I think it is true to saying that, in general, language teachers (26)
) p& w2 R; |: q% q m M: D/ L+ w; S have paid little attention to the way sentences are used in combination to form stretches of disconnected discourse. They have tended to take (27)4 i! W0 a: @$ L; i
their cue from the grammarian and have concentrated to the teaching (28)
) s3 w1 Z! D. v/ s of sentences as self-contained units. It is true that these are often represented in "contexts" and strung together in dialogues and (29)
( `4 g5 Q, m# h2 l- W) ? reading passages, but these are essentially setting to make the formal properties of the sentences stand out more clearly, properties which are then established in the learners brain(30)3 k9 }7 f4 E) g2 i0 c
by means of practice drill and exercises. Basically, the language teaching unit is the (31). w% ~3 t }; J1 a$ a: C
sentence as a formal linguistic object. The language teachers view of what that constitutes knowledge of a language is essentially the same (32)) Y' ]: J5 ~' C
as Chomskys knowledge of a syntactic structure of sentences, (33)
9 ?8 s' I+ F. d3 o5 h- v( F6 C7 ~ and of the transformational relations which hold them. Sentences are seen as paradigmatically rather than syntagmatically related. Such a knowledge "provides the basis for the actual use of language by the speaker-hearer".
, H8 S9 z% \$ ^. V7 A The assumption that the language appears to make (34)0 F' B& a. U/ s% u3 f
is that once this basis is provided, then the learner will have no difficulty in the dealing with the actual use of language. (35). v/ ^+ ? [) F: r# F
26.saying改为say
+ W2 Q( S5 i# i1 F% L' Z; O( x$ V 27.disconnected改为connected
# F8 Z9 w g* P. Z 28.to改为on' m) ?! L8 `" g0 T. G* b) x8 ]: j9 ]
29.represented改为presented
1 P+ @6 N/ v% d z2 D" v; h2 D, ~ 30.brain改为mind$ P4 X+ K* x* e( e! |# K" J
31.drill改为drills0 O3 m& K( t& k% e
32.去掉what后面的that0 R+ G& H$ @. l$ m
33.去掉knowledge后的a/ ` L: w! w: K3 M8 G1 \
34.language后加teacher0 d' l M, Z- N7 w; R- W
35. 去掉dealing前面的the |