View Content #22620

Renée Marshall is an International Programs Specialist at CASLS

This activity is meant to raise student awareness of registers, when different registers are used, and how they affect the message of what’s being said. A register is a variety of language used for a particular reason or in a particular context; for example, we use a less formal register conversing with friends than when presenting at a conference.

Learning objectives:

• Students will be able to identify differences in register in three audio/video clips in the L2.
• Students will be able to select videos portraying three different registers in the L2.
• Students will be able to hypothesize how the intended audience affects register choice and how register affects the intended message

Mode:  Interpretive Listening

Materials needed:  Three video clips of your choice, an online discussion platform for your students to post links and their thoughts

Procedure:

1. Show three clips that employ different registers (such as a comedy show like The Daily Show, a speech from President Obama, and a teenager’s video blog)
2. Ask students while they watch to take notes on the language they hear. Tell them to pay attention to the types of words used, the speed and intonation of the speech, and the variation in grammar that they hear (what they are able to hear and pick out will vary based on their level).
3. After listening twice (or whatever amount you deem appropriate) have students discuss their observations in a group.
4. Now discuss the observations as a class. What was different? What was the same? WHY was it different? How does the intended audience affect the way people speak? If there are any specific salient grammar points specifically related to register, point them out (what you choose to highlight and point out may vary depending on level).
5. Have students listen to it one more time, after the discussion.
6. Instruct students for homework to find three different videos in the target language. Each video should be intended for a different audience and use different registers. For each video students should identify: 1. Who is the target audience?  2. What register is being used?  3. How does the register affect the message?
7. Have students post the links to the videos and their responses on whatever online platform you use for your class. Require students to look at 2 other students posts and reply whether they agree or disagree with the students’ thoughts on the videos and why/why not.

Extension: Have students also think about these questions: What would happen if one register were used with another register? How would people react? How would this affect communication? Students could make a video where they use a different register than would normally be used in a situation and discuss the results. Does the intended message change if you use a different register? How? Is there really such a thing as a "right" way to speak and a "wrong" way to speak? Or does it depend more on context and situation?

Notes:

1. This activity can be repeated in a similar way for language variation, using three clips employing different language varieties (such as say, Quebecois French, Cameroonian French, and Haitian French Creole).

2. This activity can be done in L1, L2, or a combination of L1 and L2, depending on the level of students. This can be done with lower level students as well; they will only understand a little from the video but you can still point things out, for example, in Persian words ending in “ãn” often become “oon” in casual speech (e.g. nãn becomes noon, jãn becomes joon).