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

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)

A statement which conforms to English usage but fails to correspond to appropriateness of use is found in alternative: