About This Lesson
Use A Focused Listening Study Plan to practice Japanese conversation, pronunciation, vocabulary, grammar, and quizzes.
Dialogue
A
毎日勉強していますが、上達にはまだむらがあるように感じます。
my-NEE-chee ben-KYOO she-teh-MAHS-gah, joh-TAHT-chee nee wah MAH-dah MOO-rah gah AH-roo YOO-nee KAHN-jee-MAHS. I study every day, but my progress still feels uneven.
B
人と話すとき、どの部分が一番うまくいきませんか。
HEE-toh toh HAH-nah-soo toh-kee, doh-noh BOO-boon gah ee-chee-BAHN oo-MAH-koo ee-kee-MAH-sen kah. Which part breaks down most when you talk with people?
A
特に、人が自然な速さで話すときの聞き取りです。
tock-KEE, HEE-toh gah shee-ZEN-nah hah-YAH-sah deh HAH-nah-soo toh-kee noh kee-TOH-ree dehss. Listening does, especially when people speak at a natural speed.
B
それなら、新しい文法練習を加える前に、聞く練習にもっと時間をかけましょう。
soh-REH-nah-rah, ah-tah-rah-SHEE ben-KYOO ren-SHOO o kuh-AH-eh-roo MAH-eh nee, kee-koo ren-SHOO nee MOHT-toh JEE-kahn o kah-keh-mah-SHOH. Then give listening more time before adding new grammar exercises.
A
いつもテストを受けなくても、自分が上達しているかどうか、どうすれば分かりますか。
ee-TSOO-moh TEHS-toh o oo-KEH-nah-koo-teh-moh, JEE-boon gah joh-TAHT-shee-teh-roo kah doh-oo kah doh-oo kah, doh-oo soo-REH-bah wah-kah-ree-MAHS kah. How can I tell whether I am improving without taking tests all the time?
B
同じ短い録音を二回使って、聞き取れた内容を比べてみてください。
oh-NAH-jee TAHN-kah-ee roh-koo-ON o nee-KAH-ee tsuh-KAHT-teh, kee-TOH-reh-tah nah-YOH o koo-rah-BEH-teh mee-teh koo-DAH-sai. Use the same short recording twice and compare what you understood.
A
その方法なら、毎日教材を変えるよりも、上達をはっきり測れます。
soh-noh HOH-hoh-oh nah-rah, my-NEE-chee KYOH-zai o kah-EH-roo yoh-ree-moh, joh-TAHT o hahk-KEE-ree hah-KAH-reh-MAHS. That gives me a clearer measure than changing materials every day.
B
それは、勉強した時間の長さだけでなく、あなたの方法がうまくいっているかどうかも示します。
soh-REH-wah, ben-KYOO shee-tah JEE-kahn noh nah-GAH-sah DAH-keh deh-nah-koo, ah-NAH-tah noh HOH-hoh gah oo-MAH-koo ee-KEE-teh-roo kah doh-oo kah doh-oo-moh shee-MEH-shee-MAHS. It also shows whether your strategy is working, not just how long you studied.
A
週に一度ノートを確認して、その結果に合わせて調整できます。
shoo nee ee-chee-DOH NOH-toh o KAHK-koon shee-teh, soh-noh keh-KAH nee ah-wah-SEH-teh choh-SEH deh-kee-MAHS. I could check my notes once a week and adjust from there.
B
そのような簡単な振り返りをすると、練習の焦点を保てます。
soh-noh YOO-nah KAHN-tahn-nah foo-ree-kah-EH-ree o soo-ROO-toh, ren-SHOO noh SHOH-ten o tah-MOH-teh-MAHS. A small review like that can keep your practice focused.Word by Word
毎日
「毎日」 means every day, describing the frequency of the speaker’s studying. It commonly comes before an action, as in 「毎日勉強しています」, and is useful when describing a regular routine.
勉強
「勉強」 means study or studying in 「毎日勉強しています」. It names the learning activity and commonly appears with する to describe studying; learners can use it when discussing their own study routine.
しています
In 「毎日勉強しています」, 「しています」 says that the speaker is studying as a current or continuing practice. It is useful for describing an activity someone is engaged in regularly or now.
が
In 「勉強していますが」, 「が」 connects the first statement to an opposing or limiting statement, giving the meaning “but.” It is useful when acknowledging one fact before adding a difficulty or exception.
上達
「上達」 means improvement or progress in a skill, here referring to language-learning progress. It commonly appears with a phrase describing the skill or area of improvement, as in 「上達には」.
に
In 「上達には」, 「に」 links 「上達」 to the area being discussed, while 「は」 makes the phrase the topic. This pattern is useful when talking about what is needed for or related to a particular goal.
は
In 「上達には」, 「は」 marks 「上達」 as the topic and gives the phrase a contrastive focus. It is useful when discussing one specific aspect before saying what is true about it.
まだ
「まだ」 means still here, indicating that the unevenness remains at this point. It commonly appears with a continuing situation, such as 「まだむらがある」, when describing something that has not changed yet.
むら
「むら」 means unevenness or inconsistency in 「上達にはまだむらがある」. Here it describes progress that is stronger in some areas or times than others, so it is useful when evaluating an inconsistent result.
ある
In 「むらがある」, 「ある」 says that unevenness exists. It is used with an inanimate condition or feature, and this expression is useful when reporting that a problem or variation is present.
ように
In 「あるように感じます」, 「ように」 makes the speaker’s impression mean “as if there is” or “seems to have,” rather than stating the impression as an absolute fact. 「よう」 presents the appearance, and 「に」 connects that appearance to 「感じます」.
感じます
In 「あるように感じます」, 「感じます」 means feel or have the impression that something is so. It is useful for expressing a personal perception, especially when the speaker is describing how a situation seems.
人
「人」 means person or people in 「人と話す」. It identifies the people the speaker talks with and commonly appears before 「と」 when describing interaction with someone.
と
In 「人と話す」, 「と」 marks the person or people with whom the speaker talks. This use is helpful for describing an action done together with another person.
話す
「話す」 means speak or talk in 「人と話すとき」. It describes communicating with people and commonly appears with 「と」 for the conversation partner.
とき
In 「話すとき」, 「とき」 means when or the time when an action happens. The pattern 「動詞とき」 is useful for describing what happens during a particular situation.
どの
「どの」 means which and asks the listener to select one item from several possible parts. In 「どの部分」, it comes directly before the noun it identifies.
部分
「部分」 means part or aspect in 「どの部分」. Here it refers to one area of the learner’s performance, and it is useful when separating a larger activity into specific areas.
一番
「一番」 means most or the greatest in 「一番うまくいきませんか」. It identifies the highest degree among the possible parts and is useful when asking which item is the biggest problem.
うまくいきません
In 「どの部分が一番うまくいきませんか」, 「うまくいきません」 means does not go well or breaks down. 「うまく」 expresses successful functioning and 「いきません」 makes the expression negative; it can describe a plan, process, or interaction that is not working well.
か
The final 「か」 in 「うまくいきませんか」 marks the sentence as a question. It is useful for turning a statement into a direct question for the listener.
特に
「特に」 means especially in 「特に、人が自然な速さで話すとき」. It highlights the situation that is more difficult than the general situation and is useful when narrowing attention to one important case.
自然な
「自然な」 means natural in 「自然な速さ」, describing speech that is delivered at an ordinary, unrehearsed speed. The 「な」 form connects this description directly to the noun 「速さ」.
速さ
「速さ」 means speed in 「自然な速さ」. Here it refers to the speed of people’s speaking, and it is useful in patterns such as 「話す速さ」 when discussing how fast someone speaks.
で
In 「自然な速さで話す」, 「で」 marks the speed or manner at which the speaking occurs. This use is helpful when describing an action carried out at a particular speed or in a particular manner.
の
In 「話すときの聞き取り」, 「の」 links the situation 「話すとき」 to 「聞き取り」. It makes the listening comprehension specifically about the time when people speak.
聞き取り
「聞き取り」 means listening comprehension or the ability to catch spoken content in 「聞き取りです」. Here it identifies the part of language learning that is difficult, and it is useful when discussing understanding spoken language.
です
In 「聞き取りです」, 「です」 identifies 「聞き取り」 as the answer to the question. It gives the statement a polite, clear ending and is useful when naming or describing something.
それなら
「それなら」 means then or in that case, responding to the difficulty just mentioned. It is useful when using someone’s previous information as the basis for advice or a next decision.
新しい
「新しい」 means new in 「新しい文法練習」. It distinguishes the exercises from material already being used and directly modifies the noun 「文法練習」.
文法
「文法」 means grammar in 「文法練習」. It specifies the area of study that the exercises concern and commonly combines with a noun such as 「練習」.
練習
「練習」 means practice or exercise in 「文法練習」 and 「聞く練習」. It refers to repeated activity for developing a skill and is useful when describing a planned study activity.
を
In 「練習を加える」, 「を」 marks 「練習」 as the object of adding. It commonly follows the thing directly affected by an action.
加える
「加える」 means add in 「新しい文法練習を加える」. It describes putting an additional activity into the study plan and is useful when expanding an existing set of activities.
前
In 「加える前に」, 「前」 means before, referring to the time before adding the new exercises. The pattern 「動詞前に」 is useful for stating what should happen earlier than another action.
聞く
In 「聞く練習」, 「聞く」 means listen or hear and describes the listening activity being practiced. It directly modifies 「練習」 and is useful when naming practice focused on listening.
もっと
「もっと」 means more in 「聞く練習にもっと時間をかけましょう」. It asks for an increased amount compared with the current amount and is useful when recommending more time or effort.
時間
「時間」 means time in 「時間をかけましょう」. It is the amount being devoted to listening practice and commonly appears with 「時間をかける」 when describing time spent on an activity.
かけましょう
In 「時間をかけましょう」, 「かけましょう」 means let’s spend or devote, so the suggestion is to devote more time to listening practice. The pattern 「Nに時間をかける」 is useful for describing the activity that receives time.
いつも
「いつも」 means always or all the time in 「いつもテストを受けなくても」. It emphasizes repeated frequency and is useful when describing a habit or something done on every occasion.
テスト
「テスト」 means test in 「テストを受ける」. It identifies the assessment the learner does not need to take constantly and is useful when discussing formal checks of progress.
受けなくても
「受けなくても」 means even without taking in 「テストを受けなくても」. It expresses that the result is possible despite not doing the action, and the pattern 「動詞なくても」 is useful for saying that something remains true without an action.
自分
「自分」 means oneself or, here, the speaker’s own self in 「自分が上達しているかどうか」. It makes clear that the learner is evaluating personal improvement and is useful when referring to one’s own condition or actions.
している
In 「上達している」, 「している」 expresses the continuing state of improving or having made progress. The form is useful after an action or change when describing an ongoing condition.
かどうか
In 「上達しているかどうか」, 「かどうか」 turns the preceding clause into an embedded question meaning whether or not. The first 「か」 marks the question, and 「どうか」 completes the whether-or-not expression.
どうすれば
In 「どうすれば分かりますか」, 「どうすれば」 asks what action or method would make the desired result possible. The pattern 「どうすれば」 plus a result is useful when asking how to achieve or recognize something.
分かります
In 「上達しているかどうか、どうすれば分かりますか」, 「分かります」 means know or be able to tell. It is useful when asking how someone can identify or understand an answer.
同じ
「同じ」 means same in 「同じ短い録音」. It emphasizes that the recording should remain unchanged for a fair comparison and directly modifies 「録音」.
短い
「短い」 means short in 「短い録音」. It describes the length of the recording and is useful when choosing a manageable piece of study material.
録音
「録音」 means recording in 「同じ短い録音を二回使って」. It refers to the recorded material used for listening practice and comparison.
使って
In 「録音を二回使って、比べてみてください」, 「使って」 means using and links the use of the recording to the next action. This te-form pattern is useful for connecting consecutive actions.
比べて
In 「聞き取れた内容を比べてみてください」, 「比べて」 means compare and asks the learner to examine two results against each other. It commonly takes the things being compared as its object.
みてください
In 「比べてみてください」, 「みてください」 means please try doing, making the request gentler than a bare command. After another verb’s te-form, 「みてください」 is useful for suggesting that the listener try the action.
聞き取れた
In 「聞き取れた内容」, 「聞き取れた」 identifies the content that the learner was able to catch by listening. The form indicates successful understanding of the spoken material and directly modifies 「内容」.
内容
「内容」 means content or what was contained in the recording in 「聞き取れた内容」. It refers to the information the learner understood and is useful when comparing what was understood at different times.
その
「その」 means that or the mentioned in 「その方法」. It points back to the method just described and directly modifies 「方法」, making it useful for referring to an already discussed item.
方法
「方法」 means method or way in 「その方法なら」. Here it refers to using the same recording twice and comparing comprehension, and it is useful when discussing how to carry out a task.
なら
In 「その方法なら」, 「なら」 sets the mentioned method as the condition or basis for the following statement. It is useful when saying what is true or possible with a particular option.
教材
「教材」 means study materials in 「教材を変える」. It refers to the resources used for learning and is useful when discussing whether to keep or replace learning materials.
変える
「変える」 means change in 「教材を変えるよりも」. It describes replacing the study materials, and it commonly takes the thing being changed as its object.
よりも
In 「教材を変えるよりも」, 「よりも」 marks the alternative used for comparison, meaning rather than changing the materials. The reusable pattern 「AよりもB」 compares B favorably with A.
はっきり
「はっきり」 means clearly in 「上達をはっきり測れます」. It describes a result that can be identified without as much uncertainty and is useful when emphasizing clarity.
測れます
In 「上達をはっきり測れます」, 「測れます」 means can measure. It expresses the possibility of evaluating progress and is useful when discussing whether a result can be measured.
それ
In 「それは」, 「それ」 means it or that and refers to the method just discussed. It is useful for carrying the topic of the previous statement into a new statement.
した
In 「勉強した時間」, 「した」 means did or studied and describes study that has taken place. It is useful before a noun when referring to a completed or previously performed action, such as the time spent studying.
長さ
「長さ」 means length in 「勉強した時間の長さ」. Here it refers to the length of the study time, and the pattern 「Nの長さ」 is useful for describing how long something is.
だけでなく
In 「勉強した時間の長さだけでなく、方法がうまくいっているかどうかも」, 「だけでなく」 means not only and adds another relevant point. 「だけ」 limits the first item, while 「でなく」 links it to the additional item introduced by 「も」.
あなた
「あなた」 means you in 「あなたの方法」, so 「あなたの」 means your. Here it identifies the learner’s own method and is useful when directly referring to another person’s possession or responsibility.
も
In 「方法がうまくいっているかどうかも示します」, 「も」 means also and adds the method’s effectiveness to the study time already mentioned. It is useful when including an additional item in the same statement.
うまくいっている
In 「方法がうまくいっているかどうか」, 「うまくいっている」 means is working or is going well. 「うまく」 means well, and 「いっている」 expresses the ongoing state of this expression; it is useful for evaluating whether a plan or method is effective.
示します
In 「方法がうまくいっているかどうかも示します」, 「示します」 means shows or indicates. It describes what the comparison reveals and is useful when explaining what evidence points to a conclusion.
週
「週」 means week in 「週に一度」. Together with 「に一度」, it gives a weekly frequency, and the pattern 「週に」 is useful when scheduling a recurring activity.
ノート
「ノート」 means notes or notebook in 「ノートを確認して」. It refers to the learner’s written record of study and is useful when reviewing observations or results.
確認して
In 「ノートを確認して、調整できます」, 「確認して」 means check or confirm and connects checking the notes with adjusting the plan. This te-form is useful for linking actions in sequence.
結果
「結果」 means result in 「結果に合わせて」. It refers to what the weekly check shows and is useful when making a later decision based on an observed outcome.
合わせて
In 「結果に合わせて調整できます」, 「合わせて」 means in accordance with or to match. The pattern 「Nに合わせて」 is useful when changing an action or plan so that it fits a result or condition.
調整できます
「調整できます」 means can adjust in 「その結果に合わせて調整できます」. It expresses that the learner has the ability or option to change the plan based on the result.
ような
In 「そのような簡単な振り返り」, 「ような」 means such or like that and links the mentioned type to the noun 「振り返り」. It is useful for referring to an example or kind that has just been described.
簡単な
「簡単な」 means simple in 「簡単な振り返り」. It describes a review that does not require much complexity and directly modifies the noun 「振り返り」.
振り返り
「振り返り」 means review or reflection in 「簡単な振り返り」. Here it means looking back at the notes and progress, and it is useful when evaluating what happened during a period of practice.
すると
In 「振り返りをすると」, 「すると」 presents the result that follows from doing the review, meaning by doing it or when it is done. This pattern is useful for connecting an action with its natural outcome.
焦点
「焦点」 means focus in 「練習の焦点」. It identifies the main point of attention in the practice, and it is useful when describing what study or work is centered on.
保てます
In 「練習の焦点を保てます」, 「保てます」 means can keep or maintain. It expresses the ability to keep the practice centered on its intended focus.
Grammar Points
〜ています
毎日、勉強しています。
my-NEE-chee, ben-KYOO she-teh-MAHS.I study every day.
〜ています describes an action that is ongoing or a current regular activity.
〜てみてください
内容を比べてみてください。
nah-YOH o koo-rah-BEH-teh mee-teh koo-DAH-sai.Please try comparing the content.
〜てみてください politely asks someone to try doing an action.
Japanese Vocabulary
うまくいきません
phrase
oo-MAH-koo ee-kee-MAH-sen
does not go well; does not work
人と話すとき、どの部分が一番うまくいきませんか。
むら
noun
MOO-rah
inconsistency; unevenness
毎日勉強していますが、上達にはまだむらがあるように感じます。
一番
adv
ee-chee-BAHN
most; the best
人と話すとき、どの部分が一番うまくいきませんか。
自然な
adj
shee-ZEN-nah
natural
特に、人が自然な速さで話すときの聞き取りです。
上達
noun
joh-TAHTS
improvement; progress
毎日勉強していますが、上達にはまだむらがあるように感じます。
人
noun
HEE-toh
person; people
人と話すとき、どの部分が一番うまくいきませんか。
速さ
noun
hah-YAH-sah
speed
特に、人が自然な速さで話すときの聞き取りです。
特に
adv
tock-KEE
especially
特に、人が自然な速さで話すときの聞き取りです。
部分
noun
BOO-boon
part
人と話すとき、どの部分が一番うまくいきませんか。
勉強しています
verb
ben-KYOO she-teh-MAHS
am studying
毎日勉強していますが、上達にはまだむらがあるように感じます。
毎日
adv
my-NEE-chee
every day
毎日勉強していますが、上達にはまだむらがあるように感じます。
話す
verb
HAH-nah-soo
to talk; to speak
人と話すとき、どの部分が一番うまくいきませんか。
Quiz
Spelling
Tap the letters to spell the word.
am studying
Show Answer
勉強していますdoes not go well; does not work
Show Answer
うまくいきませんevery day
Show Answer
毎日part