Context, register and genre: Implications for language education

This paper explores, from a systemic functional linguistics perspective, the relation among the concepts of 'context', 'register' (Halliday & Hasan, 1989; Halliday, 2004) 'genre' (Martin, 1992, 1997, 2000) and language education. The reason for exploring these c...

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Autor principal:	Figueiredo,Débora
Lenguaje:	English
Publicado:	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje 2010
Materias:	SFL context register genre reader's letter
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342010000300008
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spelling	oai:scielo:S0718-093420100003000082010-11-24Context, register and genre: Implications for language educationFigueiredo,Débora SFL context register genre reader's letter This paper explores, from a systemic functional linguistics perspective, the relation among the concepts of 'context', 'register' (Halliday & Hasan, 1989; Halliday, 2004) 'genre' (Martin, 1992, 1997, 2000) and language education. The reason for exploring these concepts is their connection with two notions that have a direct bearing on language teaching/learning: the appropriateness of linguistic forms to achieve specific communicative purposes (linked to the paradigm of analysing language in use) and the relation between text and context. To illustrate and apply the SFL theoretical and analytical resources presented, an exemplar of a reader's letter published by Newsweek magazine is analysed. It is suggested that a functional perspective on language teaching/learning helps students build systematic links between contextual and linguistic parameters when using language, a goal which is facilitated by SFL's view of language as "sets of related choices or options, each of which is called a system" (Painter, 2001: 176). In other words, the notions of register and genre can be used to make students aware of the sociocultural features of the text-type that is being taught and of which linguistic choices are more likely to be made in its textualization, as well as to help teachers "to identify and focus on whatever aspect of language in use the learner needs most help with" (Painter, 2001: 178).info:eu-repo/semantics/openAccessPontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del LenguajeRevista signos v.43 suppl.1 20102010-01-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342010000300008en10.4067/S0718-09342010000300008
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	SFL context register genre reader's letter
spellingShingle	SFL context register genre reader's letter Figueiredo,Débora Context, register and genre: Implications for language education
description	This paper explores, from a systemic functional linguistics perspective, the relation among the concepts of 'context', 'register' (Halliday & Hasan, 1989; Halliday, 2004) 'genre' (Martin, 1992, 1997, 2000) and language education. The reason for exploring these concepts is their connection with two notions that have a direct bearing on language teaching/learning: the appropriateness of linguistic forms to achieve specific communicative purposes (linked to the paradigm of analysing language in use) and the relation between text and context. To illustrate and apply the SFL theoretical and analytical resources presented, an exemplar of a reader's letter published by Newsweek magazine is analysed. It is suggested that a functional perspective on language teaching/learning helps students build systematic links between contextual and linguistic parameters when using language, a goal which is facilitated by SFL's view of language as "sets of related choices or options, each of which is called a system" (Painter, 2001: 176). In other words, the notions of register and genre can be used to make students aware of the sociocultural features of the text-type that is being taught and of which linguistic choices are more likely to be made in its textualization, as well as to help teachers "to identify and focus on whatever aspect of language in use the learner needs most help with" (Painter, 2001: 178).
author	Figueiredo,Débora
author_facet	Figueiredo,Débora
author_sort	Figueiredo,Débora
title	Context, register and genre: Implications for language education
title_short	Context, register and genre: Implications for language education
title_full	Context, register and genre: Implications for language education
title_fullStr	Context, register and genre: Implications for language education
title_full_unstemmed	Context, register and genre: Implications for language education
title_sort	context, register and genre: implications for language education
publisher	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje
publishDate	2010
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342010000300008
work_keys_str_mv	AT figueiredodebora contextregisterandgenreimplicationsforlanguageeducation
_version_	1714201830031884288

Context, register and genre: Implications for language education

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