PART II    PROOFREADING & ERROR CORRECTION (15 MIN.)
　
The following passage contains ten errors. Each line contains a maximum of one error. In each case only one word is involved. You should proofread the passage and correct it in the following way:
For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.
For a missing word, mark the position of the missing word with a "^" sign and write the word you believe to be missing in the blank provided at the end    of the line.
For an unnecessary word, cross the unnecessary word with a slash "/" and put the word in the blank provided at the end of the line.
EXAMPLE
When ^ art museum wants a new exhibit,
(1) an
it (never/) buys things in finished form and hangs
(2) never
them on the wall. When a natural history museum   
wants an exhibition, it must often build it.
(3)exhibit

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 learner's 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 teacher's view of
what that constitutes knowledge of a language is essentially the same
(32)
as Chomsky's 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)