Questão FC699986
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
Questões Interdisciplinares de Inglês
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)
Professores de língua inglesa que seguem abordagens centradas em “use” mais do que em “usage” preocupar- se-iam em responder à seguinte pergunta sobre a aprendizagem de seus alunos ao final de uma atividade comunicativa em classe:
- “Have the students clearly understood the corrections of their language errors?”
- “Have the repetition exercises helped them achieve a native-like pronunciation?”
- “Have the tasks proposed favored their use of the language in a meaningful way?”
- “Have the drills contributed to their memorization of the new structures presented?”
- “Have the tasks proposed guaranteed the construction of grammatical sentences?”
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Comentário do professor
A pergunta apresentada foca claramente no uso da língua, isto é, na capacidade dos alunos de empregar formas linguísticas para atingir objetivos comunicativos.
Ao perguntar “Have the tasks proposed favored their use of the language in a meaningful way?”, o professor quer saber se as tarefas criaram contextos autênticos que exigiram intenção comunicativa e negociação de sentido, não apenas a produção de sentenças bem formadas.
Esse tipo de avaliação privilegia a competência comunicativa: adequação ao contexto, função da fala, escolhas pragmáticas e capacidade de alcançar propósitos reais em interação.
Em resumo, a questão verifica se os alunos usaram a língua para comunicar significados relevantes, não só para demonstrar conhecimento de estruturas.
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