REGISTER
Many languages change the way that the users communicate with other people. In France or Germany, it is necessary to determine which form of 'you' is used: Vous or Tu, Sei or Du. In English we do it slightly differently.
Consider the context of the situation:
Who are you speaking to?
Where are you while you are having this conversation?
What is the subject being discussed?
How is the conversation being delivered? F2F, phone, email?
As you might imagine, the language used will depend on these factors. Two medical practitioners, or two teachers, might need a particular jargon while communicating at work. At home with family they might modify their language in order to be understood.
This is particularly noticeable in a business context. Think about a company sending bad news. They are more likely to write: We regret to inform you.... than I am sorry to tell you.
This indicates that English is able to manipulate REGISTER, e.g. Formal, Neutral, Informal, although in a different way from the French or Germans. This has implications for the teaching of grammar, vocabulary and functional English. It is not simply enough to teach new language without making sure that students are aware of the register, or connotations, of the language in use.
Think of how you would address:
A person you are meeting for the first time
A 5-year old child
Your best friend
Your manager
Now, thinking of the categories above,
Say 'Hello' (greeting)
Ask for help
Describe your job
Write them an email
Did you find that you changed your language? Did it only affect the vocabulary, or also the grammar structure?
Look at the following words: mate = friend, boss = manager, guy = man. With no extra information, these definitions could lead to register errors. What other information would the students need to be given to be able to use the new vocabulary appropriately?
Consider the context of the situation:
Who are you speaking to?
Where are you while you are having this conversation?
What is the subject being discussed?
How is the conversation being delivered? F2F, phone, email?
As you might imagine, the language used will depend on these factors. Two medical practitioners, or two teachers, might need a particular jargon while communicating at work. At home with family they might modify their language in order to be understood.
This is particularly noticeable in a business context. Think about a company sending bad news. They are more likely to write: We regret to inform you.... than I am sorry to tell you.
This indicates that English is able to manipulate REGISTER, e.g. Formal, Neutral, Informal, although in a different way from the French or Germans. This has implications for the teaching of grammar, vocabulary and functional English. It is not simply enough to teach new language without making sure that students are aware of the register, or connotations, of the language in use.
Think of how you would address:
A person you are meeting for the first time
A 5-year old child
Your best friend
Your manager
Now, thinking of the categories above,
Say 'Hello' (greeting)
Ask for help
Describe your job
Write them an email
Did you find that you changed your language? Did it only affect the vocabulary, or also the grammar structure?
Look at the following words: mate = friend, boss = manager, guy = man. With no extra information, these definitions could lead to register errors. What other information would the students need to be given to be able to use the new vocabulary appropriately?