I think it is true to saying that, in general, language teachers (26)

have paid little attention to the way sentences are used in combination to form stretches of disconnected discourse. They have tended to take (27)

their cue from the grammarian and have concentrated to the teaching (28)

of sentences as self-contained units. It is true that these are often represented in "contexts" and strung together in dialogues and (29)

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)

by means of practice drill and exercises. Basically, the language teaching unit is the (31)

sentence as a formal linguistic object. The language teachers view of what that constitutes knowledge of a language is essentially the same (32)

as Chomskys knowledge of a syntactic structure of sentences, (33)

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)

is that once this basis is provided, then the learner will have no difficulty in the dealing with the actual use of language.(35)

26.saying改为say?

27.disconnected改为connected

28.to改为on

29.represented改为presented?

30.brain改为mind?

31.drill改为drills

32.去掉what后面的that

33.去掉knowledge后的a

34.language后加teacher

35. 去掉dealing前面的the?