The Pedagogical Study Of Register And Its Application To Developing Oral Communicative Competence Of English Majors At The Intermediate Level

Register is the term given to the variety in a language, which is distinguished according to its use. When we observe language activities taking place in various contexts, we find differences in the register selected as appropriate to different types of situations. Therefore, it is quite necessary to learn a foreign language in order to be equipped with a full range of registers. Some foreign language-teaching theorists have recognized its importance in foreign language teaching since the 1 960s. In China, Professor Zhu Yongsheng first introduced the theory of register and its application to foreign language teaching in the 1 980s. From then on, many scholars became aware of the importance of the theory of register in that area. However, most of the books and articles were theoretical explorations of the theory of register and its relationship to foreign language teaching. The achievements of how to teach foreign language by the theory of register, which can be directly applied to classroom teaching, are rare. There are two problems which need urgent solutions. The first one is how to relate sensitivity to register variations to communicative competence; 'the second one is how to develop such sensitivity in foreign language teaching. In this paper, the author has chosen the application of register to developing oral communicative competence as the focus of discussion. Therefore, an effort has been made to solve two problems: the relationship between sensitivity to register variations and oral communicative competence; and how to develop such sensitivity in oral communication, i.e. to develop oral communicative competence.This paper consists of seven parts, including the abstract, the introduction and the conclusion. The introduction discusses the significance of the application of register theory to foreign language teaching and why the author has chosen this subject. -A pedagogical study of register is made in Chapter one. ItAreviews the framework of register, its three determinants, functions, Vetc. The idea of developing sensitivity to the variations in register is put forward.Chapter two presents an investigation on Chinese English teachers, native English teachers and English majors in seven universities in China. Data and data analysis are shown through tables and figures. Implications are discussed according to the responses submitted by teachers and learners to the questionnaires.Chapter three manifests the relationship between sensitivity to register variations and communicative competence. The importance of oral communicative competence among English majors is emphasized. Therefore, it is suggested that an attempt be made to develop sensitivity to register variations in oral communication.Chapter four explores the condition of teaching oral English in China and displays the problems in oral communication among English majors at the intermediate level. According to these problems, proper methods of developing sensitivity to register variations in oral communication are discussed. Specific techniques, such as developing functional communicative ability, developing social interaction ability, interactive problem solving, familiarizing the learners with non-linguistic knowledge, out-of-class strategies, and psychological factors in foreign language teaching, are explored. Lastly, principles for developing sensitivity to register variations in oral communication are discussed.In the conclusion, we summarize this paper and address its limitations.