| Summary: | 碩士 === 國立高雄第一科技大學 === 應用日語所 === 94 === Abstract
In learning Japanese, memorizing all the sentence pattern is ever enough for a learner,
supposing that you need to conversation with people in an occasion, you need to see if the
language is suitable to their culture, common usage, and it also depends on who you are
talking to, like the relationships within you and how you express it. Learners often have
difficulties thinking that “Learning or using phrases from a textbook isn’t actuality the
same verbiage as the native speakers use”. There are many of variety in speaking
Japanese；it usually depends on the person’s mood and for a learner, appropriating how to
understand what the speaker “wants to express” becomes hard to understand. So this
article is going to focus Japanese interrogative sentence, diving it into three sections to
show how the phrases work. Contents including “both sexes of speech”, “negative
interrogative speeches”, and “ending auxiliary speeches”. In a major study, according to
the most extensive Japanese language conversations and listening textbooks and
dictionaries which are for learners, the textbooks will go direct to the speaker’s
interrogative sentence, which shows and points out the differences to let learners study and
observe. Furthermore to study what the sentence wants the learner to express or feel.
“Both sexes of speech” is one of Japanese speaking characteristics, an auxiliary word in
an interrogative sentence, like the use of “DAI” “KAT” “KASIRA” are often used in
every kind of conversation or listening materials, but are never mentioned in textbooks, so
it usually makes the learners confused. In addition, the use of negative in “negative
interrogative speeches”, formerly used “to consider someone”, according to “principles of
avoiding benefits” in this essay, telling a new theory of “to use as an excuse”. As
“JYANAI（KA）”the sound of speech goes to the person’s feeling and meaning. For
instance, when it’s used in a high volume means questioning someone；as the person
stands for his/her opinion then the volume comes lower. And in ending auxiliary speeches
like “KA”“NO”, are the most important part of this essay. “NE” has an indirect to lead out
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a person’s reason, “NOYO” has meaning of the speaker’s “impatient”. So on and so forth
of these kinds of useful interrogative sentences as this essay has brought up, hope the
method shown would make more chances in learning Japanese.
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