Updated to include the 196 new kanji approved by the Japanese government in 2010 as "general-use" kanji, the sixth edition of this popular text aims to provide students with a simple method for correlating the writing and the meaning of Japanese characters in such a way as to make them both easy to remember. It is intended not only for the beginner, but also for the more advanced student looking for some relief from the constant frustration of forgetting how to write the kanji, or for a way to systematize what he or she already knows.
The author begins with writing the kanji because--contrary to first impressions--it is in fact simpler than learning how to the pronounce them. By ordering the kanji according to their component parts or "primitive elements," and then assigning each of these parts a distinct meaning with its own distinct image, the student is led to harness the powers of "imaginative memory" to learn the various combinations that make up the kanji. In addition, each kanji is given its own key word to represent the meaning, or one of the principal meanings, of that character. These key words provide the setting for a particular kanji's "story," whose protagonists are the primitive elements.
In this way, one is able to complete in a few short months a task that would otherwise take years. Armed with the same skills as Chinese or Korean students, who know the meaning and writing of the kanji but not their Japanese pronunciations, one is then in a much better position to learn the readings (which are treated in a separate volume).
Remembering the Kanji has helped tens of thousands of students advance towards literacy at their own pace, and to acquire a facility that traditional methods have long since given up on as all but impossible for those not raised with the kanji from childhood.
B:I'm sorry.I have my schedule full on Wednesday too.Is it ok to move the meeting to Friday this week?B:对不起,我星期三的日程也已排满了。你看能否把会议安排到这周五?C:I have only Friday afternoon free.Would that be fine with you?
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Madsen , H. , & Bowen , J. D. ( 1978 ) . Adaptation in language teaching . New York : Newbury House . Stevick , E. W. ( 1972 ) . Evaluating and adapting language materials . In H. B. Allen & R. N. Campbell ( Eds . ) , Teaching English ...
In D. Strickland & L. M. Morrow ( Eds . ) , Emerging literacy : Young children learn to read and write ( pp . 16–26 ) . GOODMAN , K. ( 1986 ) . What's whole in whole language . Portsmouth , NH : : Heinemann . GOODMAN , K. ( 1991 ) .
Take , for example , the Comp - Lab modules , a self - paced workbook series with audiotapes that had enjoyed some popularity in writing centers before computers ( see Epes 1979 ; Epes , Kirkpatrick , and Southwell 1983 ; Baker and ...
... 171, 180-81 Estes, Eleanor, 75 Ethnic groups, 79-82 Everett Anderson 's Christmas Coming, 58, 81 Everett Anderson's Goodbye, 81, 123 Everett Anderson 's Nine Month Long, 58,71, 81 Everett Anderson's Year, 39 Everybody Needs a Rock, ...
误译:那是一个周五的早晨,女地主正在扫楼梯。正译:那是一个周五的早晨,女房东正在扫楼梯。英美国家有将自己的空房间租给他人的习惯,并且会提供打扫卫生的服务。房屋的男主人被称为landlord,房屋的女主人被叫成landlady。所以该例中的landlady应译为“女 ...
【习作选编】美丽的东钱湖东钱湖在浙江省宁波市,那里风光秀丽,景色宜人。七月末的下午,我们来到东钱湖,远远望去,澄蓝色的天空把原本碧绿的湖水染成了和它一样的颜色,此时,我已分不清哪是天,哪是水。待到傍晚,夕阳西下,天空又给湖水穿上了一件紫金色的袍子 ...
“王一梅作文一百课”共四册,分别为《那人那景》《生活乐趣多》《畅想真美妙》《特别的朋友》。 ...
“王一梅作文一百课”共四册,分别为《那人那景》《生活乐趣多》《畅想真美妙》《特别的朋友》。本册为《生活乐趣多》全书由著名儿童文学作家王一梅率作文专家团队精心打造 ...