REGISTER ANALYSIS:

FIELD, TENOR AND MODE

How can we characterize language use? One way is to look at the relationship
between language forms and the features of the context. We call this relationship
'linguistic register.' The descriptive categories we use are Field, Tenor, and Mode.

Here is a summary of register and the three descriptive categories:

REGISTER

A register is a variety of a language used for a particular purpose or in a particular

social setting. For example, an English speaker may adhere more closely to prescribed
grammar, pronounce words ending in -ing with a velar nasal instead of an alveolar
nasal (e.g. "walking", not "walkin'"), choose more formal words (e.g. sodium chloride
vs. salt, child vs. kid, etc.), and refrain from using the word ain't when speaking in a
formal setting, but the same person could choose not to follow all of these prescriptions
in an informal setting.

As with other types of language variation, there tends to be a spectrum of registers

rather than a discrete set of obviously distinct varieties there is a countless number
of registers we could identify, with no clear boundaries. Discourse categorisation is a
complex problem, and even in the general definition of "register" given above
(language variation defined by use not user), there are cases where other kinds of
language variation, such as regional or age dialect, overlap.

The concept of register refers to variations in language determined by function,

medium and formality or style. For instance, a TV commercial belongs to a different
register than a poem because their function and medium are quite different. You use a
different register when talking to a teacher or to a friend (different speech style and
degree of formality).

According to Halliday and Hasan (1989), registers are characterised by the context of
situation, which comprises elements such as the participants in the situation, the verbal
and non-verbal actions of the participants and the surrounding objects and events
when they have some bearing on the verbal action, among many others. The context of
situation can be divided into three main components: field, tenor and mode. Field is the
entity or activity about which the text is concerned; tenor concerns the social role
relationships between interactants, and mode is the role of language in a text, in terms
of the channel by which language is transmitted (spoken, written, or a combination of
the two, such as written to be spoken or spoken to be written) and the primary or
ancillary role of language (compare, for instance, telling a story and giving a practical
tennis lesson).

In one prominent model, Joos (1961) describes five styles in spoken English:

Frozen: Printed unchanging language such as Biblical quotations; often

contains archaisms.
 Formal: One-way participation, no interruption. Technical vocabulary; "Fuzzy
semantics" or exact definitions are important. Includes introductions between
strangers.
Consultative: Two-way participation. Background information is provided
prior knowledge is not assumed. "Back-channel behaviour" such as "uh huh", "I
see", etc. is common. Interruptions are allowed.
Casual: In-group friends and acquaintances. No background information
provided. Ellipsis and slang common. Interruptions common.
Intimate: Non-public. Intonation more important than wording or grammar.
Private vocabulary.

Field
Field refers to the subject matter or topic. Field answers the question: "What is
happening?" "What is the activity?" "What is the text/multimedia about?" For example,
we could examine a language/literacy project on the web to find out about its content
and aims. The description of the content should be clear and detailed enough to give
readers a sense that they have explored the site themselves. At this juncture we can
begin to suggest how the content affects the vocabulary used. Finally, we address the
question, what difference does the web make in the development of the content of the
project? That is, what advantage does this environment have over more traditional
contexts for learning this subject matter?
Tenor
Tenor refers to the roles of the participants in an interaction. Tenor answers the
question: "Who are participating and what is their relative status or power?" For
example, by examining a web site, we can describe how learners interact with the
material (who is in control?), or how students interact with one another and with
teachers or others who are collaborating on the web. We should offer some insight into
the relative status among any and all the participants. Does the designer control the
action? Does the user have some agency in the activity? In short, how interactive is the
site? And, how is the technology shaping or changing participation structures for
learning?
Mode
Mode refers to the channel of communication. Mode answers the questions: "What is
the language doing?" Going back to the same example of a web site, by examining the
material once more, we can look more closely at the language itself. We describe the
code (language) usede.g., English, Korean, Spanish, sign language, or mixed codes.
We describe the means (sometimes called the channel of communication): whether the
communication is spoken or written, whether the site presents graphics or images, and
whether there is a combination of these semiotic systems. We discuss the function of
each system and point out which predominates. We ask, is the communication
exchange different from other types of human interaction? What features are in these
forms of communication that differ from other types of speaking and writing?
In this particular example, these three descriptive categories should lead us to a final
evaluative comment about the pedagogical effectiveness of the material examined. Are
there opportunities for users to be active learners? Does the material lend itself to
achieving the stated goals? Does computer support enhance the achievement of these
goals?

REFERENCES

Halliday, M.A.K. and R. Hasan (1976), 'Cohesion in English.' London: Longman.

Joos, M. (1961), The Five Clocks, New York: Harcourt, Brace and World.