- ベストアンサー
The Use of 'the' in General Nouns
- Learn about the use of 'the' before general nouns and when to omit it.
- Understand the reasons behind using 'the' with general nouns based on examples.
- Get a clear explanation of the concept of using 'the' before general nouns.
- みんなの回答 （3）
- 専門家の回答
質問者が選んだベストアンサー
その他の回答 (2)
- KappNets
- ベストアンサー率27% (1557/5688)
No. 1 です。 ご質問に回答します。このレベルで考えたかと言われるとそうでもない私なので勉強になります。 development 以外にも、the process of ozone depletion, the situation of children and women, the change of seasons, the quality of information など the xxx of yyy の形は非常によく使われます。 総括の the は countable な名詞 (telephone はやや違いますが) の議論です。 ここの議論は uncountable な名詞につける the なので総括の the の議論とは少し違うと思います。ここでは抽象名詞が「of 句によって限定されている」と考えるのが普通だと思います。「限定の the」と言えば良いでしょうか。（文法書にあります） 注： "the development of"ではなくて "developments in" information technology という言い方をする場合があるという記述はとても参考になります。 注： the xxx of yyy の形の the については私も実は勉強中のところがあります。実は of の前だと必ず the かというと例えば Distribution is selective until consumers show acceptance of the product. のように of の前に the を付けない場合も見受けますので「勉強中」なのです。on completion of のように the を付けない方が普通の場合もあります。つまり絶対のルールではないということです。
お礼
ご回答ありがとうございます。 「限定」ですね、なるほど。納得致しました。 on completion ofは連語としてとらえても良さそうですね。 英文法は思ったより奥が深そうです。 先ほどPractical English Usageを購入しました。 勉強と英文読書を続けていきたいと思います。
- Oubli
- ベストアンサー率31% (744/2384)
英語の可算名詞には、不定冠詞＋単数、定冠詞＋単数、無冠詞+複数、定冠詞＋複数の４とおりのどれかしかないのですね（実は不可算名詞に転用するというのもありますがここでは省略します）。 で、総称的に述べる場合の基本形は無冠詞複数です。不定冠詞+単数を総称的に使う場合は「すべての～は～である」に近い雰囲気がありますし、定冠詞＋単数では「（一般化された）いわゆる～は」という感じを伴います。一方で、定冠詞＋複数を総称的に使うことは英語ではまずありません（フランス語などでは普通だと思いますが）。 These are problems for students living away from "the family" これはtheir familｙの意味ですから普通に定冠詞がつきます。 We don't know the effects of such chemicals on "the body" これはbodyが一般化されているのだと思います。さらに抽象化が進むと不可算名詞になって、非特定ですから無冠詞になるはずですが、そうならないようです。bodyは可算だという印象が強いからでしょうか。 The role of "the student" at university level varies greatly from country to country. これは「大学レベルの学生」と特定化していますから定冠詞でもよいのですが、なんでstudentが単数なのかはよくわかりません。「大学レベルの学生」を総称化するなら無冠詞のstudentsでよいようにも思います。 Most of our business is carried out over "the telephone". これは「電話というもの」という感じです。可算名詞とも抽象名詞ともいいがたいものにtheをつけるのではないでしょうか。I listen to the radio.と同じでしょう。
お礼
詳細なご回答ありがとうございました。
補足
詳細なご回答ありがとうございました。
関連するQ&A
- どなたかお願いします。
以下の文を和訳しなくてはいけないのですが、自分には高度すぎます。 どなたか時間のある方がいらっしゃったらお願いします。 Consider next some of the ways in which we will account for the interruptability of word sequences, as with, say a book, where we could insert new, good, rather, interesting and countless other forms between a and book. A third difference between syntax and morphology is that in syntax we will describe constructions by setting up functional positions, obligatory or optional, filled by specified classes (i.e. a description along the lines sketched in 3), thereby catering for a great many specific instances of the construction as particular members of the various classes combine in accordance with the general rule. For example – and simplifying a great deal – we might have a construction for the NP containing a ‘determiner” (a functional position typically filled by words like a, the, some, this, which, each, etc.) , optionally one or more ‘modifiers” (filled by AdjPs like new, good, rather interesting) and a ‘head” (filled by nouns). These rules will then yield or ‘generate” a vast number of NPs: a book, a good book, the book, the new book, this film, this rather interesting film, and so on. It will of course be necessary to account for various restrictions on combinations – a can only occur with a singular noun in the head position, many only with a plural, and so on – but this doesn’t affect the point that in syntax we are typically dealing with general rules involving classes of forms. But in morphology the restrictions are typically so great and idiosyncratic that it is normally not feasible to deal in general rules for combining classes: for example, with affixation we need to describe individually the distribution of particular affixes. We would not have a word construction A-B-C-D, with the four functions filled by morphological classes I, II, III, IV and treat unrepentantly, say, as simply resulting from the selection of particular members of these classes; rather we would look at the affixes in turn, nothing that repent is one of a small number of verbs to which – ant can be suffixed to form an adjective, that the resultant repentant can then take the class-preserving suffix un- and that the adjective unrepentant can be changed into an adverb by suffixation of –ly.
- 締切済み
- 英語
- 経済学英語の訳・・・
各国における、ざいせい再建. (1)We consider a sample of 15 countries. (2)Our definition of “government” is general government, as defined by the country which is our data source. (3)We have 600 usable obsenations. (4)We have excluded all the country-years for which a complete set of data needed for our tests was not available. (2)～(4)がわかりません・・・ どなたか教えてください。
- ベストアンサー
- 英語
- 日本語訳が出来ません
子供のしつけに関する文章なんですが、国語力がないためちゃんとした日本語にできません。どなたか、訳してもらえないでしょうか？ Intelligent parents,however,realize that yhe particular setting of each family is unique ,and there can be no rigid general rules. They use general information only as a guide in making decision and solving problems. For example ,they will need specific suggestions for problems such aspeech defects or backwardness in learning to walk or control of bodily function.
- ベストアンサー
- 英語
- before we have much in〜解釈
添付ファイル文章にある …before we have much in the way of a plan.の理解に自信がないです。 「私たちが、計画について多くを持つ前に→ 私たちが、しっかりした計画を持つ前に？」 どのように理解すれば良いか、解説宜しくお願いします。
- ベストアンサー
- 英語
- 英語訳について
以下の文で質問します。More than 21 billion plastic bottles are thrown out rather than recycled each year just in the united States-the equivalent of 70 bottles from every man,woman and child in the country.And (we are only talking plastic here.) ()の部分の訳がわかりません教えてください。 we are still tossing out more garbage than (ever before).「私たちは以前よりももっとゴミを捨てている」ということなのでしょうが、everにbeforeの強調の意味があるのでしょうか？ ２点お願いします。
- 締切済み
- 英語
- 下記の英文を訳してくれる方はいませんか？
Other tasks of early adulthood are to establish and maintain a home and family; to enter and maintain a career; to become part of a congenial social group; and to discharge the obligations of citizenship (Troll, 1975). These general tasks are obviously not solvable by any single behavioral change, but rather require many adjustments in many behaviors. Resolution, in other words, requires adaptation to “large number s of detailed task-lets” (Havighrst. 1973, p, 10), which can be grouped in various ways. An example is the general tasks of establishing and maintaining a family. To accomplish this task, one must normally have a mate, which requires nit only selecting a duce and rear children (the average is still more than one per family), obtain and manage a home, etc. お願いします。
- ベストアンサー
- 英語
- 英文の訳と文法的解説をお願いします。
以下の英文の訳と文法的解説をお願いします。 The word 'scholar' implies a student of what has been rather than a designer of what might be. よろしくお願いします！
- 締切済み
- 英語
- 英語の和訳です。お願いします！！
I doubt whether a doctor can answer the question of what the meaning of one's life is in general terms. For the meaning of life differs from man to man, from day to day and from hour to hour. What matters, therefore, is not the meaning of life in general but rather the specific meaning of a person's life at a given moment. To put the question in general terms would be comparable to the question posed to a chess champion: "Tell me, Master, what is the best move in the world?" There simply is no such thing as the best or even a good move apart from a particular situation in a game and the particular personality of one's opponent. The same holds for human existence. One should not search for an abstract meaning of life. Everyone has his own specific vocation or mission in life to carry out a concrete assignment which demands fulfillment. Therein he cannot be replaced, nor can his life be repeated. Thus, everyone's task is as unique as is his specific opportunity to fulfill it. We must never forget that we may also find meaning in life even when confronted with a hopeless situation, when facing a fate that cannot be changed. For what then matters is to bear witness to the uniquely human potential at its best, which is to transform a personal tragedy into triumph, to turn one's predicament into a human achievement. When we are no longer able to change a situation--just think of an incurable disease such as inoperable cancer--we are challenged to change ourselves.
- 締切済み
- 英語
- consulate generalの複数形がcon
NHKからの抜粋です。 The ministry also plans to set up consulates general in 6 more places, including the Philippine city of Cebu. このconsulates generalが辞書に無かったのですが、consulate generalはありました。 consulate general総領事の職、総領事館 だそうです。 どうしてconsulate generalsでは無いのでしょうか。また、複合名詞の時、最初の名詞が複数形になる別の複合名詞は多いのでしょうか。普通、二番目の方だと思うのですが。 全文は以下です： Japan's Foreign Ministry is planning to increase its diplomatic missions worldwide. A Ministry panel last week compiled a proposal on measures to significantly strengthen Japan's diplomatic presence. The proposal calls for setting up more embassies and consulates general. It says it is urgent that Japan expand its system to strategically develop what it calls aggressive diplomacy. Japan currently has embassies in 136 of the 194 nations it recognizes as states. The United States has 168 embassies. China has 164. China has embassies in 36 countries where Japan does not. The country is spreading its influence by providing a huge amount of economic assistance. The Foreign Ministry considers additional diplomatic missions necessary to boost its capability to disseminate information and promote Japanese businesses overseas. The ministry hopes to open embassies in 9 countries, including Liberia in West Africa, as well as Tajikistan and Turkmenistan in Central Asia. The ministry also plans to set up consulates general in 6 more places, including the Philippine city of Cebu. The Foreign Ministry will seek funding for these plans in the fiscal 2015 budget.
- ベストアンサー
- 英語
- 外国人が日本語を学ぶのにいいサイト
こんにちは！外国にいる友達からこんな質問をもらいました。 Ka" at the end of the sentence raises a question, but does "no" do the same thing? それについてわたしが考えたことがこちらなんですけど、見ていただけますか？それから外国人が日本語を学ぶのによいサイトがあったら教えていただけると嬉しいです。 About your question >Ka" at the end of the sentence raises a question, but does "no" do the same thing? Umm, "Ka" depneds on the situation. " Ka" means a question at the end of the sentence. as you say !! That's right ! But as you know , "ka" has a lot of meanings. Don't you have any example sentences? Can I please take an example? I'm sorry that this sentence is easy one. →kesa nani wo tabemashita ka ? "Ka" means a question ! OK ? →What did you eat this moring? "No" means [of] and [ ' s( apostrophe and S )] but it depends on the situation. example → boku no hon = my book OK? My is possesive nouns . Watashi no? (this is a question) / watashi no mono ? = Is this mine ? .In this case "mono " means somethig. or object ok ? Whose is this ?= kore dare no? (this is a question) So even if you ues " no" at the end of sentence. it can mean a qestion. but "mono" can mean "something or object or possessive nouns ", not using only mono. I can't describe only a word or two words. I'm sorry. 厳しい意見でもけっこうですのでよろしくお願いします。
- ベストアンサー
- 英語
お礼
丁寧なご回答ありがとうございます、"the"にそのような用法があったことを知りませんでしたので助かりました。 手元の文法書(Forest)を読み込んでみると、欄外に小さくこの用法についての記述がありました。一ランクの文法書が必要かもしれません。 重ねてこのテキストの続きの箇所についてお伺いしても良いでしょうか？ [説明1] The is also used before abstract nouns which describe a situation, a quality, a process or a change. These words are often followed by of something: [例文1] This advise was brought about by "the development of" antibiotics. [説明2] We use the development/improvement, etc. of something to describe a general process of change, but developments/improvements, etc. in something to describe specific changes: [例文2] We try to keep up-to-date with new "developments in" information technology. この例文1の場合の the も「一般的」な用法の the ということでしょうか。 いまいち掴みきれていないので、簡単にご解説いただけるとありがたいです。