Working with Register

THOUGH the register part of the O-level English Language syllabus was introduced over twenty years ago, it has always given students a torrid time. Students need to be given tips on this part.

The syllabus is intended to enable pupils to communicate effectively in both written and spoken English in different situations and registers. In Section B students are given situations with different possible verbal responses related to it.

Their task is to study the situations and decide which response is the most appropriate.

When we do register, we are studying the appropriateness of language in different situations. Registers are the different varieties of language used in different situations.

Deciding which register is appropriate to use depends on several factors. Audience: This is to do with the relationship between the speaker or writer and the audience. If the speaker or writer knows the audience personally, the register they use will usually be quite informal. It might include informal lexis, like slang and abbreviations.

Lexis means words. Lexis is the linguistic term for vocabulary – the words of a language. When analysing language, you will start by looking at the lexis. It is divided into word classes – also called the parts of speech, for example, nouns, verbs, adjectives. Another factor that influences the decision which register is appropriate is purpose. For instance, a report will use a formal register, as its purpose is to convey information accurately.

When the purpose is more persuasive, for example, an advert, the register will often be more informal as the text needs to get the audience’s attention in order to persuade them.

Field – is the subject talked about. Example, if the topic is football, the lexis will include words linked to football, like match, penalty and referee.

If the topic is hospital, the lexis will include, nurse, doctor, ward, surgery. You also consider form on register. For example, business letters will be written in a formal register because of the professional context.

Whether the register is appropriate depends on the context it is used in – using an informal register in a formal situation is inappropriate because it could seem disrespectful or rude.

Using formal language in an informal situation could sound unfriendly and stuffy. How do you tackle situations or register? Here are some guidelines: Think carefully about the situation, your role and your audience. Once your choice has been made, ask yourself these questions: Is my response appropriate, clear, polite and intelligent?

Not all the questions in these sections will follow the same format but all will be testing the student’s ability to recognise appropriate responses to different situations.

Section B in Paper 1 of the English Language examination shows the need for the right tone and language in writing reports, letters and speeches. In Section B of Paper the same rules apply, except that the questions are short, specific and will involve a wider variety of situations.

For instance, students may be expected to recognise the most suitable language for an advertisement, science textbook, religious sermon, or public notices.

Experts say in some ways, written language is more easily defined than spoken language and it is advisable if students studied examples from a variety of sources, like newspapers, magazines, textbooks, specialised books, advertisements or public notices.

Here is an example of practice work demonstrating the above assertion.

We are expected to match each of the following sentences with suggested sources. Sentences: 1. Generally, income tax is payable by Zimbabwean residents on income from Zimbabwe sources only. 2. Mass is the amount of something obtained in an object. 3. Bring back your beautiful skin. All over . . . 4. Send money soonest. Cannot travel. At hotel. Love John. 5. The average wholesale price of beef goes up from today by 22,4 percent.

Sources (a) Newspaper report matches with sentence number 5. (b) Telegram matches with sentence 4. (c) Guide to Zimbabwe matches with sentence 1. (d) Science textbook matches with sentence 2.

Have some practice of registers by choosing the statement which is spoken in the manner suggested by the adverb.

Check for answers in the next edition. The first one is done for you. 1. Respectfully (a) Sit down (b) Take a seat (c) Would you like to sit down? (d) Don’t just stand there .Statement (c) is spoken respectfully. 2. Nervously (a) Hello! Is anyone home? (b) May I come in? (c) Is somebody, anybody, in there? 3. Sarcastically (a) You let seven goals in! Marvellous! (b) I heard that they beat you. (c) That was the worst game I’ve ever seen (d) I’m sorry to hear that you lost your game.

4. Vaguely (a) It is precisely four o’clock. (b) I think it may be somewhere around four o’clock. It’s almost four o’clock. (d) My watch has stopped. 5. Casually (a) I’ve been out and about. (b) I went to the butcher and grocer. (c) I watched a great soccer game. (d) What I do is my business. 6. Sympathetically (a) We’ve all got to die sometime (b) Is it true that your dog died? (c) I’ll buy you another dog tomorrow. (d) I’m so sorry about your dog, really.

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