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「サザエさん」というアニメは日本では有名なものの、海外ではあまり知られていない
Can confirm. Only learned about サザエさん recently. It’s huge in Japan, there is a new episode every Sunday since 1969 and holds the record of the “Longest running animated TV series” in the world! (source: wiki)
Can also find plently of episodes on youtube, nice for listening practice. https://www.youtube.com/results?sp=mAEB&search_query=サザエさん
I noticed the readings getting longer and longer, so I peeked at chapter 12 and, the final readings each take up all two pages
I also looked at the graphs from reading 2 and noticed the phrase どちらかといえば. It seemed pretty useful, and then I ended up using it just now to answer the last question for reading 1.
Felt like the readings for Chapter 10 brought back the difficulty I felt from Chapter 7. Definitely more manageable, I felt more tripped up by the more topic specific vocab than the grammar or general sentence structure. Though some of the larger nested clauses still trip me up haha. A lot more 4-character kanji vocab words in these readings. I guess to be expected for academic/analysis papers.
On a similar note, I always feel like my brain hiccups whenever I comes across longer sentences that end with stuff like ではないだろうか anyone else experience that? Like the sentence here
The tone in my head when I first read it is very declarative and flat, but the ending ではないだろうか suddenly shifts it to as if the sentence started off questioning with “Perhaps…?” or “Maybe…?”
Cause then I have to read it all over again to get the right “tone” lol
I don’t have a big issue with big sentences (anymore), thanks to reading a lot of Murakami recently. Also I get what you mean with those changes of tones, I feel like I’m getting used to that too!
For me the big issue with Chapter 10 is that I don’t feel any interest in these academic / analysis papers. Wondering if there are that kind of analysis to be expected from JLPT for example and if it’s training for that?
I do like academic papers, and I feel it really would be helpful to know all the vocab for interpreting statistics they introduce in this chapter. But the topics they picked for the readings are so dull. I tried to do the workbook exercises for Yomimono 1 yesterday, but couldn’t find the part where they talk about one of the questionnaire items mentioned in the yes/no questions and after rereading one page 4 times, I just couldn’t stand going over people’s responses to those dull questions again and gave it up.
Finally started writing and, this one is actually fairly easy. I find it useful to use the outlines the book gives, then use the prewriting questions to fill in the outlines information. Then by the time I start the writing task it’s already halfway done.
I also noticed a small thing: in reading 2 line 41, the を超える grammar point is used, but it’s not underlined. I wonder if there’s a reason it’s not underlined, or if that was a mistake? Maybe I’ll ask the publisher about it.
Little late on the writing, but I also found it straight-forward. I tried using a source to backup some discussion for the second paragraph, but found out it wasn’t very good at backing up a point I was trying to make. Left it in since I guess I was trying to focus on the grammar and writing lol.
In listening 2, the answer to #2 is no, and I can’t figure out why. The topic 学費が高い大学に進学する is never explicitly mentioned, so we’re left to infer, and this paragraph points to the answer being yes:
例えば、所得が高い家庭は、子どもが将 来いい大学に入れるように小学生の頃か ら塾で勉強させたり、私立の学校に入れ たりするけど、低所得の家庭の子どもに じゅく はそういう機会がないんだよね。
Hm yeah I agree with you.
I typed the question out to machine translate it to make sure I had understood correctly, here is it if someone needs it too:
日本では親の収人が高ければ高いほど、学費が高い大学に修学する傾向がある
Maybe we should ask a native? @Boodil do you still take Japanese lessons with a teacher?
Yes, but right now my class in the middle of a long summer break until mid-September.
I’m lagging 3 weeks behind, but just listened to L2 anyway, and I can’t see any reason why this item is supposed to be “no”, either.
I apologize if I’m butting in…I’m starting Quartet 1 and got curious about the later chapters (now that I have this group bookmarked).
About the answer to #2:
I thought 絵里 was just talking about 親の収人が高ければ高いほど、子供がいい大学に入る割合が高い傾向, rather than saying anything about the 学費 at those colleges they’re accepted into (I guess even if there’s maybe a correlation between 学費 and an「いい大学」).
Anyway, wow, there seems to be quite a jump in the difficulty level between the first and second books.
Quartet 1 and 2 Study Group
(Quartet - 読む - Chapter 10)
(Quartet - 書く- Chapter 10)
(Quartet - 話す- Chapter 10)
(Quartet - 聞く- Chapter 10)
