خلاصة:
Drawing on recent developments in linguistic description and applied lin-
guistics, it can be concluded that learning a language necessitates getting to
know something and being able to do something with that knowledge: com-
petence and performance. Structural approach to language description at-
taches importance to the former, communicative approach to the latter. Ap-
propriate classroom discourse, for structural approach, is the one which fa-
cilitates the internalization process of systemic knowledge; no matter if the
classroom discourse itself is contrived or simplified. For communicative ap-
proach, however, what matters is replicating the conditions of natural lan-
guage learning in classroom. Here appropriate classroom discourse is the one
which facilitates the attested language use in natural contexts. Simplification
and contrivance are considered as deviance from authentic language use.
Now the question is what type of classroom discourse is more appropriate
and why? This is what the present paper endeavors to answer from
Widdowsonian point of view.
ملخص الجهاز:
of English, Islamic Azad University, Tabriz Branch, Tabriz, Iran Abstract Drawing on recent developments in linguistic description and applied linguistics, it can be concluded that learning a language necessitates getting to know something and being able to do something with that knowledge: competence and performance.
What is referred to, in the discourse interlocutors carry out, however, is not a matter of conformity to pre-existing rules of conduct as if instances of language use were only tokens of types of knowledge structure (Widdowson, ibid).
This creativity refers to ability to produce and understand utterances (in contrast with sentences) by using the resources of the systemic knowledge in association with features of context to make meaning, which is a function of the relationship between the two.
Widdowson (1978) defines linguistic competence as knowledge of language systems, which are second order abstractions.
Here items of language, words and sentences, are presented and practiced in a way which is planned to help the learner internalize them as forms containing meaning within themselves, as semantic container so to speak.
5. Accommodation of Two Opposing Approaches As indicated, neither approach takes into account the procedural activities, which necessitates mutual adjustment of systemic and schematic knowledge for the realization of discoursal value, and which can provide the learner with the opportunity to learn the language through using it.
It means that no matter how exactly we know about the natural learning process, it would not tell us what kinds of learning and what methods will be the most effective ones in language classrooms (Widdowson, 1990).