[Question] What is the grammatical function of “の” particle in the following phrase?

私の食べたリンゴ。 (An apple, which I ate)

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Why the difference described below occur?

彼はえいごが読める。 natural
彼はえいごを読める。 a little unnatural
彼はえいごが読む。 incorrect
彼はえいごを読む。 correct

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The fundamental image of particle “に(ni)” is as below.
There are two elements 1 and 2. Element 1 is getting closer to the other in physical or mental, by some activity.

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Please think about the differences between the following three sentences.

(1) 少年が学校で本を読む。　（しょうねんが　がっこうで　ほんを　よむ）
(2) 少年が学校の本を読む。　（しょうねんが　がっこうの　ほんを　よむ）
(3) 少年が学校に本を読む。　（しょうねんが　がっこうに　ほんを　よむ）

One of them has a grammatical error, and the rest two have different meanings.

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質問と答えが２つずつあります。(There are two questions and two answers.)
正しい組み合わせを見つけてください！(Please find the correct combination of questions and answers!)

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This article is a sequel to the previous post.

When you read multiple sentences, you will often find “A topic and related information” structure.
For example, take a look at figure 1.

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The difference between は(wa) and が(ga) is difficult for Japanese language learners.
Let’s study some typical examples.

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This article explains a critically important structure of Japanese grammar. It probably seems complicated, but behind the complexity, there are some rational architecture. It will give you some logical basis for understanding Japanese language; that will help you much to find the proper use of Japanese particles. I strongly recommend that you read this article carefully, that will help you to learn more efficiently.

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This is a sequel to the last article.

Before this, I wrote about the NOM-ACC-DAT model.

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This is a sequel to the last article.

Next, let’s take a look at the following sentences.

[Example1] 彼が　椅子に　座りました。
かれが　いすに　すわりました。
He sat on a chair.

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