I think it is true to saying that, in general, language teachers (26)6 p- q+ y( i! [ {9 u2 a
have paid little attention to the way sentences are used in combination to form stretches of disconnected discourse. They have tended to take (27), |# t9 I& J, Z
their cue from the grammarian and have concentrated to the teaching (28)
! K$ Q4 z' R/ j of sentences as self-contained units. It is true that these are often represented in "contexts" and strung together in dialogues and (29)
4 d5 V) f! r% W J+ V4 P' Y 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)
! i/ m8 s- K6 \$ ]6 D by means of practice drill and exercises. Basically, the language teaching unit is the (31)
+ o7 B9 r0 J0 n1 S sentence as a formal linguistic object. The language teachers view of what that constitutes knowledge of a language is essentially the same (32)
- P3 b5 D" u% m/ i6 t1 m* A as Chomskys knowledge of a syntactic structure of sentences, (33)4 ~& |$ d; u/ S0 M# N1 P
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". The assumption that the language appears to make (34)2 O$ n4 ], U ^2 u, V1 P; A7 r
is that once this basis is provided, then the learner will have no difficulty in the dealing with the actual use of language.(35)' {+ [, W- k1 E x
答案:
' r) G0 x, j. @7 Y s8 y 26.saying改为say
" {8 a. X ^' f 27.disconnected改为connected$ e) b" l4 M' U0 K
28.to改为on/ l; `4 x. |6 M# g' {/ b
29.represented改为presented
7 c7 R) S m. G. f% L/ u1 h( A 30.brain改为mind
" Y! R) O: d1 ^1 d& f7 j: Q 31.drill改为drills8 U* f9 X/ ] Y
32.去掉what后面的that- Q8 R! I [3 V% `; c4 N/ H7 | ]
33.去掉knowledge后的a
2 ?' y3 E5 V, Z2 I, O 34.language后加teacher
* g0 r1 a5 d4 u4 z* q9 P 35. 去掉dealing前面的the |