Newly compiled intermediate Japanese

Author: Gu Xueqian
Publisher:
Publish Date: 2004-01-04
Features: This book is the intermediate reader of "New Intermediate Japanese" (Volumes 1 and 2) published by Jilin Education Press. Originally written as a textbook for the Japanese Education Center of International Students at Tokyo University of Foreign Studies. It is divided into four parts: "Intermediate Japanese," "Intermediate Japanese Vocabulary and Sentence Patterns Collection," "Intermediate Japanese Grammar Practice Book," and "Intermediate Japanese Kanji Practice Book." During the compilation, the four books were combined into one volume. To meet the needs of Japanese language teaching development in China and to make the textbook more suitable for Chinese learners, especially self-learners, the following adaptations were made to the original book:
1. English translations were removed from the original book's vocabulary and replaced with Chinese translations, tones, and necessary example sentences.
2. Necessary grammatical explanations were added to the sentence patterns and statements in the original book, along with Chinese translations, tones, and example sentences.
3. The exercises in the original book were divided into vocabulary, grammar, and application exercises. Vocabulary and grammar exercises are targeted exercises for specific words or grammar points, while application exercises are comprehensive exercises for understanding and applying what has been learned. Conversation exercises were added to the application exercises.
4. For self-study convenience, all example sentences and texts are accompanied by reference translations, and exercises are provided with reference answers.
5. Grammar points from each lesson were summarized in a table form.
Learning intermediate Japanese requires a gradual transition from Chinese thinking to Japanese thinking. The main purpose of using this textbook is also reflected in this. Therefore, we hope that teachers using this textbook will teach in Japanese in class, using as many learned vocabulary and sentence patterns as possible to explain new linguistic phenomena, while making full use of visual aids and body language to help students complete the thinking transition process as quickly as possible.
The translations and answers are intended for self-learners. Therefore, students studying under the guidance of the textbook are best not to use them. Self-learners should also complete the exercises before referring to the translations and answers to check if their answers are correct.