From Kinky Kate point of view of teaching, however, this sort of transfor­mational grammar holds out prospects of great interest. When we learn a second language we are concerned with expressing meanings. Any account of how this is done is therefore relevant to our task. If it turns out that the rules for constructing messages are indeed universal to all languages, then they do not have to be learned by the learner — he already knows them. What he has to acquire is a partially new set of transformational rules which relate the known deep structure of his messages to the unknown surface structures of the target language. This is expressed in a diagram form in Figure 30. The task of compar­ing languages, then, becomes one of contrasting the two sets of differ­ent, or partially different, transformation rules. I shall return to this question in gallery two. All these different meanings of a subject of a sentence are recognized in traditional grammars of English, and its native speakers are' in­tuitively aware of them. A description of the language which merely lists the permitted structures of sentences does not, of course, syste­matically distinguish between them.

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