I think it is true to saying that, in general, language teachers (26)$ \9 o8 O" c1 \4 q$ l; u' t
have paid little attention to the way sentences are used in combination to form stretches of disconnected discourse. They have tended to take (27)3 v0 h- ]/ N( i3 n
their cue from the grammarian and have concentrated to the teaching (28)- G" ?+ Z0 D; b
of sentences as self-contained units. It is true that these are often represented in "contexts" and strung together in dialogues and (29)
/ l, E$ P' P9 d, y8 e- D 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)
" a) e* d6 P5 M8 m$ q# ^7 { by means of practice drill and exercises. Basically, the language teaching unit is the (31)
% d% r/ `" w- {3 R/ N7 W sentence as a formal linguistic object. The language teachers view of what that constitutes knowledge of a language is essentially the same (32)
+ [5 n1 G+ \+ L$ G, \9 @6 b as Chomskys knowledge of a syntactic structure of sentences, (33)% U6 T, L3 E- p' n3 I
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). y# J4 l9 v7 D$ \- [
is that once this basis is provided, then the learner will have no difficulty in the dealing with the actual use of language.(35)
7 U$ S M% ~5 r 答案:+ C; S0 E9 N6 {0 t' e
26.saying改为say
3 T6 w9 B/ D' n) Q: R( k 27.disconnected改为connected
6 z+ }$ m3 G7 v+ N! D 28.to改为on
2 z: C6 M3 f5 H9 f$ X& O; | |% ~ 29.represented改为presented" R: Q% j6 [. J2 j7 r' x2 n
30.brain改为mind: \# ?( x R/ g
31.drill改为drills- T/ u5 o/ t/ w! m6 Z0 X4 g
32.去掉what后面的that' p( U1 ^6 y) A- x* I8 H/ S3 ]
33.去掉knowledge后的a
1 u' [+ k4 R3 _) \6 N0 g 34.language后加teacher# R8 \7 ~/ o8 e7 ?6 T; w2 ^+ a9 j
35. 去掉dealing前面的the |