| Description |
1 online resource (439 pages) |
| Series |
Studies in Corpus Linguistics Ser. ; v. 80 |
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Studies in Corpus Linguistics Ser
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| Contents |
Intro -- Language Acquisition in CLIL and Non-CLIL Settings -- Editorial page -- Title page -- Table of contents -- List of abbreviations and acronyms -- List of figures -- List of tables -- Preface -- Chapter 1. Introduction -- Chapter 2. Content and Language Integrated Learning (CLIL) -- 2.1 CLIL and language policy -- 2.1.1 A global perspective on CLIL -- 2.1.2 CLIL and European language policy -- 2.1.3 CLIL in the German context -- 2.1.4 CLIL in Baden-Württemberg -- 2.2 Empirical studies on CLIL -- 2.2.1 Learner variables -- 2.2.2 L2 proficiency -- 2.2.2.1 Aspects of L2 competence -- 2.2.2.2 Aspects of L2 performance -- 2.3 Chapter summary -- Chapter 3. The passive -- 3.1 Structural aspects of the passive -- 3.1.1 The passive with modal auxiliaries and catenative verbs -- 3.1.2 The passive and aspect -- 3.1.3 The passive and verb complementation -- 3.1.3.1 Monotransitive verbs -- 3.1.3.2 Ditransitive verbs -- 3.1.3.3 Complex-transitive verbs -- 3.1.3.4 Prepositional verbs -- 3.1.3.5 Intransitive verbs and impersonal passives -- 3.1.4 Agenthood -- 3.1.4.1 Agentless passives -- 3.1.4.2 Agentful passives -- 3.2 Lexicogrammatical aspects of the passive -- 3.2.1 Models of the passive -- 3.2.1.1 Passive gradient models -- 3.2.1.2 The interlocking circles model -- 3.2.1.3 The passive ratio model -- 3.2.2 The get-passive -- 3.2.2.1 Morphosyntactic properties -- 3.2.2.2 Semantic properties -- 3.3 Passive frequency and genre -- 3.3.1 Be Ved -- 3.3.1.1 Be Ved across genres -- 3.3.1.2 Be Ved in scientific writing -- 3.3.1.3 Diachronic development of be Ved -- 3.3.2 Get Ved -- 3.3.2.1 Get Ved across genres -- 3.3.2.2 Diachronic development of get Ved -- 3.4 Passive frequency and individual differences -- 3.4.1 Be Ved -- 3.4.2 Get Ved -- 3.5 The passive and L2 acquisition -- 3.6 Chapter summary -- Chapter 4. Methods of data collection and processing |
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4.1 Learner variables -- 4.1.1 Learner profile questionnaire -- 4.1.2 Psychometric tests -- 4.1.3 Other variables -- 4.2 Corpus data -- 4.2.1 The Secondary-Level Corpus of Learner English (SCooLE) -- 4.2.1.2 Data elicitation -- 4.2.1.1 Linguistic annotation and header information -- 4.2.2 Reference language varieties -- 4.2.2.1 The Teaching Materials Corpus (TeaMC) -- 4.2.2.2 The Louvain Corpus of Native English Essays (LOCNESS) -- 4.3 Experimental task -- 4.4 Chapter summary -- Chapter 5. Methods of data analysis -- 5.1 Methods of querying be Ved and get Ved -- 5.1.1 Main query -- 5.1.2 Elimination queries -- 5.1.3 Instances introduced via normalisation -- 5.1.4 Instances quoted from the prompt -- 5.2 Methods of quantitative analysis -- 5.2.1 Elimination of cases and variables -- 5.2.2 Level of measurement -- 5.2.3 Choice of statistical tests -- 5.2.3.1 Comparison of means, correlation, comparison of frequencies -- 5.2.3.2 Multiple regression -- 5.3 Methods of structural analysis -- 5.3.1 The passive with modal auxiliaries and catenative verbs -- 5.3.2 The passive and aspect -- 5.3.3 The passive and verb complementation -- 5.3.4 Agenthood -- 5.4 Methods of lexicogrammatical analysis -- 5.4.1 Central and non-central passives -- 5.4.2 Most frequent types -- 5.4.3 Type-token ratio -- 5.5 Methods of error analysis -- 5.6 Chapter summary -- Chapter 6. The passive in teaching materials -- 6.1 Be/get Ved in EFL materials for Year 7-10 -- 6.1.1 Grammar sections -- 6.1.2 Exercises -- 6.1.3 Vocabulary lists -- 6.1.4 Frequency analysis -- 6.1.5 Structural analysis -- 6.1.6 Lexicogrammatical analysis -- 6.2 Be/get Ved in EFL materials for Year 11/12 -- 6.2.1 Frequency analysis -- 6.2.2 Structural analysis -- 6.2.3 Lexicogrammatical analysis -- 6.3 Be/get Ved in CLIL materials -- 6.3.1 Frequency analysis -- 6.3.2 Structural analysis |
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6.3.3 Lexicogrammatical analysis -- 6.4 Chapter summary -- Chapter 7. The selectivity of CLIL -- learner variables -- 7.1 Learner profile questionnaire -- 7.2 Psychometric tests -- 7.3 Other variables -- 7.4 Chapter summary -- Chapter 8. The impact of CLIL -- Corpus data -- 8.1 Quantitative analysis -- 8.1.1 Influence of educational setting and formulation of essay prompts -- 8.1.1.1 Frequency of be/get Ved across educational settings -- 8.1.1.2 Frequency of be/get Ved across conditions -- 8.1.2 Influence of learner variables -- 8.1.2.1 Learner profile questionnaire -- 8.1.2.2 Psychometric tests -- 8.1.2.3 Other variables -- 8.1.2.4 Overview -- 8.1.3 Combined influence of educational setting and learner variables -- 8.1.3.1 Be Ved in essay 1 -- 8.1.3.2 Be Ved in essay 1 and 2 (mean) -- 8.1.3.3 Get Ved in essay 1 and 2 (mean) -- 8.1.3.4 Overview -- 8.2 Structural analysis -- 8.2.1 The passive with modal auxiliaries and catenative verbs -- 8.2.2 The passive and aspect -- 8.2.3 The passive and verb complementation -- 8.2.4 Agenthood -- 8.3 Lexicogrammatical analysis -- 8.3.1 Central and non-central passives -- 8.3.2 Most frequent types -- 8.3.3 Type-token ratio -- 8.4 Error analysis -- 8.5 Chapter summary -- Chapter 9. The impact of CLIL -- Experimental data -- 9.1 Quantitative analysis -- 9.1.1 Influence of educational setting -- 9.1.2 Influence of learner variables -- 9.1.2.1 Learner profile questionnaire -- 9.1.2.2 Psychometric tests -- 9.1.2.3 Other variables -- 9.1.2.4 Overview -- 9.1.3 Combined influence of educational setting and learner variables -- 9.1.3.1 Responses with correct sequence of constituents -- 9.1.3.2 Responses with correct passive auxiliaries -- 9.1.3.3 Responses with correct participles -- 9.1.3.4 Overall correct responses -- 9.1.3.5 Overview -- 9.2 Structural analysis -- 9.2.1 The passive with modal auxiliaries |
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9.2.2 The passive and aspect -- 9.2.3 The passive and verb complementation -- 9.2.3.1 Monotransitive verbs -- 9.2.3.2 Ditransitive verbs -- 9.2.3.3 Complex-transitive verbs -- 9.2.3.4 Prepositional verbs -- 9.2.3.5 Impersonal passive -- 9.2.4 Agentful and agentless passives -- 9.3 Lexicogrammatical analysis -- 9.3.1 Passive auxiliary -- 9.3.2 Lexical verb -- 9.4 Chapter summary -- Chapter 10. Conclusion -- References -- Appendices -- Appendix A. SCooLE -- Metadata -- Appendix B. Experimental task -- Prompts (main study) -- Appendix C. Influence of educational setting and learner variables on the frequency of be Ved and get Ved (SCooLE) -- Appendix D. Influence of educational setting and learner variables on the number of correct responses (experimental task) -- Index |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Language and languages -- Study and teaching.
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Language arts -- Correlation with content subjects.
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Grammar, Comparative and general -- Passive voice.
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Second language acquisition.
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Grammar, Comparative and general -- Passive voice
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Language and languages -- Study and teaching -- Foreign speakers
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Language arts -- Correlation with content subjects
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Second language acquisition
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| Form |
Electronic book
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| ISBN |
9789027264909 |
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9027264902 |
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