daigaku no kyouzyu ga kenkyuusitu de zikken no kekka wo setumeisite kuremasita.

が marks 大学の教授 as the grammatical subject: the professor is the person who performed the action.

So here:

• 大学の教授が = the university professor did it

If you used は instead, the sentence would feel more like you were introducing the professor as the topic and then saying something about them:

• 大学の教授は研究室で実験の結果を説明してくれました。

That can also be correct, but it has a slightly different feel:

• が = focuses on who did the action
• は = focuses on the professor as the topic

In many basic sentences like this, が is the most straightforward choice.

の often connects two nouns. It can show possession, belonging, or a close relationship.

In this sentence:

• 大学の教授 = a university professor / professor at a university
• 実験の結果 = the result(s) of the experiment

So の is doing similar work to English of or sometimes an apostrophe-s, but in Japanese it is much more broadly used between nouns.

A helpful way to think about it:

• A の B = B related to A

Examples here:

• 大学の教授 = professor related to a university
• 実験の結果 = results related to an experiment

で marks the place where an action happens.

So:

• 研究室で = in the laboratory / in the lab

The action is explaining, and that explanation took place in the lab.

Compare:

• で = where an action happens
• に = often destination, existence, or a specific point in time

Here, because explaining is an action happening at that location, で is the natural particle.

を marks the direct object of the verb: the thing being acted on.

In this sentence:

• 実験の結果を説明してくれました
• The thing being explained is the results of the experiment

So:

• 結果を = the results as the object of explain

Even though English says explain the results, Japanese uses を in the same basic way many transitive verbs do: it marks what receives the action.

This is one of the most important parts of the sentence.

• 説明しました = explained
• 説明してくれました = explained for me/us or kindly explained to me/us

The helper verb くれる adds the nuance that someone did the action for the speaker’s benefit or for the speaker’s side.

So the sentence does not just say that the professor explained the results. It suggests:

• the professor explained them to me/us
• the speaker feels that this was a helpful action

This is very natural in Japanese, where verbs like くれる, あげる, and もらう often show direction of benefit.

Because くれる is attached to the て-form of the main verb.

The pattern is:

• Verb in て-form + くれる

Here, the main verb is 説明する.

Its て-form is:

• 説明して

Then add くれました:

• 説明してくれました

So this structure means:

• did the action of explaining for me/us

This is a very common grammar pattern:

• 教えてくれました = taught me / told me
• 手伝ってくれました = helped me
• 送ってくれました = sent it to me / for me

くれました is:

• past tense
• polite form

Breaking it down:

• dictionary form: くれる
• polite non-past: くれます
• polite past: くれました

So the whole sentence is polite and refers to something that already happened.

The politeness also matches 説明して + くれました, making the full sentence sound appropriate in normal polite conversation.

Yes. That is implied by くれました.

Japanese often leaves out things that are understood from context. In English, you might need to say:

• The professor explained the experimental results to me.
• The professor explained the results for us.

In Japanese, the recipient does not have to be stated if it is obvious. The くれる part already strongly suggests that the action benefited the speaker or the speaker’s group.

So even though there is no explicit 私に or 私たちに, that meaning is still there.

Yes. You could say:

• 大学の教授が研究室で実験の結果を説明しました。

That simply means:

• The university professor explained the results of the experiment in the lab.

This version is more neutral. It just states the fact.

With くれました, the sentence adds a personal nuance:

• the explanation was given to me/us
• the speaker sees it as a helpful or appreciated action

So both are correct, but they do not feel exactly the same.

Because Japanese normally places the main verb at the end of the sentence.

The basic word order is often described as:

• Subject - Object - Verb

In this sentence:

• 大学の教授が = subject
• 研究室で = place
• 実験の結果を = object
• 説明してくれました = verb phrase

English relies much more on word order to show meaning, but Japanese relies heavily on particles like が, で, and を. That means parts of the sentence can sometimes move around, but the verb still usually comes at the end.

To some extent, yes. Because particles show each word’s role, Japanese word order is more flexible than English.

For example, these can still be understandable:

• 研究室で大学の教授が実験の結果を説明してくれました。
• 実験の結果を大学の教授が研究室で説明してくれました。

However, not every order sounds equally natural in every context. The original version is smooth and neutral.

So the short answer is:

• Yes, word order can change
• But the original order is very standard and natural

Those spaces are only for learners.

In normal Japanese writing, this would usually be written without spaces:

• 大学の教授が研究室で実験の結果を説明してくれました。

Textbooks and study materials sometimes add spaces to help beginners see the parts more clearly. Native Japanese writing normally does not use spaces between words like English does.

Here are the standard readings:

• 大学 = だいがく
• の = の
• 教授 = きょうじゅ
• が = が
• 研究室 = けんきゅうしつ
• で = で
• 実験 = じっけん
• の = の
• 結果 = けっか
• を = を (pronounced お in modern Japanese)
• 説明して = せつめいして
• くれました = くれました

So the whole sentence is read:

• だいがく の きょうじゅ が けんきゅうしつ で じっけん の けっか を せつめいして くれました。

Usually yes, but you should be a little careful.

In Japanese, 教授 is a specific academic title, and in many contexts professor is the right translation. However, exact academic ranks do not always match perfectly across countries.

So for learning purposes:

• 大学の教授 = a university professor

That is the best and most natural translation in this sentence.