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19:Tcdf,はじめまして！

意味論から説明すると、O(目的語)はS(主語)の動作(≒V(動詞))の対象になります。一方C(補語)はSの性質だったり属性を示します。
よく言われるのが、補語は主語の説明になるが故に「S=C」、主語の動作の対象が主語自身ということはあまりないので「S≠O」という説明がされます。

次に文法論から説明します。こちらの方が実践的です。
目的語が名詞しか取らないのはご存知の通りです。補語が厄介で名詞と形容詞を取ります。では名詞をとる時と形容詞をとる時に目印があるのかとというとありません。ではどう見分けるのか。
答えは文型です。補語をとる文型は第二分系、目的語をとるのは第三文型(第四、第五は一旦無視します)です。第三文型は多くの動詞を取るのでこれを積極法的に確定するのは難しいですが、実は第二文型をとる動詞は多くないです。すなわち、動詞の後に名詞が来る時、動詞が第二文型を取るならその名詞は補語の可能性大、そうでないなら第三文型となりその名詞は目的語になる、という理解です。
では肝心の第二文型をとる動詞ですが、もちろん自分でしっかり確認して欲しいのですが、以下の通りです。
be, get, go, become, turn, grow, come, keep, 知覚V
ちなみに知覚Vとは五感に関連する動詞らです(lookやsoundなど)。
並びを見て恐らく「自動詞が多い」と感じたかもしれません。実は第二文型をとる動詞は自動詞ということになってます。getやkeepは他動詞も取りますが、第二文型となる時は自動詞になります。すなわち、他動詞として第三文型をとる時と自動詞として第二文型をとる時で意味が変わるので注意です。
その両者で意味がどう変わるか、そして並べた動詞の意味はどうなのかは自分で調べてください笑。自分で調べた方が記憶に残るし、何より説得力が違います。

最後、ついでにM(修飾語)について。
文法論的な説明をすると、Mをとるのは副詞のみです。SVOC以外の要素がこれに分類されます。すなわち、動詞の後の名詞をまずはCかどうか判定して(上述により実は動詞の時点で確定する)、CでなければOとなり、SVOCが確定した後にそれ以外をMとする、という流れです。
意味論的な解釈としては、Mは文章自体あるいはその文章の核(主節)となる動詞を修飾します。一方でOだったりCは文章(≒文型)を構成する不可欠な要素です。そういう意味ではMはなくてもよい要素、なくしても意味が破綻しない要素と言われています。

以上、O,C,Mの説明でした。
もちろんここでの説明はあくまで原則なので、これを読んでおけばなんでも通用するとは思わないでください。これを念頭に置いて1つずつ当てはめていって理解を深めてください。
もっと具体的に聞きたい等あればコメントください！1b:T10b3,はじめまして！
私立ですが、勉強の一環として和訳もやっていましたし、模範解答を作る仕事もしているのでので回答しますね。
ちなみにですが、これを読んでいる私立志望の方も和訳練習はやっておくと良いです。綺麗な和訳はより良い理解に繋がりますよ。

まず、和訳で点が取れない原因として1からあげると、
・単語がわからない
・構文が取れていない
・意訳ができない
が大まかな理由です。
単語や構文は、単語帳や、英文解釈の勉強で鍛えるしかないので省略します。
意訳ができない場合、大きな原因は名詞構文や強調構文など細かい構文を把握していないことがあげられます。和訳が硬い場合はほぼこれが原因かと思われます。

さて、いきなりですが問題です。次の例文の和訳をしてみてください。和訳は紙に書き出してください。
確か国公立大学の和訳の過去問です。
ex）
Man's love of a quiet life and his resistance to anything that threatens his mental harmony account for his dislike of change.














できましたか？
これは名詞構文の金字塔とも言えるほど名詞構文を説明する際に使われる英文です。

静かな生活の人間の愛と、、、なんてやっていては綺麗な和訳はできませんし理解もできません。
先程説明したようにここでは名詞構文がポイントになっています。
全体的な構文としては、Man's love〜harmonyまでがS 、account forがV、his dislike〜.がOとなります。（正確には accountは自動詞なのでfor以下はMになるはずですが、 account forで熟語として捉えた方がわかりやすいので）
☆ここで一つポイント
無生物主語の第三文型
→無生物S V O は受け身で訳すと綺麗になる場合があるというルールを適用。「SによってOはVされる」と訳す。

小さな構文をみていく時に、名詞構文の知識を使います。
所有格＋動詞の派生名詞＋前置詞＋名詞     はそれぞれ
 s'                   v'                                o'
を読み込めます。（名詞構文を知らない場合は理解できないと思うので後で載せる参考書を参照してください）
そうすると、
Man's love of a quiet life 
   s'        v'           o'
は「人間が静かな生活を愛すること」と訳せます。
his resistance to anything that〜は
s'          v'                   o'
「人間がが〜なことに抵抗すること」となり
his dislike of changeは
s'       v'                o'
「人間が変化を嫌うこと」
と綺麗に訳せますよね。これをofだから「〜の」としか考えていないと綺麗な和訳はできないんですね。

さらに大きな構文と☆から
「SによってOは説明される」（ account forは説明するという熟語）となります。
説明される→わかる
くらいの意訳をしても👌です。

そうすると、
人間が静かな生活を愛することと、自分の心の調和を脅かすものはなんであれそれに抵抗することによって、人間が変化を嫌うことは説明される。

となり、これを綺麗にすると

人間が静かな生活を愛し、自分の心の調和を脅かすものはなんであれそれに抵抗することを見れば、人間が変化を嫌うことが分かるのである。

のように訳せます。


説明するのが難しかったので一題例を挙げて説明しましたが、名詞構文や強調構文などこのような知識が不足している場合は綺麗な和訳はできません。
このような知識を補うには、
関先生の英文読解の特別講座やプラチナルール長文などを使うと良いと思います。
和訳の演習問題には、
減点されない英文解釈がおすすめです！
さらに余力がある場合は最難関大への英文解釈にチャレンジしてみてください！

何かあれば質問してください！
頑張ってくださいね！






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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"意訳のコツとは？"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"こんにちは！東北大学文学部のkitaです！\nお答えさせて頂きます！\n\n自分も、最初のころ参考書の答えを見て、なぜこんなに意訳ができるの？、どこまで意訳をしていいの？、などと思った経験があります。それを踏まえて、お伝え出来たらいいなと思います。\n\nまず、個人の考えとしては、量をこなしても自然にできるようにはならないと思います。\n例えば、使役動詞の\n無生物S+V+O+C\nという、英文が出た時に、多くの高校生は\n「sがoをcさせる｣などと、訳します。\n例で言うと、事故が私を遅らせた、みたいな感じです。訳としてかなり不自然ですよね。\n\nでも、ある情報を知っている高校生は、このように訳します。\n「sによって、oがcする」\n例としては、\n事故によって、私は遅れた\n→事故のせいで、私は遅れた\n\n多くの人は、最初に頭の中で、事故が私を遅らせた、のような訳を作り、それを上手く日本語にしようとします。\nしかし、第5文型が「sによって、oがcする」という情報を知っている人は、一瞬で自然な日本語に訳せます。\n\nこれは、訳す時以外にも、長文を読むスピードが圧倒的に変わります。\n\nこのように、1回情報を知れば、次出てきたら簡単に自分の訳に生かせると思います。\n\n参考書のとしては、\n関先生の「大学入試世界一わかりやすい英文読解の特別講座」をおすすめします。僕自身、この参考書に出会って、英語が好きになりました。\n\nballoonさんの目標が達成されることをお祈りしています。頑張ってください！！"}],["$","div",null,{"className":"flex 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"文構造のとり方"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"こんにちは！\n僕も同じような悩みを抱えたことがあったので回答させていただきます。\n\n文構造が取れないということですが、文法の授業で習ったであろう『5文型』などはきっちり理解出来ていますか？\n文構造がわからないという人の多くはSVOOとSVOCの違いがわからないと言います。そこの違いは理解していますか？\n\n文型がわからない！という悩みを解決する取っておきの方法があります。\nそれは動詞の語法を覚えることです。\nなぜこの方法が有効なのかというと、英語の文型は動詞によって決まっているからです。\nえー覚えるのなんてめんどくさい。なんて思ってませんか？受験は時間との勝負なので、出来るだけ考える時間は少なくしたいです。だから頑張って調べて覚えるのが良いと思います。\n\nただ全ての動詞の語法を覚えろということではありません。基本的な動詞(中学校で習うような動詞)を辞書で調べてみてください。きっと知らなかった語法が見つかるはずで、難関校になればなるほど、そういう所で差がつきます。\n\nですから自分で調べて、頑張って覚えてください！\n\n動詞の語法を覚えれば英作などでもミスが減り、いい和約も書けるようになります。\n応援してます！頑張ってください！"}],["$","div",null,{"className":"flex mb-1","children":[["$","svg",null,{"stroke":"currentColor","fill":"currentColor","strokeWidth":"0","viewBox":"0 0 24 24","className":"text-subPrimary 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10.05z","children":[]}]]],"style":{"color":"$undefined"},"height":16,"width":16,"xmlns":"http://www.w3.org/2000/svg"}],["$","div",null,{"className":"text-xs mr-2","children":1}]]}],["$","div",null,{"className":"text-xs rounded-lg border border-text px-4","children":"英語"}]]}]]}],["$","div",null,{"className":"ml-3","children":["$","div",null,{"className":"bg-caption w-20 h-20 rounded-sm overflow-hidden","children":["$","div",null,{"className":"w-full h-full 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"分からない単語の類推とは何か！"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"慶應の経済学部の者です。\n英語は受験生時代かなり頑張ったので、回答させていただきます。\n名詞を類推するのか、動詞を類推するのか、類推しうるものはたくさんありますが、正直名詞は知らなきゃ終わりな一面もあるので、広く応用でき、文の理解や、他の単語の類推にも役立つ動詞の類推について話したいと思います。\n\n例えば give 物 to 人 という文型はご存知ですよね？\nこのように 動詞(以後Vと書きます) A to B というような文型を取る動詞はいくつ思いつきますか？\nノートに書き出してみてください。\nそれでは問題です。\n次の文を訳してみてください。\n\nNo special treatment was accorded to both countries.  \n\nどうですか？訳せますか？\nまず受動態だと文が訳しにくそうなので、能動態に直してみたいと思います。\n\n主語は何か特定できないためここでは便宜上Sとすると\n\nS accoded no special treatment to both countries.\n\nとなりますね。\n何か見えてきませんか？\nそうです、文型がgive A to Bの形をしているのです。\nつまり、ここでのaccordの意味はgiveに近いものなのでは？と推測出来ます。\n(実際accordには与えるという意味があります。)\nこのように、英語では同じ文型を取る動詞が同じような意味を取ることが往々にあります。\n\nだから類推力を高めるには、自分の力で似た形を取る動詞をグルーピングしてまとめるのです。\n\nすると、知らない単語や、見たことはあるけど意味が取れない単語の推測がうまくいく機会が増えていくと思います。\n\n問題は質問者様が高校三年生であること。あまり英語ばかりに構ってる時間はありません。\n\nだから夏休みが終わるまでは一週間に2〜3時間ほど時間をとって動詞のグルーピングに励み、秋以降はそれを復習するというスタンスで勉強するというのはいかがでしょうか？\n難関校になればなるほど、この類推力を試してくる傾向にあります。\n\nこんな方法じゃ大変そうで無理だと思うなら、諦めて単語帳を詰め込んで覚えましょう。単語を覚えていれば類推する必要なんて無いのですから。\n\n長々と書いてしまいましたが、僕から示せる指針はこんな感じです。\n是非頑張って慶應に合格してきてください！\n応援しています！\n\n"}],["$","div",null,{"className":"flex mb-1","children":[["$","svg",null,{"stroke":"currentColor","fill":"currentColor","strokeWidth":"0","viewBox":"0 0 24 24","className":"text-subPrimary mr-1","children":["$undefined",[["$","path","0",{"fill":"none","d":"M0 0h24v24H0V0z","children":[]}],["$","path","1",{"d":"M12 6c1.1 0 2 .9 2 2s-.9 2-2 2-2-.9-2-2 .9-2 2-2m0 10c2.7 0 5.8 1.29 6 2H6c.23-.72 3.31-2 6-2m0-12C9.79 4 8 5.79 8 8s1.79 4 4 4 4-1.79 4-4-1.79-4-4-4zm0 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"同格のof"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"ofの4用法の見分け方について書いていきます\n\n①所有格「〜の」\n②同格「〜という」\n③目的格「〜を」\n④主格「〜が」\n\n①所有格「〜の」\nofの最も一般的な用法です。\nex) Call of Cthulhu 「クトゥルフの呼び声」\n\n②同格「〜という」\nA of B について、A=Bの関係が成り立つ時、「BというA」と訳します。\nex)the idea of peace 「平和という概念」\n\n③目的格「〜を」\nof を挟んでV Oとなる時、「BをAすること」と訳します\nex)the possession of a gun 「銃を所持すること」\n\n④主格「〜が」\nofを挟んで前後にV Sとなる時、「BがAすること」と訳します。\nex)the existence of God「神が存在すること」\n\n参考文献:『横山雅彦の英語長文がロジカルに読める本』 著者:横山雅彦"}],["$","div",null,{"className":"flex mb-1","children":[["$","svg",null,{"stroke":"currentColor","fill":"currentColor","strokeWidth":"0","viewBox":"0 0 24 24","className":"text-subPrimary mr-1","children":["$undefined",[["$","path","0",{"fill":"none","d":"M0 0h24v24H0V0z","children":[]}],["$","path","1",{"d":"M12 6c1.1 0 2 .9 2 2s-.9 2-2 2-2-.9-2-2 .9-2 2-2m0 10c2.7 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"熟語がワケワカメ。"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"例文をどんどん活用したいところですね。それ以外の、単純に単語帳を使っていくときは、A、Bといった覚え方ではどうにもならない部分があるので、せめて人、物を使いましょうか。\n例えば、owe A to Bは「負う借金to人」と読むと大変覚えやすいですね。(owe B Aはこの逆だと覚えてしまえば余裕です)\nこれに関してはoweを「負う」に掛けることができ、ラッキーな例と言えますが、これがなくとも、prefer 好きなもの to Bよりとか、share 分けるものwith 人とかにするとかなり覚えやすくなりますよ。\n\n動詞の直後の目的語に人が来る意外なもので、代表的なのは、provideの他には、robくらいしかないので、そこまで紛らわしいんじゃー、というわけではありません。何回も出て来るとだんだん覚えてくるので、放り出さずにコツコツ覚えていきましょう。"}],["$","div",null,{"className":"flex mb-1","children":[["$","svg",null,{"stroke":"currentColor","fill":"currentColor","strokeWidth":"0","viewBox":"0 0 24 24","className":"text-subPrimary mr-1","children":["$undefined",[["$","path","0",{"fill":"none","d":"M0 0h24v24H0V0z","children":[]}],["$","path","1",{"d":"M12 6c1.1 0 2 .9 2 2s-.9 2-2 2-2-.9-2-2 .9-2 2-2m0 10c2.7 0 5.8 1.29 6 2H6c.23-.72 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"英文法の参考書を変えるべきか？"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"お答えします。 \n \n20周して身についていないのであればそれは間違いなく、方法を変えるべきです。 \n \n私は文法の演習教材を2，3周しかしていませんでしたがほぼわかりました。 \nなのでまずは今のやり方の修正を行ってください。 \n \n関先生の英文法は私自身使っていましたしとても参考になり、好きなのでぜひともおすすめします。 \n \nサプリを使うかポラリスを使うかはご自身の判断に委ねざるを得ませんが、参考としては \n \n・教材は別として他の教科もでき、安く済むのはサプリ \n・持っていればいつでもどこでもできるという面ではポラリス。 \n \nそのくらいしか違いはありません。 \n \nここから修正する方法についてお話します。 \n \nまずですが、質問者さんは英文法を暗記でやろうとしているように見受けられます。 \nその点の改善を行う必要があります。 \n \n英文法で必要なのは暗記ではなく理解。 \n \nそれをせずには高得点は狙えません。 \n \nどういうことかいうと、 \n例えば \n It is 形　fot 人　toV \nIt is 形 to人 toV \nIt is 形  of人 toV \nこの違いについて理解していますか？ \n問題は中学レベルの問題です。 \n \nこの問題のカギとなるのはもちろん形容詞、動詞がカギになってきますが、そこは置いておきます。 \n \nこの問題は前置詞を理解した上で回答しろ。っていうのが問題側の考えです。 \n \nこの問題に限らず前置詞全般において必ず押さえなければいけない事項があります。 \n \n今回ではto とfor、一応ofの違いですね。 \n \nofを除いてどちらも方向性を示す前置詞です。 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