I think it is true to saying that, in general, language teachers (26)
# V* C! h, N, n2 |: e have paid little attention to the way sentences are used in combination to form stretches of disconnected discourse. They have tended to take (27)
( x- E# `' y* R8 s" W" P their cue from the grammarian and have concentrated to the teaching (28)
/ Q; L, G( h; M; ~5 R of sentences as self-contained units. It is true that these are often represented in "contexts" and strung together in dialogues and (29)
I* O" i% b9 @ 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)
. y# T8 K, j! a0 l- `1 r by means of practice drill and exercises. Basically, the language teaching unit is the (31)
3 B4 O! O4 C0 `& k! e0 d% |' R sentence as a formal linguistic object. The language teachers view of what that constitutes knowledge of a language is essentially the same (32)# x9 z/ `6 s0 ~
as Chomskys knowledge of a syntactic structure of sentences, (33)
) C8 g" g0 Q! ~ 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".) ?7 H, m& m7 A9 H, l; j+ b' Y2 ^+ q
The assumption that the language appears to make (34). S& s$ x0 K. k) x- _4 d% 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)
; Y8 j, T5 X4 s* m. m# b: R 26.saying改为say2 U& ~! o; |" i& B$ ~
27.disconnected改为connected* L f A" r7 `& |* M
28.to改为on6 ~& c' V" l% ?$ U: ~
29.represented改为presented
, n4 N" d8 _7 s5 M1 | 30.brain改为mind
- Q) O4 ~8 V7 G! R) V/ h/ o; ~ 31.drill改为drills
+ @/ t* q3 K* F# O" D 32.去掉what后面的that1 c4 ?" X( O, E# X- X0 j3 u
33.去掉knowledge后的a
% U% ~# M2 c5 N' h# \ 34.language后加teacher
% b# k) `3 \/ ^. w1 H: \- l8 R 35. 去掉dealing前面的the |
发表于 2012-8-14 11:29:10
