2.8 Register

Register is the linguistic expression of a given contextual configuration. It is "a variety of language, corresponding to a variety of situation" (Halliday & Hasan, 1985, p. 38). Each socially recognizable situation type has its own register, or ways of using language. People make different language choices in different situational contexts depending on what they are talking about (i.e., field), who they are interacting with (i.e., tenor), and the channel of communication (i.e., mode). Specifically, when the topic of discussion is specialized, we expect the use of technical terms and acronyms, that is, words only "insiders" understand. On the other hand, when the topic of discussion is commonsensical, we expect the use of everyday terms, that is, words ordinary people would understand. We also vary our language choices based on the power relationship, frequency of contact, and affective involvement between us and our audience (Martin, 2012). For example, we tend to use language that is a bit more formal and tentative when interacting with people of unequal status, with whom we are rarely in contact, or with whom we have low affective involvement. By contrast, when we interact with people of equal status, with whom we are in frequent contact, or with whom we show affection, we tend to use language that is less formal and more intimate.

Moreover, how we use language is impacted by the spatial distance between us and our audience. We make different language choices depending on whether we are writing in isolation, talking over the phone, or conversing face to face, as each situational context allows for more or less immediate feedback and use of paralinguistic cues. The experiential distance between language and the social process occurring also impacts our language use. For example, narrating a sports game in which we are playing is different from writing about the event after it is over because in the former language accompanies or constitutes the action, whereas in the latter language is a tool for reflecting on the experience. Such a systematic relationship between text and context means that we can infer the context that a text construes based on the language choices in the text and conversely, we can predict the language choices for a text based on the specification of its context. Recognizing how language use varies across contexts is a register ability that impacts students' language learning and literacy development (Fang & Schleppegrell, 2008; Martin, 2012).(https://www.daowen.com)