Register와 사회 계층의 사회언어학적 차이: 호주영어와 영국영어의 비교분석

Sociolinguistic differences in register and social class: A comparative analysis of Australian and British English

This study explores the sociolinguistic relationship between register and social class by comparing Australian English (AusE) and British English (BrE). Utilizing Halliday’s Systemic Functional Linguistics as a theoretical framework, the research analyzes how different varieties of English reflect and construct social stratification through variations in pronunciation, vocabulary, and discourse style. The study focuses on internal varieties of AusE—Broad, General, and Cultivated—and of BrE—Received Pronunciation (RP), Estuary English, Regional Accents, and Multicultural London English (MLE)—to illustrate how linguistic features signal identity and class. A review of prior research highlights the limitations of current language curricula and identifies recurrent learner errors involving inappropriate register use. Based on these findings, the paper proposes a register-centered English language education curriculum that incorporates contextual awareness, sociolinguistic sensitivity, and authentic discourse practices. Basturkmen (2024) argues that learning specialized registers, particularly those required in academic and professional contexts beyond general English education, is essential and that more research on this topic is urgently needed. The findings aim to support more inclusive and practical approaches to ESP (English for Specific Purposes) teaching in a globalized and multicultural context.