高度な説明Advanced Explanation
Chapter Objectives
By the end of this chapter, you will be able to:
- Define and classify abstract and technical concepts using とは and というのは.
- Situate a discussion within a system, institution, or field using において and に関して.
- Build layered definitions that move from a general category to specific distinguishing features.
- Use abstract nominalization to turn actions and qualities into discussable topics.
- Read a short explanatory passage about a social or institutional concept and identify its definitional structure.
- Listen to a definition-style explanation and extract the category, distinguishing features, and examples given.
- Discuss an abstract or technical concept from your own field or interest with a partner, offering a definition and inviting clarification.
- Write a short, organized explanatory paragraph that defines a concept, situates it within a broader system, and gives at least one example.
Communication Scenario
In the advanced discussion course, the instructor has asked each learner to prepare a short explanation of a concept from their own field, background, or interest, to be shared with the group before it is discussed further later in the unit. Emma decides to explain what she means by "community recycling program," since she worked on this topic for her Volume III capstone project, but she quickly realizes that her Volume III Japanese does not yet let her define a concept clearly, distinguish it from related ideas, or situate it within a larger system such as local government or environmental policy. 佐藤さん, meanwhile, wants to explain a concept from his own work in a similar way. This chapter introduces the grammar of definition and abstraction that Emma and 佐藤さん need: how to say what something is, what it is not, where it belongs within a larger system, and how it relates to other concepts.
- The learner defines an abstract or technical concept in layered form: general category, then distinguishing features.
- The learner situates a concept within a system, institution, or field using において and に関して.
- The learner distinguishes a concept from a closely related one using というのは to clarify or restate.
- The learner reads a short explanatory passage and identifies its definitional structure.
- The learner explains a concept from their own field or interest to a partner and answers a clarifying question about it.
Core Vocabulary
This chapter introduces vocabulary for defining, classifying, and situating abstract and technical concepts within systems, institutions, and social phenomena. All items are active for production from this chapter forward.
| Japanese | Reading | English meaning | Notes |
|---|---|---|---|
| 概念 | がいねん | concept; notion | noun; the general word for an abstract idea |
| 分類する | ぶんるいする | to classify | する-verb, transitive |
| 仕組み | しくみ | system; mechanism; structure | how something works internally |
| 要素 | ようそ | element; component | a distinguishing part of a larger concept |
| 特徴 | とくちょう | characteristic; distinguishing feature | often used with がある |
| 制度 | せいど | institution; system (social/legal) | e.g. 教育制度, 社会制度 |
| 現象 | げんしょう | phenomenon | often used for social or natural phenomena |
| 位置づける | いちづける | to position; to situate (a concept) | Group 2 verb, transitive; often passive 位置づけられる |
These eight items are the chapter's productive vocabulary. Domain-specific vocabulary for your own field will vary; use these words as the connective tissue for explaining whatever concept you choose.
れんしゅう — Practice: Choose one concept from your own field, hobby, or interest and write one true sentence for each of the eight words above, applying it to that concept.
Script and Kanji Focus
This chapter's kanji focus is domain kanji for abstraction and classification, along with precise okurigana in the explanatory verbs that carry much of this chapter's meaning.
Verbs like 位置づける carry meaning across both the kanji base and the okurigana ending, and the okurigana changes with each form: 位置づける (dictionary form), 位置づけられる (passive, "is positioned as"), 位置づけられている (result state, "is positioned as," ongoing). Reading only the kanji 位置 without attention to the okurigana will not tell you which of these forms is in front of you.
Furigana in this chapter appears only on the four new words above and on a small number of rare or unscheduled readings, consistent with this stage's Furigana Matrix. Kanji consolidated by the end of Volume III should appear without furigana.
れんしゅう — Practice: Find 位置づける in the Model Dialogue or Reading Practice passage below and identify which of the three forms above is being used in context.
Pronunciation and Listening Focus
Definitional sentences built with とは and というのは often contain a longer topic phrase before the definition itself arrives, for example 地域リサイクル制度というのは、 followed by a pause and then the explanation. Practice placing a brief, natural pause after the topic phrase rather than rushing straight into the definition, since this pause is part of how the sentence signals its own structure to a listener.
Continue maintaining mora timing, vowel length, moraic ん, and phrase-level intonation as in previous chapters; this chapter adds attention to phrase-boundary pausing specifically at definitional junctures.
Grammar: Defining and Explaining Abstract Concepts
This chapter activates four connected tools for advanced explanation: とは and というのは for definition, において and に関して for situating a topic within a system or field, abstract nominalization for turning actions and qualities into discussable topics, and layered definitions that move from general category to specific distinguishing feature.
とは — Stating a formal definition
Purpose: to introduce a formal, dictionary-like definition of a term, typically followed by a category noun and copula.
- 制度とは、社会の中で人々の行動を支えるために作られた仕組みのことだ。An institution is a system created within a society to support people's behavior.とは + category + のことだ
- 現象とは、実際に観察できる出来事や状態のことである。A phenomenon is an event or state that can actually be observed.とは + category + のことである
というのは — Restating, clarifying, or explaining a reason
Purpose: to introduce a clarification of a term or statement, or to explain the reasoning behind something just said; less formal and more conversational than とは.
- この制度は複雑だ。というのは、いくつもの要素が関係しているからだ。This system is complex. That's because several elements are involved.というのは introducing a reason
において and に関して — Situating a topic
Purpose: において marks the setting, field, or context in which something holds true; に関して marks the topic that a statement concerns, closer to "regarding" or "concerning."
| Particle | Function | Example |
|---|---|---|
| において | marks the field, setting, or system a statement applies within | 地域社会において、この制度は重要な役割を果たしている。 Within local communities, this system plays an important role. |
| に関して | marks the topic a statement concerns; introduces further discussion of that topic | この制度に関して、いくつか説明したいことがある。 Regarding this system, there are a few things I would like to explain. |
において situates a claim inside a domain; に関して introduces or narrows a topic for further comment. Both are more formal than plain topic-marking with は and are appropriate for the explanatory, academic-adjacent register this chapter targets.
Abstract nominalization
Purpose: to turn an action, quality, or clause into a noun phrase that can serve as the topic or subject of an explanatory sentence.
- ごみを分別することが、この制度の中心的な要素である。Sorting waste is the central element of this system.verb + こと as nominalized subject
- 資源を無駄にしないという考え方が、この制度の背景にある。The idea of not wasting resources lies behind this system.clause + という考え方 as nominalized topic
Nominalization with こと and structures like という考え方 let you discuss an action or idea itself as a topic, which is essential for definitional and classificatory explanation.
Layered definitions
Purpose: to build a complete definition in stages, moving from general category to specific distinguishing features, rather than offering one dense sentence.
A clear advanced definition typically moves through three steps: (1) name the general category the concept belongs to, using とは or というのは; (2) add the distinguishing features that separate it from other members of that category, often using 特徴 or 要素; (3) situate the concept within a broader system or field using において or に関して. Chapter 1's audit skills apply directly here: check that each step uses consistent register and that the sentences connect logically.
地域リサイクル制度とは、地域の仕組みのことである。この制度の特徴は、家庭ごみを種類ごとに分別する点にある。地域社会において、この制度は資源の無駄を減らす重要な役割を果たしている。
A community recycling program is a local system. Its distinguishing feature is that it sorts household waste by type. Within local communities, this system plays an important role in reducing wasted resources.
Grammar Practice
- Write a formal definition of a concept from your own field using とは + category + のことである.
- Rewrite the same definition more conversationally using というのは.
- Add one sentence situating the concept within a broader field or system using において or に関して.
- Add one sentence naming a distinguishing feature (特徴 or 要素) that separates your concept from a related one.
Model Dialogue
Setting: Emma explains her Volume III capstone topic to 佐藤さん before the group discussion.
ないようりかい — Comprehension questions:
- How does Emma define 地域リサイクル制度 in her first explanation?
- What distinguishing feature does Emma give when 佐藤さん asks how it differs from ordinary garbage collection?
- Which broader field does Emma say this system belongs within?
Guided Practice
タスク１ — Vocabulary in context. Using at least five of the eight core vocabulary words, write three sentences defining and classifying a concept from your own field or interest.
タスク２ — Definition transformation. Take one informal definition you might give in English (e.g., "a book club is a group that reads and discusses books together") and produce two Japanese versions: one using とは (formal) and one using というのは (conversational).
タスク３ — Situating practice. Write one sentence situating your chosen concept within a broader field using において, and one sentence introducing further discussion of it using に関して.
タスク４ — Layered definition. Following the three-step structure in the Language Focus box, write a complete layered definition of your chosen concept: category, distinguishing feature, and broader field.
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 — A brief definition from a discussion group
今日は、生涯学習という概念について説明します。生涯学習とは、学校を卒業した後も、仕事や趣味、地域の活動などを通して学び続けることのことです。この考え方の特徴は、学びを子どもや学生だけのものと考えない点にあります。生涯学習は、教育制度全体において、近年ますます重視されるようになっています。
聞くタスク — Listening task: Identify (1) the term being defined, (2) the category given in the formal definition, (3) the distinguishing feature mentioned, and (4) the broader system the concept is situated within.
Speaking Practice
コントロールされた練習 — Controlled practice: Definition frames
- ＿＿＿＿＿とは、＿＿＿＿＿のことである。
- ＿＿＿＿＿というのは、簡単に言うと、＿＿＿＿＿です。
- ＿＿＿＿＿において、この概念は重要な役割を果たしている。
コミュニケーションタスク — Explaining your concept
With a partner, explain a concept from your own field, hobby, or interest using at least one formal definition (とは), one distinguishing feature, and one broader field (において or に関して). Your partner should ask at least one clarifying question, and you should respond using というのは.
ひとりでもできる練習 — Solo practice: Recorded definition
Record yourself giving the complete layered definition you wrote in Guided Practice Task 4. Listen back once for content accuracy and once for pausing at definitional boundaries, as described in the Pronunciation Focus above.
Reading Practice
Read the following short explanatory passage, then answer the questions below. Furigana is provided only for the chapter's new vocabulary and one rare reading.
「情報リテラシー」という概念 — The concept of "information literacy"
情報リテラシーとは、必要な情報を見つけ、内容の信頼性を判断し、目的に応じて活用する力のことである。この概念は、単に情報を検索する技術だけを指すのではない。むしろ、情報の出典を確認し、複数の資料を比較して考える姿勢そのものが、この概念の中心的な要素だと言える。
情報リテラシーというのは、以前は図書館教育の一部として扱われることが多かったが、近年では教育制度全体において、より広く重視されるようになっている。学校教育に関しても、情報リテラシーを育てる授業が少しずつ増えている。
ないようりかい — Comprehension questions:
- What formal definition does the passage give for 情報リテラシー?
- According to the passage, what is the central element of this concept, and what is it not merely reduced to?
- How has the treatment of this concept changed over time, according to the passage?
- Identify the sentence or sentences in the passage that use において and に関して, and explain what each situates.
Writing Workshop
In this workshop you will write a complete layered definition of a concept from your own field or interest, applying this chapter's grammar and the accuracy audit habits from Chapter 1.
- Choose your concept and write a formal definition using とは + category + のことである.
- Add a distinguishing feature using 特徴 or 要素 that separates your concept from a closely related one.
- Situate the concept within a broader field or system using において or に関して.
- Add a restatement using というのは that explains your definition more conversationally, as if to someone unfamiliar with the field.
- Run the four-point audit from Chapter 1: particles, predicate form, register consistency, and clause connection.
チェックリスト — Editing checklist:
- My paragraph includes a formal definition using とは.
- My paragraph includes a distinguishing feature using 特徴 or 要素.
- My paragraph situates the concept using において or に関して.
- My paragraph includes a conversational restatement using というのは.
- I have checked every particle and predicate form in my paragraph.
- My paragraph maintains one consistent register from start to finish.
Culture and Communication
Formal definitions using とは and のことである appear frequently in Japanese reference materials, textbooks, official documents, and academic writing. Learning to recognize and produce this pattern gives you access to how many Japanese explanatory texts are actually structured, rather than relying on a looser, more conversational style throughout.
How formal or conversational an explanation sounds can vary by setting, audience, and individual speaking style, not only by region. A conference presentation, a casual study-group conversation, and a written report may all define the same concept quite differently in register, even when the underlying content is identical.
とは signals a formal, often written-style definition, while というのは more often introduces a clarification, restatement, or explanation of a reason in a more conversational register. Using とは in a casual conversation is not incorrect, but it can sound noticeably more formal than the surrounding speech; choose deliberately based on the register you intend.
Common Mistakes to Avoid
Error: *地域リサイクル制度とは、家庭のごみを集めて資源にする。 — this ends with a bare verb rather than a category noun, so it reads as an action description rather than a definition.
Correction: 地域リサイクル制度とは、家庭のごみを資源に変える地域の仕組みのことである。 — close the definition with a category noun (仕組み) plus のことである.
Error: *この制度において、いくつか説明したいことがある。 — において does not naturally introduce "things I want to explain about" a topic.
Correction: この制度に関して、いくつか説明したいことがある。 — use に関して when introducing further discussion of a topic; reserve において for situating a claim within a field or setting.
Error: Cramming とは, というのは, において, and に関して into a single sentence to sound more advanced.
Correction: Follow the three-step layered structure from the Language Focus box: one sentence per step. Advanced Japanese explanation values clarity and structure over density.
Chapter Review
Section A — ごい (Vocabulary)
1. Write one original sentence using each of the eight core vocabulary words from this chapter, applied to a concept of your choice.
Section B — もじ (Script)
1. Write the readings for 概念, 分類, 要素, and 制度 from memory, then check them against the Script and Kanji Focus section.
Section C — ぶんぽう (Grammar)
1. Write a formal definition using とは and a conversational restatement of the same idea using というのは.
2. Explain, in your own words, the difference in function between において and に関して, giving one original example sentence for each.
Section D — どっかいりかい (Reading comprehension)
1. Look again at the Reading Practice passage about 情報リテラシー. Summarize, in English, the three-part structure the passage uses to build its definition.
Section E — かくこと (Writing)
1. Complete your layered definition paragraph following the Writing Workshop steps, as part of the Practical Performance Task below.
Section F — はなすこと (Speaking)
1. Have or record the concept-explanation conversation from Speaking Practice, as part of the Practical Performance Task below.
Practical Performance Task
パフォーマンスタスク
概念の説明 — Explaining a concept from your own field
Complete both parts below to build on your Chapter 1 self-assessment.
- Written definition: Write a four-to-six sentence paragraph defining a concept from your own field or interest, including a formal definition (とは), a distinguishing feature (特徴 or 要素), a broader field (において or に関して), and a conversational restatement (というのは). Audit it using the Writing Workshop checklist before submitting.
- Spoken explanation: Explain the same concept aloud to a partner or instructor, following the model dialogue's pattern, and respond to at least one clarifying question using というのは.
Assessment focus: a complete and accurate formal definition; a clear distinguishing feature; correct and distinct use of において and に関して; accurate use of the chapter's core vocabulary; comprehensible pronunciation with natural pausing at definitional boundaries; and a response to a clarifying question using というのは.
Answer Key
Core Vocabulary and Script Review
Open-ended for original sentences; check readings for 概念 (がいねん), 分類 (ぶんるい), 要素 (ようそ), and 制度 (せいど) against the Script and Kanji Focus section above.
Grammar Practice
Open-ended, based on each learner's chosen concept. A correct explanation of において versus に関して notes that において situates a claim within a field, setting, or system (e.g., 教育制度において), while に関して introduces or narrows the topic a statement concerns (e.g., この制度に関して).
Model Dialogue — Comprehension
- Emma defines it as a local system that sorts and collects household waste and turns it into resources.
- She says the distinguishing feature is that it classifies waste and reuses it as a resource, rather than just collecting it.
- She situates it within environmental policy (環境政策).
Listening Practice — Model summary
The term defined is 生涯学習 (lifelong learning). Its category is continuing to learn through work, hobbies, and community activities after finishing school. Its distinguishing feature is not treating learning as something only for children or students. It is situated within the education system as a whole (教育制度全体), where it has become increasingly emphasized in recent years.
Reading Practice — Comprehension
- 情報リテラシー is defined as the ability to find necessary information, judge the reliability of its content, and use it according to one's purpose.
- The central element is confirming sources and comparing multiple materials, an attitude of thoughtful evaluation, rather than merely the technical skill of searching for information.
- It was previously treated mainly as part of library education, but is now more broadly emphasized across the education system as a whole.
- において appears in 教育制度全体において (situating the concept within the education system); に関して appears in 学校教育に関しても (introducing further discussion of the topic of school education).
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, see the model explanation above.
Chapter Review — Section D
Model answer: the passage first gives a formal category-based definition with とは, then narrows the concept with a distinguishing feature (confirming sources and comparing materials, not just searching), then situates the concept historically and within the current education system.
Chapter Review — Sections E and F, and Practical Performance Task
These are open-ended production tasks. Evaluate the written definition against the Writing Workshop checklist above, and evaluate the spoken explanation 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 define an abstract or technical concept formally and conversationally, distinguish it from related concepts using distinguishing features, situate it within a broader field or system, and nominalize actions and qualities so they can serve as topics of explanation. These tools extend directly from the audit skills of Chapter 1 and will support the argument-building work of Chapter 3.