register variation
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2022 ◽  
Vol 122 (1-2) ◽  
pp. 284-318
Author(s):  
Gijsbert Rutten ◽  
Andreas Krogull

Ego-documents are at the heart of historical sociolinguistics. Contrary to what a label such as ego-document may suggest, Early and Late Modern ego-documents constitute a heterogenous group of genres comprising, among others, private letters, diaries and travel journals. Empirical studies have shown that there are important linguistic differences between private letters on the one hand, and diaries/journals on the other. The latter often seem surprisingly standard-like or formal. Theoretical models of register variation and conceptual orality can partially explain the differences, without however offering a full explanation of the surprising formality of diaries/journals. We argue that it is crucial to take into account recent work by social historians concerning diaries/journals in the eighteenth and nineteenth centuries. Diary-writing was an inherently reflexive practice allowing authors to reflect on their lives, and to create a textually fixed point of reference. Authors of diaries had a variable and multilayered audience in mind of known and unknown readers. We introduce the observee’s paradox: while creating private texts for themselves in which they were their own observers and observees, authors of diaries also reckoned with unknown readers in a possibly distant future, which prompted them to shift into a more formal or standard-like register.


2021 ◽  
pp. 143-178
Author(s):  
Stella Neumann ◽  
Stefan Evert
Keyword(s):  

2021 ◽  
pp. 1-18
Author(s):  
Elena Seoane ◽  
Douglas Biber
Keyword(s):  

2021 ◽  
pp. 19-50
Author(s):  
Douglas Biber ◽  
Jesse Egbert ◽  
Daniel Keller ◽  
Stacey Wizner
Keyword(s):  

2021 ◽  
Author(s):  
William J. Crawford ◽  
Meixiu Zhang

Abstract For over 30 years, corpus research on register variation has expanded our understanding of language use by illustrating how linguistic features co-occur and vary in different situations of use (Biber & Conrad 2019). Over the same period, Task-based Language Teaching (TBLT) has provided a theoretical and empirical basis for research in instructed Second Language Acquisition/SLA (Ellis 2012). This paper illustrates how the methods and approaches used in register analysis offer a useful framework for understanding critical issues in TBLT (e.g., describing tasks and interpreting task performance). The paper compares register analysis and TBLT and then draws upon recent empirical work demonstrating how a register approach (a) identifies a wider range of linguistic and non-linguistic variables than are generally in TBLT; and, (b) provides a useful framework to functionally interpret task performance. The paper ends by discussing how a register perspective can benefit future areas of investigation in task-based second language research.


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