Questão FC699653
Overemphasis on mastery of what we imagine to be the basic structures of the language has frequently resulted in language teaching greatly overstressing usage. Many sentences occur
Interpretação de Textos (Understanding)
VUNESP · 2024
Usage and use
The distinction, first made by Widdowson, focuses attention on language used to perform communicative acts, rather than simply to exemplify possible well-formed sentences in the language. He coined the term usage for language which conformed to the codified paradigms of language. Usage is independent of context, and allows us to say that a sentence is a possible English sentence. It gives us no information at all about the context in which it is appropriate.
In contrast, use describes the functional and contextual appropriacy of an utterance. It has to do with the speaker’s intention in producing a particular sentence. Except in language teaching, sentences are not produced as exemplifications of the language, but in order to achieve purposes. “I don’t know what you mean”, said in a particular way and in a particular context, may imply a request for clarification; in this case, the use reflects the surface meaning of the words. Equally, the same sentence said in a different way and in a different context may be an expression of disbelief or even outrage. In this case, the pragmatic meaning – the purpose that the speaker intends – is not reflected in surface meaning.
Overemphasis on mastery of what we imagine to be the basic structures of the language has frequently resulted in language teaching greatly overstressing usage. Many sentences occurred in textbooks, and were used in grammar pratices which were well-formed sentences. However, can you think of a real-life situation in which a sentence such as “This is my hand” is uttered?
(LEWIS, M. The lexical approach. Heinle Cengage, 2010. Adaptado)
One shared trait of courses which focus on the construction of well-formed sentences is:
- the explicit predilection for formal registers of language.
- the emphasis on reading aloud and dialogue recitation.
- the consideration of oral language as a secondary teaching purpose.
- the prominence of fill-in-the-blanks and multiplechoice lesson activities.
- the stress on pattern practice and error avoidance.
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A alternativa está correta porque o texto critica o foco no estudo de usage, isto é, na conformidade com paradigmas codificados da língua, sem considerar o contexto comunicativo (use).
Pattern practice refere-se a exercícios repetitivos de estruturas gramaticais para fixação de formas; error avoidance é a preocupação em prevenir ou corrigir desvios formais. O autor lembra que livros e práticas gramaticais privilegiavam sentenças bem-formadas usadas apenas para treino.
O trecho sobre frases artificiais, como "This is my hand", ilustra que essa ênfase gera atividades irreais, centradas em padrões e correção, em vez de ensinar a adequação funcional e contextual da língua.
Em suma, o texto descreve exatamente um ensino marcado por prática de padrões e pela busca de evitar erros, o que corresponde à alternativa.
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