Language register and the writing skills in english as a foreign language contexts

Abstract

Every day people consciously or subconsciously choose a language variety in order to interact in different social contexts in which they ought to determine situational factors to make an appropriate usage of language during interactions. For this reason, the main objective of the current investigation was to determine how language registers influence the development of writing skills among students of ninth semester of English Language Major from Universidad Técnica de Ambato. This investigation had a qualitative-quantitative approach and the methodology developed consisted on the application of two pre-test writings, later five sessions of experimentation were conducted about formal and informal register, and finally two post-test writings were applied. In this way, students developed different pieces of writing in which they demonstrated their understanding about this subject. In order to evidence the level of effectiveness of language registers in the development of writings skills, the T-test statistical tool was used. The findings revealed that there is a bond between language registers and the development of writing skills, this is due to the fact that adequate knowledge and distinction of social contexts permitted to students accomplished the creation of well-written texts demonstrating a thoughtful use of the formal and informal registers and facilitating the usage of appropriate written language. It was also found that, even though students most of the time would rather take an unencumbered and more informal approach, they considered that it is essential to write according to the diverse social contexts and to recognize the level of acquaintance with people in order to use formal or informal language with appropriateness.