrisome.
This pair can also be used to indicate time or space.
朝8時から11時まで授業があるんだ。
asa hachi-ji kara jūichi-ji made jugyō ga aru n da
You see, I have classes between 8 a.m. and 11 a.m.
Because kara indicates starting point or origin, it has a related use as "because":
スミスさんは強引な人ですから、いつも頼まれているかもしれない。
SUMISU-san wa gōin na hito desu kara, itsumo tanomarete iru kamoshirenai
Mr. Smith, I think it's because you're so assertive that you're always asked to do everything.
The particle kara and a related particle yori are used to indicate lowest extents: prices, business hours, etc.
我々は7時より営業して居ります。
wareware wa shichi-ji yori eigyō shite orimasu
We are open for business from 7 onwards.
Yori is also used in the sense of "than".
お前は姉ちゃんよりうるさいんだ!
omae wa nē-chan yori urusai n da
You are louder/more talkative than my sister!
Coordinating: と (to), に (ni), よ (yo)
The particle と (to) is used to set off quotations.
「殺して。。。殺して」とあの子は言ってたの。
"koroshite... koroshite" to ano ko wa itte'ta no
The girl was saying, "Kill... kill."
猫はニャー、ニャーと鳴く。
neko wa NYA- NYA- to naku
The cat says: meaow, meaow.
It is also used to indicate a manner of similarity, "as if" or "like".
彼は「愛してるよ」と言って、ぽっくりと死んだ。
kare wa "aishite'ru yo" to itte, pokkuri to shinda
He said "I love you," and dropped dead.
In a related conditional use, it functions like "after", or "upon".
雨が上がると、子ども達はもう学習を忘れて、太陽に表を向ける水溜りの誘惑を従う。
ame ga agaru to, kodomo-tachi wa mou gakushū o wasurete, taiyō ni omote wo mukeru mizu-tamari no yūwaku o shitagau
Rain stops and then: children, forgetting their lessons, give in to the temptation of sun-faced puddles.
Finally it is used with verbs like to meet (with) (会う au) or to speak (with) (話す hanasu).
ジョンはメリーと初めて会ったのは、1942年の春の夕暮れだった。
JON ga MERI- to hajimete atta no wa, 1942 nen no haru no yūgure datta
John met Mary for the first time on a dusky spring afternoon in 1942.
This last use is also a function of the particle に (ni), but to indicates reciprocation which ni does not.
ジョンがメリーと恋愛している。
JON ga MERI- to ren'ai shite iru
John and Mary are in love.
ジョンがメリーに恋愛している。
JON ga MERI- ni ren'ai shite iru
John loves Mary (but Mary might not love John back).
Finally, the particle よ (yo) is used in a hortative or vocative sense.
可愛い娘よ、顔をしかめて私を見るな。
kawaii musume yo, kao o shikamete watashi wo miruna
O my beloved daughter, don't frown at me so!
Final: か (ka), ね (ne), よ (yo) and related
The sentence-final particle か (ka) turns a declarative sentence into a question.
そちらはアメリカ人でしょうか?
sochira wa AMERIKA-jin deshō ka?
Are you perchance an American?
The particle ね (ne) softens a declarative sentence, similar to English "you know?", "eh?" or "I tell you!".
彼に電話しなかったのね。
kare ni denwa shinakatta no ne
You didn't call him up, did you?
近々ロンドンに引っ越されるそうですね。
chikajika RONDON ni hikkosareru sou desu ne.
I hear you're moving to London soon. Is that true?
A final よ (yo) is used for emphasis.
嘘吐いてないよ！
uso tsuite nai yo!
I'm not lying!
The particles ぜ (ze) and ぞ (zo) are sometimes used similarly, particularly by boys in movie dialogue.
Compound particles
Compound particles are formed with at least one particle together with other words including, other particles. The commonly seen forms are:
particle + verb (term. or cont. or -te form)
particle + noun + particle
noun + particle
Other structures are rarer, though of course possible. A few examples:
その件に関して知っている限りのことを教えてもらいたい。
sono ken ni kan-shite shitte-iru kagiri no koto wo oshiete moraitai
Kindly tell me everything you know concerning that case. (particle + verb in cont.)
外国語を学習する上で大切なことは毎日の努力がものを言ということである。
gaikokugo wo gakushū suru ue de taisetsu na koto wa mainichi no doryoku ga mono wo iu to iu koto de aru
In studying a foreign language, daily effort gives the most rewards. (noun + particle)
兄は両親の心配をよそに、大学をやめてしまった。
ani wa ryōshin no shinpai o yoso ni, daigaku wo yamete shimatta
Ignoring my parents' worries, my brother dropped out of college. (particle + noun + particle)
Auxiliary verbs
All auxiliary verbs attach to a verbal or adjectival stem form and conjugate as verbs, but they differ from normal verbs in having no independent meaning. In modern Japanese there are two distinct classes of auxiliary verbs:
Pure auxiliaries (助動詞 jodōshi)
are usually just called verb endings or conjugated forms. These auxiliaries cannot possibly function as an independent verb.
Helper auxiliaries (補助動詞 hododōshi)
are normal verbs that lose their independent meaning when used as auxiliaries.
In classical Japanese which was more purely agglutinating than modern Japanese, the category of auxiliary verb included every possible verb ending after the stem form, and most of these endings were themselves active participants in composition. In modern Japanese, however, some auxiliaries have stopped being productive. The most classic example is the classical auxiliary たり (-tari) whose forms た (-ta), て (-te), etc. are now no longer viewed as verbal endings, i.e., they can take no further affixes.

some pure auxiliary verbs
auxiliary
group
attaches to
meaning modification
example
ます (masu)
1
continuative
makes V polite
書く (kaku, to write) → 書きます (kakimasu)
られる (rareru)1
2b
cont. of grp. 2
makes V passive/polite/potential
見る (miru, to see) → 見られる (mirareru, to be able to see)増える (fueru, to increae) → 増えられる (fuerareru, to have the ability to increase)
る (ru)
hyp. of grp. 1
飲む (nomu, to drink/swallow) → 飲める (nomeru, to be able to drink)
させる (saseru)2
2b
cont. of grp. 2
makes V causative
考える (kangaeru, to think) → 考えさせる (kangaesaseru, to cause to think)
せる (seru)
imperf. of grp. 1
思い知る (omoishiru, to realize) → 思い知らせる (omoishiraseru, to cause to realize/to teach a lesson)
1 られる (rareru) is often shortened to れる (reru, grp. 2); thus 食べれる (tabereru, to be able to eat) instead of 食べられる (taberareru).
2 させる (saseru) is sometimes shortened to さす (sasu, grp. 1), but this usage is somewhat literary.
Much of the agglutinative flavour of Japanese stems from helper auxiliaries, however. The following table contains a small selection of an abundant store of such auxiliary verbs.

some helper auxiliary verbs
auxiliary
group
attaches to
meaning modification
example
ある (aru, to be (inanimate))
1
-te formonly for trans.
indicates state modification
開く (aku, to open) → 開いてある (aite-aru, opened and is still open)
いる (iru, to be (animate))
2a
-te formfor trans.
progressive aspect
寝る (neru, to sleep) → 寝ている (nete-iru, is sleeping)
2a
-te formfor intrans.
indicates state modification
閉まる (shimaru, (intransitive) to close) → 閉まっている (shimatte-iru, is closed)
いく (iku, to go)
1
-te form
"goes on V-ing"
歩く (aruku, to walk) → 歩いていく (aruite-iku, keep walking)
くる (kuru, to come)
ka
-te form
inception, "start to V"
なる (naru, become) → なってくる (natte-kuru, start becoming)
始める (hajimeru, to begin)
2b
continuativenon-punctual
"V begins", "begin to V"
書く (kaku, to write) → 書き始める (kaki-hajimeru, start to write)
continuativepunctual & subj. must be plural
着く (tsuku, to arrive) → 着き始める (tsuki-hajimeru, have all started to arrive)
出す (dasu, to emit)
1
continuative
"start to V"
輝く (kagayaku, to shine) → 輝き出す (kagayaki-dasu, to start shining)
みる (miru, to see)
1
-te form
"try to V"
する (suru, do) → してみたい (shite-mitai, try to do)
なおす (naosu, to correct/heal)
1
continuative
"do V again, correcting mistakes"
書く (kaku, to write) → 書きなおす (kaki-naosu, rewrite)
あがる (agaru, to rise)
1
continuative
"do V thoroughly" / "V happens upwards"
立つ (tatsu, to stand) → 立ち上がる (tachi-agaru, stand up)
出来る (dekiru, to come out) → 出来上がる (deki-agaru, be completed)
得る (eru/uru, to be able)
2b/1
continuativeonly for group 1 verbs
indicates potential
ある (aru, to be) → あり得る (arieru, is possible)
かかる (kakaru, to hang/catch/obtain)
1
continuativeonly for intrans., non-volit.
"about to V", "almost V"
溺れる (oboreru, drown) → 溺れかかる (obore-kakaru, about to drown)
きる (kiru, to cut)
1
continuative
"do V completely"
食べる (taberu, to eat) → 食べきる (tabe-kiru, to eat it all)
消す (kesu, to erase)
1
continuative
"cancel by V""deny with V"
揉む (momu, to rub) → 揉み消す (momi-kesu, to rub out, to extinguish)
込む (komu, to enter deeply/plunge)
1
continuative
"V deep in", "V into"
話す (hanasu, to speak) → 話し込む (hanashi-komu, to be deep in conversation)
下げる (sageru, to lower)
2b
continuative
"V down"
引く (hiku, to pull) → 引き下げる (hiki-sageru, to pull down)
過ぎる (sugiru, to exceed)
2a
continuative
"overdo V"
言う (iu, to say) → 言いすぎる (ii-sugiru, to say too much, to overstate)
付ける (tsukeru, to attach)
2b
continuative
"become accustomed to V"
行く (iku, to go) → 行き付ける (iki-tsukeru, be used to (going))
続ける (tsuzukeru, to continue)
2b
continuative
"keep on V"
降る (furu, to fall (eg. rain)) → 降り続ける (furi-tsuzukeru, to keep falling)
通す (tōsu, to show/thread/lead)
1
continuative
"finish V-ing"
読む (yomu, to read) → 読み通す (yomi-tōsu, to finish reading)
抜ける (nukeru, to shed/spill/desert)
2b
continuativeonly for intrans.
"V through"
走る (hashiru, to run) → 走り抜ける (hashiri-nukeru, to run through (swh))
残す (nokosu, to leave behind)
1
continuative
by doing V, leave sth behind
思う (omou, to think) → 思い残す (omoi-nokosu, to regret (lit: to have sth left to think about))
残る (nokoru, to be left behind)
1
continuativefor intrans. only
be left behind, doing V
生きる (ikiru, live) → 生き残る (iki-nokoru, to survive (lit: to be left alive))
分ける (wakeru, to divide/split/classify)
2b
continuative
the proper way to V.
使う (tsukau, use) → 使い分ける (tsukai-wakeru, to indicate the proper way to use)
忘れる (wasureru, to forget)
2b
continuative
to forget to V
聞く (kiku, to ask) → 聞き忘れる (kiki-wasureru, to forget to ask)
This article was derived fully or in part from an article on Wikipedia.org. This article is distributed under the terms of GNU Free Documentation License.

2008-07-29T01:42:00.000-07:00

ESAI

JUDUL : Generasi Muda, Harapan Bangsa
NAMA : Silvia Sari Busnita
KELAS : X A
SEKOLAH : SMA Negeri 2 Lubuk Basung

Indonesia dikenal sebagai negara dengan jumlah penduduk yang terbanyak dan juga SDA yang melimpah ruah. Maka tak heran sejak beratus tahun yang lalu bangsa asing ingin sekali menjajah dan menguasai tanah air kita yang tercinta ini. Namun, berkat usaha dan semangat perjuangan rakyat Indonesia dan para pemuda khususnya, kita berhasil meraih kemerdekaan yang sejak dulu dicita-citakan.
Namun seiring berjalannya waktu, tampaknya semangat juang dari para pemuda ini mulai memudar. Ini dapat dilihat dari sikap dan tingkah laku generasi muda kita sekarang ini yang cenderung bersikap kurang menghargai dan menghormati perjuangan para pahlawan kita terdahulu. Selain itu, kurangnya jiwa nasionalisme dan patriotisme juga dirasakan oleh generasi muda sekarang ini. Tak hanya itu, krisis kepemimpinan juga melanda para generasi muda dewasa ini.
Masalah seperti ini harus diatasi secepatnya sebelum berakar menjadi kebiasan buruk yang dapat merusak masa depan bangsa dan negara kita. Agar tidak terjadi hal-hal seperti tawuran antar pelajar, kenakalan remaja, penggunaan obat bius dan Narkotika, Free Seks serta perilaku menyimpang lainnya. Untuk mengantisipasi masalah ini, hendaknya para generasi muda diberikan pelatihan maupun bimbingan agar sedari awal mereka diajarkan bagaimana cara berbicara di depan forum, berhadapan dengan orang banyak

dan tentu saja menghindarkan diri dari hal-hal negatif seperti yang telah disebutkan diatas.
Karena pada dasarnya, masa muda merupakan masa dimana seseorang selalu berpikiran kritis, sehingga memiliki rasa keingintahuan yang tinggi. Oleh karena itu, alangkah baiknya jika pikiran yang kritis dan rasa keingintahuan yang tinggi ini dipergunakan pada hal yang positif. Seperti di bidang pelajaran, olahraga, maupun hal positif lainnya.
Masalah lain yang sering melanda para generasi muda saat ini ialah Krisis Akhlak dan pudarnya rasa tanggungjawab dalam menjalankan ibadah berdasarkan agama yang dianutnya. Padahal salah satu kewajiban kita kepada Allah ialah patuh dan taat menjalankan segala perintah-Nya serta menjauhi segala larangan-Nya. Namun, kenyataan yang dihadapi malah sebaliknya. Semakin banyak para generasi muda kita sekarang yang melakukan perbuatan yang dilarang Allah. Kondisi ini tentu saja sangat memprihatinkan, mengingat generasi muda merupakan calon penerus bangsa ini. Apa jadinya bangsa ini di masa depan, jika para generasi mudanya tidak beriman dan tidak berbudi luhur.
Oleh karena itu, dengan adanya pelatihan-pelatihan, bimbingan-bimbingan maupun kegiatan positif lainnya semoga dapat meningkatkan kualitas dan kuantitas para generasi muda kita yang sudah diambang kehancuran. Dengan adanya Latihan kepemimpinan serta Pesantren Kilat, dapat dijadikan sarana untuk melatih para generasi muda kedepan menjadi Pemimpin yang Bijak, Adil serta bertakwa terhadap Tuhan Yang Maha Esa.
Tak hanya itu, banyak manfaat lainnya yang dapat kita dapat jika kita mengikuti kegiatan ini dengan sungguh-sungguh, seperti: Melatih diri untuk tampil berani dan berbicara di depan Forum, Menambah wawasan dan pengetahuan kita tentang bagaimana cara berorganisasi yang baik, bagaimana cara kita menjadi pemimpin yang bijak, serta tak lupa pula mempererat tali

persaudaraan kita sesama siswa dan juga sesama umat muslim di Kabupaten Agam khususnya.
Selain itu dengan menyambut Hari Kebangkitan Nasional ini marilah kita bangkitkan kembali semangat kita seperti mambangkik batang tarandam untuk membela tanah air, dan tentunya menjadi pelajar yang kelak nantinya dapat berguna bagi nusa, bangsa, dan agama. Tak lupa pula dengan adanya LK dan Sanlat ini dapat dijadikan momen untuk mempererat tali persaudaraan di antara sesama kita. Serta berusaha juga menjadi pemimpin yang bertanggungjawab. Sehingga kasus-kasus seperti Korupsi, Kolusi dan Nepotisme tidak merajalela lagi di bumi pertiwi ini.
Terakhir, semua hal tersebut bisa saja menjadi sia-sia jika kita tidak mengamalkannya dengan sungguh-sungguh dan dengan hati yang tulus ikhlas. Karena sesuai dengan hadist nabi, segala sesuatu itu dimulai dari niat. Jadi, mulai dari sekarang ini perkuat hati dan niat kita untuk menjadi manusia yang lebih baik, berkualitas dan berakhlak mulia daripada sebelumnya.

2008-05-21T02:31:00.000-07:00

Danau Hilang Akibat Pemanasan Global

Minggu, 13 April 2008 - 15:47 wib

SEBUAH danau di Cile pada awal bulan ini mendadak hilang. Air dalam danau itu habis karena mengalir ke sungai setelah bendungan alamiah berupa dinding es abadi yang mengelilingi danau itu mencair akibat pemanasan global.

"Air bervolume sangat besar tiba-tiba menggelontor sungai. Ombak air pun menggunung seperti tsunami," ujar ahli struktur es Center for Scientific Studies, Gino Casassa.

Casassa menilai, keruntuhan dinding-dinding es abadi pembendung danau itu disebabkan peningkatan suhu udara di sekitar danau. Peningkatan suhu tersebut disebabkan pemanasan global. Ini bukan insiden pertama sebuah danau hilang dari permukaan Bumi akibat pemanasan global.

Tahun lalu, insiden serupa juga terjadi di Cile. Saat itu, sebuah danau seluas 4-5 hektare (sepuluh kali luas lapangan sepak bola) di pedalaman hutan tiba-tiba raib. Yang tersisa hanya kawah berkedalaman sekira 50 meter. "Danau itu hilang begitu saja. Tidak ada yang mengetahui apa penyebabnya," tandas Kepala Dinas Kehutanan Nasional Cile Juan Jose Romero, di Magallanes, di lokasi danau tersebut.

Sekelompok ahli geologi dan ahli lingkungan hidup kemudian dikirimkan ke wilayah itu untuk menyelidiki hilangnya danau tersebut. Hampir satu bulan berselang, para ahli pun berhasil menarik kesimpulan mengenai penyebab hilangnya danau tersebut.

Mereka menilai, pemanasan global adalah penyebab hilangnya danau itu. "Kami menemukan sebuah celah besar di dinding es danau Bernardo. Kami yakin air mengalir keluar lewat sana. Ini menegaskan bahwa lapisan es di wilayah tersebut semakin menipis," papar ketua tim peneliti, Andres Rivera, ahli glasiologi dari Pusat Studi Ilmiah Cile.

2008-04-27T19:42:00.000-07:00

10 Cara Pintar Belajar

Belajar mendadak menjelang ujian memang tidak efektif. Paling nggak sebulan sebelum ulangan adalah masa ideal buat mengulang pelajaran. Materi yang banyak bukan masalah. Ada sepuluh cara pintar supaya waktu belajar kita menjadi efektif.

1. Belajar itu memahami bukan sekedar menghapal

Yap, fungsi utama kenapa kita harus belajar adalah memahami hal-hal baru. Kita boleh hapal 100% semua detail pelajaran, tapi yang lebih penting adalah apakah kita sudah mengerti betul dengan semua materi yang dihapal itu. Jadi sebelum menghapal, selalu usahakan untuk memahami dulu garis besar materi pelajaran.

2. Membaca adalah kunci belajar

Supaya kita bisa paham, minimal bacalah materi baru dua kali dalam sehari, yakni sebelum dan sesudah materi itu diterangkan oleh guru. Karena otak sudah mengolah materi tersebut sebanyak tiga kali jadi bisa dijamin bakal tersimpan cukup lama di otak kita.

3. Mencatat pokok-pokok pelajaran

Tinggalkan catatan pelajaran yang panjang. Ambil intisari atau kesimpulan dari setiap pelajaran yang sudah dibaca ulang. Kata-kata kunci inilah yang nanti berguna waktu kita mengulang pelajaran selama ujian.

4. Hapalkan kata-kata kunci

Kadang, mau tidak mau kita harus menghapal materi pelajaran yang lumayan banyak. Sebenarnya ini bisa disiasati. Buatlah kata-kata kunci dari setiap hapalan, supaya mudah diingat pada saat otak kita memanggilnya. Misal, kata kunci untuk nama-nama warna pelangi adalah MEJIKUHIBINIU, artinya merah, jingga, kuning, hijau, biru, nila dan ungu.

5. Pilih waktu belajar yang tepat

Waktu belajar yang paling enak adalah pada saaat badan kita masih segar. Memang tidak semua orang punya waktu belajar enak yang sama lo. Tapi biasanya, pagi hari adalah waktu yang tepat untuk berkonsentrasi penuh. Gunakan saat ini untuk mengolah materi-materi baru. Sisa-sisa energi bisa digunakan untuk mengulang pelajaran dan mengerjakan pekerjaan rumah.

6. Bangun suasana belajar yang nyaman

Banyak hal yang bisa buat suasana belajar menjadi nyaman. Kita bisa pilih lagu yang sesuai dengan mood kita. Tempat belajar juga bisa kita sesuaikan. Kalau sedang bosan di kamar bisa di teras atau di perpustakaan. Kuncinya jangan sampai aktivitas belajar kita mengganggu dan terganggu oleh pihak lain.

7. Bentuk Kelompok Belajar

Kalau lagi bosan belajar sendiri, bisa belajar bareng dengan teman. Tidak usah banyak-banyak karena tidak bakal efektif, maksimal lima orang. Buat pembagian materi untuk dipelajari masing-masing orang. Kemudian setiap orang secara bergilir menerangkan materi yang dikuasainya itu ke seluruh anggota lainnya. Suasana belajar seperti ini biasanya seru dan kita dijamin bakalan susah untuk mengantuk.

8. Latih sendiri kemampuan kita

Sebenarnya kita bisa melatih sendiri kemampuan otak kita. Pada setiap akhir bab pelajaran, biasanya selalu diberikan soal-soal latihan. Tanpa perlu menunggu instruksi dari guru, coba jawab semua pertanyaan tersebut dan periksa sejauh mana kemampuan kita. Kalau materi jawaban tidak ada di buku, cobalah tanya ke guru.

9. Kembangkan materi yang sudah dipelajari

Kalau kita sudah mengulang materi dan menjawab semua soal latihan, jangan langsung tutup buku. Cobalah kita berpikir kritis ala ilmuwan. Buatlah beberapa pertanyaan yang belum disertakan dalam soal latihan. Minta tolong guru untuk menjawabnya. Kalau belum puas, cari jawabannya pada buku referensi lain atau internet. Cara ini mengajak kita untuk selalu berpikir ke depan dan kritis.

10. Sediakan waktu untuk istirahat

Belajar boleh kencang, tapi jangan lupa untuk istirahat. Kalau di kelas, setiap jeda pelajaran gunakan untuk melemaskan badan dan pikiran. Setiap 30-45 menit waktu belajar kita di rumah selalu selingi dengan istirahat. Kalau pikiran sudah suntuk, percuma saja memaksakan diri. Setelah istirahat, badan menjadi segar dan otak pun siap menerima materi baru.

Satu lagi, tujuan dari ulangan dan ujian adalah mengukur sejauh mana kemampuan kita untuk memahami materi pelajaran di sekolah. Selain menjawab soal-soal latihan, ada cara lain untuk mengetes apakah kita sudah paham suatu materi atau belum. Coba kita jelaskan dengan kata-kata sendiri setiap materi yang sudah dipelajari. Kalau kita bisa menerangkan dengan jelas dan teratur - tak perlu detail - berarti kita sudah paham.

fhoto

2008-03-30T01:01:00.000-07:00

2008-03-02T23:35:00.000-08:00

2008-03-02T23:30:00.000-08:00

Assalamualaikum,,, hii guys,, kenalin, nama gue silvia sari, ^_^ and you can call me with sil! So, Wellcome in this blog, now buat kamu-kamu yang ada something to do!Just join with me, key!!^^