Conversation Ⅰ
Jane-san had a headache since this morning, and it got worse while she was working at the office. She asked her section chief, Sato-san, if she could leave early.
佐藤さん、すみません。
Excuse me, Sato-san.
はい。
Yes?
頭が痛いので、帰らせていただいてもよろしいでしょうか。
I have a headache, so may I leave early?
いいけど、だいじょうぶ？
Sure, but are you okay?
はい。家に帰ってゆっくりねます。
Yes, I’ll go home and rest.
気をつけて帰ってください。
Please take care on your way back.
はい。
Thank you.
おだいじにね。
Get well soon.
In order to seek permission to leave early, Jane-san used the expression “かえらせていただいてもよろしいでしょうか” (may I leave early). The word “かえらせて” is the て-form of “かえらせる”, the causative form of the verb “かえる” (to go back), and by adding “いただいてもよろしいでしょうか,” she politely asked for permission.
Another possible form to use in a similar situation is “て-form of the causative form＋いただけますか” or “て-form of the causative form＋いただきたいんですが、（よろしいでしょうか）.”
Conversation Ⅱ
After Jane-san left, Sato-san, the section chief, and Yamashita-san, another employee, are talking.
ジェインさん、つかれているみたいですね。
Jane-san seems to be tired.
うん、先週、大阪まで出張に行かせて、そのあと報告書を作らせたり、会議で発表させたりしたからね。つかれがたまったかもしれないね。
Yeah, last week, I had her go on a business trip to Osaka, then made her prepare a report and present it at the meeting. She might be exhausted.
In this conversation, Sato-san used the causative forms such as “（わたしはジェインさんを）おおさかまで しゅっちょうに いかせた(I had Jane-san go on a business trip to Osaka)” and “（わたしはジェインさんに）ほうこくしょを つくらせた(I had Jane-san prepare a report)” to explain that she instructed Jane-san to “go on a business trip to Osaka,” “make a report,” and ” present it at the meeting.”
“いかせて” is the て-form of “いかせる”, the causative form of “いく” (to go), “つくらせた” is the た-form of “つくらせる”, the causative form of “つくる” (to prepare), and “はっぴょうさせた” is the た-form of “はっぴょうさせる”, the causative form of “はっぴょうする” (to present).
①When the verb in the original sentence is a transitive verb like “つくる,” and the original sentence contains “を,” we add “に” to the person who performs the action in the causative form.
②When the verb in the original sentence is an intransitive verb like “いく,” and the original sentence does not have “を,” we add “を” to the person who performs the action in the causative form.
Today, I will explain how to form the causative form.
Verbs are divided into three groups based on their conjugation patterns, so here is a table for each group.
If you are not familiar with verb groupings, check articles below.
The verbs in Group Ⅰ
| ます-form | dictionary form | Causative form | Meaning | |
|---|---|---|---|---|
| Ⅰ | いいます | いう | いわせる | say / tell |
| かきます | かく | かかせる | write | |
| はなします | はなす | はなさせる | speak | |
| まちます | まつ | またせる | wait | |
| よみます | よむ | よませる | read | |
| つくります | つくる | つくらせる | make |
In the causative form, the “う-row” sounds in Japanese syllabary in the dictionary form becomes the “あ-row sound ＋せる“, as in “いう” →”いわせる” and “かく” →”かかせる“.
The verbs in Group Ⅱ
| ます-form | dictionary form | Causative form | Meaning | |
|---|---|---|---|---|
| Ⅱ | みます | みる | みさせる | look |
| たべます | たべる | たべさせる | eat | |
| つけます | つける | つけさせる | put on |
In the causative form, “る” in the dictionary form changes to “させる.”
The verbs in Group Ⅲ
| ます-form | dictionary form | Causative form | Meaning | |
|---|---|---|---|---|
| Ⅲ | します | する | させる | do |
| きます | くる | こさせる | come |
Please remember these two as they are.
Let’s do some practice.
【れんしゅう1】 What is the causative form of the following verbs?
- a. たべる
- b. とる
- c. はなす
- d. のむ
- e. くる
- f. みる
- g. いう
- h. おす
- i. おぼえる
- j. 発表する
【れんしゅう2】Please change the following sentences to causative sentences.
ex.1：学生は作文を書きました。 → 先生は学生に作文を書かせました。
The student wrote a composition. → The teacher had the student write a composition.
ex.2：子どもは買いものに行きました。 → 母親は子どもを買いものに行かせました。
The child went shopping. → The mother had the child go shopping.
a. ジェインさんは残業をしました。 → 課長は 。
Jane worked overtime. → The section chief had Jane work overtime.
b. 学生たちは朝早く学校へきました。 → 先生は 。
The students came to school early in the morning. → The teacher had the students come to school early in the morning.
c. 子どもは午前中ずっとうちにいました。 → 母親は 。
The children stayed at home all morning. → The mother had the children stay at home all morning.
d. 部下は報告書をだしました。→ 上司は 。
The subordinates submitted the report. → The boss had the subordinates submit the report.
e. 子どもたちは自由にあそびました。→ 先生は 。
The children played freely. → The teacher had the children play freely.
f. 子どもは部屋のそうじをしました。→ 母親は 。
The child cleaned the room. → The mother had the child clean the room.
Let’s think about it!
Here are the answers.
【れんしゅう1】
- a. たべる → たべさせる
- b. とる → とらせる
- c. はなす → はなさせる
- d. のむ → のませる
- e. くる → こさせる
- f. みる → みさせる
- g. いう → いわせる
- h. おす → おさせる
- i. おぼえる → おぼえさせる
- j. 発表する → 発表させる
【れんしゅう2】
a. ジェインさんは残業をしました。 → 課長はジェインさんに残業をさせました。
Jane worked overtime. → The section chief had Jane work overtime.
b. 学生たちは朝早く学校へきました。 → 先生は学生たちを朝早く学校へこさせました。
The students came to school early in the morning. → The teacher had the students come to school early in the morning.
c. 子どもは午前中ずっとうちにいました。 → 母親は子どもを午前中ずっとうちにいさせました。
The children stayed at home all morning. → The mother had the children stay at home all morning.
d. 部下は報告書をだしました。→ 上司は部下に報告書をださせました。
The subordinates submitted the report. → The boss had the subordinates submit the report.
e. 子どもたちは自由にあそびました。→ 先生は子どもたちを自由にあそばせました。
The children played freely. → The teacher had the children play freely.
f. 子どもは部屋のそうじをしました。→ 母親は子どもに部屋のそうじをさせました。
The child cleaned the room. → The mother had the child clean the room.
Did you get everything right?
Japanese verbs and adjectives have many other conjugated forms.
I introduce them in this blog, so please take a look.
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