Register Variation and Linguistic Complexity Across Reading Comprehension Passages in the SHS English Language Textbooks of Ghana

Abstract

This study investigated text complexity and register variations across the reading comprehension passages in the three English Language textbooks for Senior High Schools in Ghana. It examines the texts on the basis of the socio-semiotic processes represented in the passages, the clause complex relations, and lexical density. The study was guided by three research objectives. This study adopted qualitative research design and employed discourse analysis to examine the data. Multi-stage sampling technique was used to select 55 comprehension passages for the study. Results revealed that there were six socio-semiotic processes or registers in the three textbooks namely: exploring, expounding, recreating, recommending, reporting and sharing. Exploring was most frequently used while both sharing and recommending were used sparingly. Recreating register had the highest level of paratactic and hypotactic relation in comparison to the remaining three dominant registers. The three textbooks possess extremely high level of lexical densities. Exploring had 13 and Expounding had 9.3 mean lexical density as the highest and the least lexical density respectively. The remaining two, Reporting had 11 and Recreating had 10 mean lexical density. The study, therefore, recommends that authors adopt appropriate registers to reflect the rich cultural resource of every subsystem. Teachers of English should make a concerted effort at enhancing students’ registerial repertoire by providing multiple choice questions on comprehension tests and adopting appropriate teaching strategies to aid students’ understanding.