In:Language Acquisition in CLIL and Non-CLIL Settings: Learner corpus and experimental evidence on passive constructions
Verena Möller
[Studies in Corpus Linguistics 80] 2017
► pp. 245–301
Chapter 8The impact of CLIL – Corpus data
Published online: 20 December 2017
https://doi.org/10.1075/scl.80.08the
https://doi.org/10.1075/scl.80.08the
Article outline
- 8.1Quantitative analysis
- 8.1.1Influence of educational setting and formulation of essay prompts
- 8.1.1.1Frequency of be/get Ved across educational settings
- 8.1.1.2Frequency of be/get Ved across conditions
- 8.1.2Influence of learner variables
- 8.1.2.1Learner profile questionnaire
- 8.1.2.2Psychometric tests
- 8.1.2.3Other variables
- 8.1.2.4Overview
- 8.1.3Combined 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)
- 8.1.3.4Overview
- 8.1.1Influence of educational setting and formulation of essay prompts
- 8.2Structural analysis
- 8.2.1The passive with modal auxiliaries and catenative verbs
- 8.2.2The passive and aspect
- 8.2.3The passive and verb complementation
- 8.2.4Agenthood
- 8.3Lexicogrammatical analysis
- 8.3.1Central and non-central passives
- 8.3.2Most frequent types
- 8.3.3Type-token ratio
- 8.4Error analysis
- 8.5Chapter summary
Notes
