第二個珍珠港事件 伊斯蘭的古蘭經簡介 韓國學子的升學競爭 三個學術型超複雜文法結構長難句分解示範
丁連財學術型超複雜文法結構長難句破解示範
（第二個珍珠港事件：可倫波）（古蘭經簡介）（韓國學子的升學競爭）
例句一（二戰史：第二個珍珠港事件）
原句
Historians of the Pacific War who study the Japanese raid on Colombo, noting that on Easter Sunday in April 1942 carrier aircraft from a fleet under Admiral Nagumo, who had commanded the attack on Pearl Harbor, bombed the harbor and airfields of the Ceylonese port that served as headquarters of the British Eastern Fleet, and that within days Japanese aircraft had sunk two heavy cruisers, an aircraft carrier, and several smaller ships, forcing the fleet to withdraw to East Africa, argue that the operation, which British intelligence had foreseen well enough for the main warships to leave port beforehand, deserves the label "second Pearl Harbor" less for the tonnage it destroyed than for the strategic retreat it imposed, a retreat that left Britain's communications across the Indian Ocean open to Japanese attack.
斷行排列
Historians of the Pacific War
who study the Japanese raid on Colombo,
noting that on Easter Sunday in April 1942
carrier aircraft from a fleet under Admiral Nagumo,
who had commanded the attack on Pearl Harbor,
bombed the harbor and airfields of the Ceylonese port
that served as headquarters of the British Eastern Fleet,
and that within days
Japanese aircraft had sunk two heavy cruisers, an aircraft carrier, and several smaller ships,
forcing the fleet to withdraw to East Africa,
argue
that the operation,
which British intelligence had foreseen
well enough for the main warships to leave port beforehand,
deserves the label "second Pearl Harbor"
less for the tonnage it destroyed
than for the strategic retreat it imposed,
a retreat
that left Britain's communications across the Indian Ocean
open to Japanese attack.
主句
Historians argue that the operation deserves the label "second Pearl Harbor" less for the tonnage it destroyed than for the strategic retreat it imposed.（主詞之後接 who 子句與 noting 片語，動詞 argue 要等到很後面才出現）
拆成短句
太平洋戰爭史學者提出主張。（主句）
這些學者研究日軍突襲可倫波。（who 關係子句）
他們注意到兩件事。（noting，現在分詞片語）
1942年4月復活節星期日，南雲忠一海軍將領麾下艦隊的艦載機轟炸了港口與機場。（第一個 that 子句）
南雲忠一曾指揮突襲珍珠港。（who 非限定關係子句，插在主詞與動詞之間）
這個錫蘭港口是英國東方艦隊的司令部所在。（that 關係子句）
數日之內，日機擊沉兩艘重巡洋艦、一艘航空母艦與數艘小型艦艇。（第二個 that 子句，與前者並列，過去完成式）
這迫使艦隊撤往東非。（forcing，現在分詞片語，force sb to do）
這次作戰，英國情報單位事先已有所預判。（which 非限定關係子句，插在 operation 與 deserves 之間）
預判的程度足以讓主力艦艇事先離港。（well enough for sb to do，不定詞片語）
它被稱為「第二個珍珠港」。（argue 的受詞 that 子句主結構，deserve the label）
與其說是因為被摧毀的噸位。（less for... 比較結構，關係子句省略 that）
不如說是因為它所逼出的戰略撤退。（than for...，省略關係詞的 the retreat it imposed）
這次撤退讓英國橫越印度洋的交通線暴露在日軍攻擊之下。（同位語 a retreat，that 關係子句，leave sth open）
中譯
研究太平洋戰爭的史學者注意到，1942年4月復活節星期日，曾指揮珍珠港攻擊的南雲忠一海軍將領麾下艦隊的艦載機，轟炸了作為英國東方艦隊司令部所在的錫蘭港口的碼頭與機場，數日之內又擊沉兩艘重巡洋艦、一艘航空母艦與數艘小型艦艇，迫使艦隊撤往東非，因而主張，這次作戰，英國情報單位事先已有所預判，足以讓主力艦艇提前離港，它之所以被稱為「第二個珍珠港」，與其說是因為被摧毀的噸位，不如說是因為它所逼出的戰略撤退，這次撤退讓英國橫越印度洋的交通線暴露在日軍攻擊之下。
補充說明
可倫波是錫蘭（今斯里蘭卡）的首都與海軍基地。這次空襲發生在1942年4月5日，重巡洋艦「康沃爾號」與「多塞特郡號」是在港外海上被擊沉，航空母艦「競技神號」則在4月9日於錫蘭東岸外海被擊沉。英軍主力艦隊因為預先獲得警報，大多已不在港內，所以損失的規模與珍珠港不同。原句的 "less for the tonnage... than for the strategic retreat" 就是要點出這個差別。艦艇名稱、日期與數量宜再查專書核對。
例句二（宗教史：古蘭經簡介）
原句
Scholars of Islamic studies who introduce the Qur'an to general readers, noting that Muslims believe it to be the words of God revealed in Arabic to the Prophet Muhammad through the angel Gabriel over some twenty-three years beginning in 610, and that it is divided into 114 chapters, called surahs, which were first memorized and recited by his followers and then gathered into a single written text under the third caliph, Uthman, emphasize that the book, which Muslims revere as the final revelation confirming earlier scriptures, is valued not only as a source of belief and law but also as a text to be recited aloud, a practice that explains why believers hold the Arabic original to be irreplaceable by any translation.
斷行排列
Scholars of Islamic studies
who introduce the Qur'an to general readers,
noting that Muslims believe
it to be the words of God
revealed in Arabic to the Prophet Muhammad
through the angel Gabriel
over some twenty-three years beginning in 610,
and that it is divided into 114 chapters,
called surahs,
which were first memorized and recited by his followers
and then gathered into a single written text
under the third caliph, Uthman,
emphasize
that the book,
which Muslims revere as the final revelation
confirming earlier scriptures,
is valued not only as a source of belief and law
but also as a text to be recited aloud,
a practice
that explains why believers hold the Arabic original
to be irreplaceable by any translation.
主句
Scholars emphasize that the book is valued not only as a source of belief and law but also as a text to be recited aloud.（主詞之後接 who 子句與 noting 片語，動詞 emphasize 要等到很後面才出現）
拆成短句
伊斯蘭研究學者強調一件事。（主句）
這些學者向一般讀者介紹古蘭經。（who 關係子句）
他們注意到兩件事。（noting，現在分詞片語）
穆斯林相信古蘭經是真主的話語。（第一個 that 子句，believe sth to be）
這些話語是以阿拉伯語啟示給先知穆罕默德的。（過去分詞片語 revealed）
啟示是透過天使加百列傳達的。（through 片語）
啟示從610年起，歷時約二十三年。（over... beginning in 片語）
古蘭經分為一百一十四章。（第二個 that 子句，與前者並列，被動語態）
這些章稱為「蘇拉」。（過去分詞片語 called）
這些章先由信徒背誦與吟誦，然後在第三任哈里發奧斯曼治下彙集為單一的書面文本。（which 關係子句，兩個並列被動動詞 memorized and recited、gathered）
古蘭經被穆斯林尊為最終的啟示。（which 非限定關係子句，插在 book 與 is valued 之間，revere sth as）
這個啟示印證了先前的經典。（現在分詞片語 confirming）
它不只是信仰與律法的來源，也是要出聲誦讀的文本。（not only... but also... 並列結構，不定詞被動）
這種誦讀的做法，解釋了信徒為何認為阿拉伯文原文無法被任何翻譯取代。（同位語 a practice，that 關係子句，內含 why 名詞子句與 hold sth to be）
中譯
向一般讀者介紹古蘭經的伊斯蘭研究學者注意到，穆斯林相信古蘭經是真主的話語，以阿拉伯語透過天使加百列，在自610年起約二十三年之間啟示給先知穆罕默德，而古蘭經分為一百一十四章，稱為「蘇拉」，這些章先由信徒背誦與吟誦，然後在第三任哈里發奧斯曼治下彙集為單一的書面文本，因而強調，這部書，穆斯林尊為印證先前經典的最終啟示，它不只被視為信仰與律法的來源，也被視為要出聲誦讀的文本，這種誦讀的做法，解釋了信徒為何認為阿拉伯文原文無法被任何翻譯取代。
補充說明
古蘭經的成書過程，穆斯林傳統與部分西方學者的看法有所不同，原句寫的是穆斯林的信仰與傳統說法，所以用 Muslims believe 帶出。翻譯本在穆斯林世界一般被視為對經文「意義的解釋」，而不是經文本身。這也是原句末尾想表達的意思。
例句三（教育社會學：韓國學子的升學競爭）
原句
Sociologists of education who study South Korea, noting that students there, pressed by parents who regard admission to a handful of elite universities in Seoul as the surest route to a secure career, spend long school days followed by evenings in private cram schools called hagwons and prepare for years for a single national college entrance examination held each November, and that families, who pay for this tutoring out of household budgets already strained by housing costs, often accept the burden as an investment in their children, argue that the competition, which the government has repeatedly tried to ease by limiting tutoring hours and reforming the examination, persists less because of any single policy than because a society that prizes credentials offers few rewards to those who fail to win a place, a pressure that critics blame for widespread anxiety among the young.
斷行排列
Sociologists of education
who study South Korea,
noting that students there,
pressed by parents
who regard admission to a handful of elite universities in Seoul
as the surest route to a secure career,
spend long school days
followed by evenings in private cram schools called hagwons
and prepare for years
for a single national college entrance examination
held each November,
and that families,
who pay for this tutoring
out of household budgets
already strained by housing costs,
often accept the burden as an investment in their children,
argue
that the competition,
which the government has repeatedly tried to ease
by limiting tutoring hours
and reforming the examination,
persists less because of any single policy
than because a society
that prizes credentials
offers few rewards to those
who fail to win a place,
a pressure
that critics blame for widespread anxiety among the young.
主句
Sociologists argue that the competition persists less because of any single policy than because a society offers few rewards to those who fail to win a place.（主詞之後接 who 子句與 noting 片語，動詞 argue 要等到很後面才出現）
拆成短句
教育社會學者提出主張。（主句）
這些學者研究南韓。（who 關係子句）
他們注意到兩件事。（noting，現在分詞片語）
當地學生承受父母的壓力。（第一個 that 子句，主詞 students，過去分詞片語 pressed by，插在主詞與動詞之間）
這些父母認為進入首爾少數幾所頂尖大學，是通往穩定職涯最可靠的路。（who 關係子句，regard A as B）
學生白天上很長時間的課，晚上接著去私人補習班，也就是「補習院」。（spend... followed by，過去分詞片語，called）
他們還要為單一的全國大學入學考試準備好幾年。（並列動詞 prepare for，與 spend 並列）
這個考試每年11月舉行。（過去分詞片語 held）
家庭負擔這些補習費用。（第二個 that 子句，與前者並列，who 關係子句）
這些費用來自家庭預算。（out of 片語）
這些預算已因住房成本而吃緊。（過去分詞片語 strained）
家庭往往把這種負擔當作對子女的投資而接受。（第二個 that 子句主結構）
政府曾多次試圖緩和這種競爭。（which 非限定關係子句，插在 competition 與 persists 之間）
政府的手段是限制補習時間，並改革考試。（by 加動名詞，兩個並列受詞）
這種競爭持續存在，與其說是因為任何單一政策。（argue 的受詞 that 子句主結構，less... than... 比較結構）
不如說是因為一個看重學歷憑證的社會。（than because 子句，that 關係子句）
這種社會對沒能取得名額的人，提供的回報很少。（offers few rewards to those，who 關係子句）
這是一種壓力。（同位語 a pressure）
批評者把年輕人普遍的焦慮歸咎於這種壓力。（that 關係子句，blame sth for sth）
中譯
研究南韓的教育社會學者注意到，當地學生承受父母的壓力，這些父母認為進入首爾少數幾所頂尖大學是通往穩定職涯最可靠的路，於是學生白天上很長時間的課，晚上接著去私人補習班，也就是「補習院」，並為每年11月舉行的單一全國大學入學考試準備好幾年，而家庭負擔這些補習費用，費用來自已因住房成本而吃緊的家庭預算，往往把這種負擔當作對子女的投資而接受，因而主張，這種競爭，政府曾多次試圖以限制補習時間與改革考試來緩和，它持續存在，與其說是因為任何單一政策，不如說是因為一個看重學歷憑證的社會，對沒能取得名額的人提供的回報很少，這種壓力，批評者歸咎為年輕人普遍焦慮的原因。
補充說明
「補習院」是韓語 hagwon（학원）的中譯，原句保留羅馬拼音，是借用外語詞彙，hagwon對照的漢字是「學院」。韓國的全國大學入學考試通稱「修能」，原句為了避免與其他考試混淆，只寫 a single national college entrance examination。政府限制補習時間的措施歷年做法不同，宜另查資料。
三句的共同提醒
例句一的主詞 Historians of the Pacific War 後面連著 who 子句與 noting 片語，片語內第一個 that 子句，主詞 aircraft 與動詞 bombed 之間，插入 who 子句；第二個 that 子句，則以 forcing 現在分詞片語收尾。動詞 argue 要等到很後面才出現。argue 之後，the operation 與 deserves 之間，被 which 子句隔開，內含 well enough for... to do；less...than... 比較結構之後，省略關係詞的 the strategic retreat it imposed 與句尾同位語 a retreat 層層堆疊，閱讀時要自行補上 that。
例句二的主詞 Scholars of Islamic studies 後面連著 who 子句與 noting 片語，片語內第一個 that 子句，Muslims believe it to be 之後，再接過去分詞 revealed 與一串介係詞片語；第二個 that 子句，內含 called 與 which 子句，兩個被動動詞 memorized and recited、gathered 並列。動詞 emphasize 要等到很後面才出現。emphasize 之後，the book 與 is valued 之間，被 which 子句隔開，內含 confirming 現在分詞片語；not only... but also... 之後，同位語 a practice 帶出 that 子句，內含 why 名詞子句與 hold sth to be 結構。
例句三的主詞 Sociologists of education 後面連著 who 子句與 noting 片語，片語內第一個 that 子句，主詞 students 與動詞 spend 之間，插入過去分詞片語 pressed by，內含 who 子句與 regard A as B；第二個 that 子句，主詞 families 與動詞 accept 之間，插入 who 子句，內含 strained 過去分詞片語。動詞 argue 要等到很後面才出現。argue 之後，the competition 與 persists 之間，被 which 子句隔開，內含 by 加兩個並列動名詞；less...than... 比較結構之後，that 關係子句、who 關係子句，與句尾同位語 a pressure 再層層堆疊。
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