専門に近づくApproaching Specialized Topics
Chapter Objectives
By the end of this chapter, you will be able to:
- Recognize and use domain vocabulary for education, technology, business, health, environment, law-adjacent public information, and culture.
- Use に関する and に対する to frame a noun phrase around a specialized topic.
- Use に対して to mark a target of an action, attitude, or comparison.
- Use として to identify a role, capacity, or category.
- Build a short definition of a term using a controlled definition frame.
- Read a short passage that introduces a specialized topic to a general audience.
- Write and speak about one domain topic using only vocabulary and structures explicitly introduced or previously activated.
Communication Scenario
Emma has finished her volunteer packet and now wants to introduce herself as more than a general volunteer: the recycling project's coordinators have asked each volunteer to prepare a one-page introduction of a topic they know something about, written so that someone outside the field can still follow it. Emma decides to write about environmental education for the community newsletter. To do this, she needs a way to talk about a specialized topic without assuming the reader already knows the field, and a way to define a few unfamiliar terms clearly and briefly.
- The learner selects one general domain (education, technology, business, health, environment, law-adjacent public information, or culture) as the topic of a short introduction.
- The learner uses に関する or に対する to frame the topic as a noun phrase at least once.
- The learner defines at least one term from the domain using a controlled definition frame.
- The learner uses として at least once to identify their own role or a role within the topic.
Core Vocabulary
This chapter introduces vocabulary for approaching specialized topics across seven general domains: education, technology, business, health, environment, law-adjacent public information, and culture. These items are chosen for their usefulness in introducing a field to a general audience, not for technical depth. Specialized terminology beyond this list should be introduced with a definition, following the pattern practiced later in this chapter.
| Japanese | Reading | English meaning | Domain |
|---|---|---|---|
| 専門 | せんもん | specialty; specialization | General |
| 分野 | ぶんや | field; area (of study or work) | General |
| 用語 | ようご | terminology; technical term | General |
| 教育 | きょういく | education | Education |
| 技術 | ぎじゅつ | technology; technique | Technology |
| 経済 | けいざい | economy | Business |
| 健康 | けんこう | health | Health |
| 環境 | かんきょう | environment | Environment |
| 制度 | せいど | system; institution (public/legal) | Law-adjacent public information |
| 文化 | ぶんか | culture | Culture |
| 政策 | せいさく | policy | Law-adjacent public information |
| 研究 | けんきゅう | research | Education |
These items serve as the entry vocabulary for this chapter's domains. Additional domain-specific words appear in the reading and writing sections below, glossed at first use.
れんしゅう — Practice: Match each of the twelve words above to the domain it most naturally represents, then write one additional word you already know from an earlier chapter that could belong to the same domain.
Script and Kanji Focus
This chapter's kanji focus covers field, specialty, policy, technology, environment, economy, health, and culture. Following the Furigana / Reading-Support Matrix, furigana continues to be reduced on consolidated kanji from earlier chapters, while the new domain kanji introduced here carry furigana at first use and in early practice items.
Many of this chapter's new words are two-kanji Sino-Japanese compounds, such as 環境 and 経済, that appear frequently in headings, article titles, and topic labels. Once you recognize a compound as a domain label, you can predict that it will often appear with に関する or について nearby, since domain labels are usually the topic being framed, not the main verb of the sentence.
As in Chapter 15, do not attempt to read every possible reading of these characters. Learn each compound as a single lexical item tied to its domain.
れんしゅう — Practice: Cover the readings in the kanji cards above and try to read each compound aloud from memory, then check your answers.
Pronunciation and Listening Focus
Long strings of Sino-Japanese compounds, such as 環境教育に関する研究, can tempt learners to pause awkwardly between every word. Practice reading these phrases as connected units, with a single main stress fall inside the whole noun phrase rather than a separate emphasis on every compound, and with clear mora timing preserved inside each word.
- 環境教育に関する研究 — research related to environmental education
- この分野の専門家 — a specialist in this field
- 経済政策に対する意見 — an opinion regarding economic policy
Grammar: Framing a Specialized Topic
This chapter authorizes に関する, に対して, として, and a controlled definition frame. These four tools let you introduce a topic, mark a target of attention or comparison, identify a role, and define an unfamiliar term, all without requiring vocabulary or grammar beyond this volume's scope.
に関する — framing a topic as a noun phrase
Purpose: to attach a topic to a noun, turning "about X" into a noun-modifying phrase, useful for titles, headings, and topic sentences.
- 環境に関する記事を読んだ。I read an article about the environment.Noun + に関する + Noun
- これは教育に関する研究です。This is research about education.に関する modifies 研究
- 健康に関して、何か質問がありますか。Regarding health, do you have any questions?に関して, adverbial form, "regarding"
に関する modifies a following noun; に関して functions more like an adverbial phrase, "regarding" or "with respect to." に対する works similarly to に関する but more strongly implies a directed attitude, response, or relationship, rather than simply a topic.
に対して — marking a target
Purpose: to mark the target of an action, attitude, comparison, or contrast.
- この政策に対して、賛成の人も反対の人もいる。Regarding this policy, there are both people who agree and people who disagree.に対して marks 政策 as the target of differing attitudes
- 住民の質問に対して、担当者が丁寧に答えた。The person in charge answered the residents' questions politely.に対して marks 質問 as the target of 答えた
として — identifying a role or category
Purpose: to identify something or someone in a particular role, capacity, or category.
- ボランティアとして、このプロジェクトに参加しています。I am participating in this project as a volunteer.として marks role: volunteer
- この言葉は専門用語として使われている。This word is used as a specialized term.として marks category: specialized term
A controlled definition frame
Purpose: to define an unfamiliar term briefly and clearly for a general reader, without leaving the chapter's authorized grammar.
- 「専門家」とは、ある分野について詳しく知っている人のことです。A "specialist" is a person who knows a great deal about a certain field.とは...ことです definition frame
- 「政策」とは、政府や団体が決める方針のことだ。"Policy" is the course of action decided by a government or organization.plain-style definition frame
Grammar Practice
- Write one noun phrase using に関する to describe an article or a book about a domain of your choice.
- Write one sentence using に対して to describe a reaction to a policy, question, or plan.
- Write one sentence using として to identify your own role in a project, class, or activity.
- Write one definition using とは...ことです for a term from this chapter's vocabulary list.
Model Dialogue
Setting: Emma talks with 中村さん about her one-page domain introduction for the newsletter.
ないようりかい — Comprehension questions:
- What domain does Emma plan to write about, and why?
- How does Emma plan to open her piece?
- What does Emma say she will try to avoid?
Guided Practice
タスク１ — Domain sort. Sort the twelve vocabulary items from this chapter's Core Vocabulary table into the seven domains, and add one additional word for each domain from earlier chapters.
タスク２ — Frame practice. Given three short facts, rewrite each one twice: once using に関する as a noun-modifying phrase, and once using に対して to mark a target.
タスク３ — Definition chain. Choose three terms from this chapter's vocabulary and write a one-sentence definition for each, using the とは...ことです frame.
タスク４ — Role statement. Write two sentences describing yourself in two different roles (for example, student, volunteer, employee), using として in each.
Listening Practice
Ask your instructor, a partner, or a text-to-speech tool to read the following passage aloud at a natural pace.
きくタスク — Introducing a field
今日は、環境教育という分野について発表します。環境教育とは、環境について学び、考えることです。この分野の専門家は、学校や地域でさまざまな活動を行っています。政策に対しては、いろいろな意見がありますが、多くの人が関心を持っています。私はボランティアとして、この分野にもっと詳しくなりたいと思っています。
聞くタスク — Listening task: Identify (1) the domain introduced and its definition, (2) what kind of people are described as specialists in the field, (3) the speaker's stance toward the policy discussion, and (4) the role the speaker identifies for themselves.
This is a sensitive-topic-adjacent passage only in the sense that it references public policy; if you are personally affected by environmental issues, remember that support is always available if this or any topic in the course feels difficult to engage with.
Speaking Practice
コントロールされた練習 — Controlled practice: Building the frame
- ＿＿＿＿＿に関する記事を読みました。
- ＿＿＿＿＿に対して、いろいろな意見があります。
- 私は＿＿＿＿＿として、この活動に参加しています。
コミュニケーションタスク — A one-minute topic introduction
Choose one of this chapter's seven domains and prepare a one-minute spoken introduction: name the domain, define one term from it using とは...ことです, and state your own role using として. A partner or instructor should ask one follow-up question, which you should answer in a complete sentence.
ひとりでもできる練習 — Solo practice: Recorded definitions
Record yourself defining three terms from this chapter's vocabulary list using the とは...ことです frame. Listen back and check that each definition uses only vocabulary and grammar you have already studied.
Reading Practice
Read the following short passage, written for a general audience rather than for specialists, then answer the questions below.
環境教育について — About environmental education
環境教育とは、環境について学び、考えることだ。この分野は、学校教育だけでなく、地域の活動とも深く関係している。例えば、地域のリサイクルプロジェクトも、環境教育の一つの形だと言える。
環境政策に対しては、賛成の立場も反対の立場もある。しかし、多くの専門家は、環境教育を通じて、住民の関心を高めることが大切だと考えている。ボランティアとして活動している人々も、この分野を支える大切な役割を担っている。
ないようりかい — Comprehension questions:
- How does the passage define environmental education?
- What example does the passage give of environmental education outside of school?
- What do the passage's experts believe is important, and why?
- What role does the passage attribute to volunteers?
- Identify one use of に関する, に対して, or として in the passage, and explain what it marks.
Writing Workshop
In this workshop you will draft a short one-page domain introduction, similar to the one Emma is preparing for the newsletter.
- Choose a domain from this chapter's seven domains, and identify one term from that domain that a general reader might not know.
- Write an opening sentence using に関する or に関して to introduce your topic.
- Write a definition of your chosen term using the とは...ことです frame.
- Write one or two sentences describing a reaction, opinion, or debate related to the topic, using に対して.
- Write a closing sentence identifying your own role or interest in the topic, using として.
- Revise your passage using the checklist below.
チェックリスト — Editing checklist:
- My opening sentence clearly frames the topic using に関する or に関して.
- My definition uses the とは...ことです frame and stays within vocabulary and grammar already studied.
- I have used に対して at least once to mark a target of attitude, response, or comparison.
- I have used として at least once to identify a role or category.
- My passage avoids unexplained specialized terminology beyond the one term I define.
Culture and Communication
Community newsletters, public information pamphlets, and introductory articles in Japan, as in many places, are often written by people who are not professional specialists but who have direct experience with a topic. These texts commonly open with a short definition of a key term before moving into opinion or detail, a pattern this chapter's definition frame reflects.
Terminology for fields such as policy, technology, and health can vary somewhat by institution, industry, and region, and new terms continue to enter use as fields change. The vocabulary in this chapter represents common, general-audience terms rather than a complete technical vocabulary for any one field.
Many languages use a fixed pattern for introducing a definition, such as English "X is..." or "X refers to...". Comparing how your own language signals a definition can help you notice that Japanese とは similarly marks a term as the thing being defined, separately from the explanation that follows it.
Common Mistakes to Avoid
Error: *政策に関する意見がある。 used when the intended meaning is a directed attitude toward the policy, not simply a topic connection.
Correction: 政策に対する意見がある。 — use に対する when the noun phrase expresses a directed attitude, opinion, or response, and に関する when it simply names a topic.
Error: *環境教育とは、持続可能性を推進する教育活動のことだ。 defines one unfamiliar term using several other unfamiliar terms.
Correction: 環境教育とは、環境について学び、考えることです。 — keep the explanation inside a controlled definition frame simple and within already-known vocabulary and grammar.
Error: *私はボランティア、この活動に参加しています。 omits として and leaves the relationship between "volunteer" and the activity unclear.
Correction: 私はボランティアとして、この活動に参加しています。 — として marks the role in which the subject participates.
Chapter Review
Section A — ごい (Vocabulary)
1. Sort the twelve Core Vocabulary words into their seven domains, and add one additional recycled word for each domain.
Section B — もじ (Script)
1. Write the readings for 専門, 分野, 技術, 環境, 経済, 健康, 制度, and 政策 from memory, then check them against the Script and Kanji Focus section.
Section C — ぶんぽう (Grammar)
1. Complete the four Grammar Practice items above, if you have not already done so.
2. Explain, in your own words, the difference between に関する and に対する, and give one original example of each.
Section D — どっかいりかい (Reading comprehension)
1. Look again at the Reading Practice passage. Identify every use of に関する, に対して, とは, and として, and explain what each one marks.
Section E — かくこと (Writing)
1. Complete your domain introduction following the Writing Workshop steps, as part of the Practical Performance Task below.
Section F — はなすこと (Speaking)
1. Deliver or record your one-minute topic introduction, as part of the Practical Performance Task below.
Practical Performance Task
パフォーマンスタスク
専門に近づく — Introducing a domain to a general reader
Choose one domain from this chapter (education, technology, business, health, environment, law-adjacent public information, or culture) and complete both parts below.
- Written introduction: Write a short one-page introduction to your chosen domain, following the Writing Workshop steps, including at least one use each of に関する, に対して, とは...ことです, and として.
- Spoken introduction: Deliver a one-minute spoken version of your introduction and respond to at least one follow-up question.
Assessment focus: accurate and natural use of に関する, に対して, とは...ことです, and として; a definition that stays within already-known vocabulary and grammar; clear organization moving from topic to definition to opinion to role; and comprehensibility for a reader or listener unfamiliar with the topic.
Answer Key
Core Vocabulary and Script Review
Open-ended for the sorting task; check readings against the Script and Kanji Focus section above. Reasonable domain placements: 教育／研究 → education; 技術 → technology; 経済 → business; 健康 → health; 環境 → environment; 制度／政策 → law-adjacent public information; 文化 → culture; 専門／分野／用語 may apply to any domain.
Grammar Practice
- Model answer: 技術に関する記事を読んだ。
- Model answer: この計画に対して、賛成の人が多い。
- Model answer: 私は学生として、この授業に参加しています。
- Model answer: 「専門家」とは、ある分野について詳しく知っている人のことです。
Model Dialogue — Comprehension
- Emma plans to write about environmental education, because as a volunteer she is interested in this field.
- She plans to open with the sentence defining environmental education using とは...ことです.
- Emma says she will try not to use too many difficult terms.
Listening Practice — Model summary
The domain introduced is environmental education, defined as learning and thinking about the environment. Specialists in the field are described as people who carry out various activities in schools and communities. The speaker notes that opinions about policy vary but that many people are interested. The speaker identifies their own role as a volunteer who wants to learn more about the field.
Reading Practice — Comprehension
- Environmental education is defined as learning and thinking about the environment.
- The passage gives the local recycling project as an example of environmental education outside of school.
- The experts believe that raising residents' interest through environmental education is important, though the passage does not elaborate further on their specific reasoning.
- Volunteers are described as playing an important role in supporting the field.
- Model answer: 環境政策に対しては marks 環境政策 as the target of differing attitudes (agreement and disagreement).
Chapter Review — Sections A and B
Open-ended; check against the Core Vocabulary and Script and Kanji Focus sections above.
Chapter Review — Section C
Open-ended for item 1; see Grammar Practice guidance above. For item 2, a correct explanation notes that に関する simply connects a noun to a topic, while に対する expresses a directed attitude, response, or relationship toward that noun.
Chapter Review — Section D
Model answer: 環境教育とは defines the term; 環境政策に対しては marks the target of differing opinions; the passage does not contain an explicit として in this version, so learners should note its absence and, if asked, supply an original example instead.
Chapter Review — Sections E and F, and Practical Performance Task
These are open-ended production tasks. Evaluate the written introduction against the Writing Workshop checklist above, and evaluate the spoken introduction against the assessment focus listed under the Practical Performance Task.
Looking Ahead
いまできること — What you can do now
You can frame a specialized topic using に関する and に関して, mark a target of attitude or comparison using に対して, identify a role or category using として, and define an unfamiliar term clearly using a controlled definition frame. You can introduce a domain topic to a general reader or listener in both writing and speech.