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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. v–x

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Published online: 20 December 2017
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https://doi.org/10.1075/scl.80.toc

Table of contents

List of abbreviations and acronyms xi
List of figures xiii
List of tables xv
Preface xix
Chapter 1.Introduction 1
Chapter 2.Content and language integrated learning (CLIL) 9
2.1CLIL and language policy 10
2.1.1A global perspective on CLIL 10
2.1.2CLIL and European language policy 13
2.1.3CLIL in the German context 15
2.1.4CLIL in Baden-Württemberg 18
2.2Empirical studies on CLIL 21
2.2.1Learner variables 23
2.2.2L2 proficiency 28
2.2.2.1Aspects of L2 competence 28
2.2.2.1.1Grammatical competence 29
2.2.2.1.2Lexical competence 30
2.2.2.1.3General L2 competence 30
2.2.2.1.4Language awareness 32
2.2.2.2Aspects of L2 performance 33
2.2.2.2.1Writing 33
2.2.2.2.2Reading 35
2.2.2.2.3Speaking 36
2.2.2.2.4Listening 41
2.3Chapter summary 42
Chapter 3.The passive 45
3.1Structural aspects of the passive 46
3.1.1The passive with modal auxiliaries and catenative verbs 47
3.1.2The passive and aspect 48
3.1.3The passive and verb complementation 50
3.1.3.1Monotransitive verbs 50
3.1.3.2Ditransitive verbs 51
3.1.3.3Complex-transitive verbs 54
3.1.3.4Prepositional verbs 54
3.1.3.5Intransitive verbs and impersonal passives 56
3.1.4Agenthood 57
3.1.4.1Agentless passives 57
3.1.4.2Agentful passives 58
3.2Lexicogrammatical aspects of the passive 60
3.2.1Models of the passive 61
3.2.1.1Passive gradient models 61
3.2.1.2The interlocking circles model 63
3.2.1.3The passive ratio model 66
3.2.2The get-passive 67
3.2.2.1Morphosyntactic properties 68
3.2.2.2Semantic properties 68
3.3Passive frequency and genre 70
3.3.1 Be Ved 70
3.3.1.1 Be Ved across genres 71
3.3.1.2 Be Ved in scientific writing 73
3.3.1.3Diachronic development of be Ved 76
3.3.2 Get Ved 77
3.3.2.1 Get Ved across genres 77
3.3.2.2Diachronic development of get Ved 78
3.4Passive frequency and individual differences 79
3.4.1 Be Ved 79
3.4.2 Get Ved 81
3.5The passive and L2 acquisition 82
3.6Chapter summary 88
Chapter 4.Methods of data collection and processing 91
4.1Learner variables 93
4.1.1Learner profile questionnaire 93
4.1.2Psychometric tests 95
4.1.3Other variables 99
4.2Corpus data 99
4.2.1The Secondary-Level Corpus of Learner English (SCooLE) 99
4.2.1.1Data elicitation 100
4.2.1.2Linguistic annotation and header information 104
4.2.1.2.1Merging of learner text and data on learner variables 108
4.2.1.2.2Normalisation of accents/apostrophes 110
4.2.1.2.3VARD-based normalisation of deviances 110
4.2.1.2.4Manual normalisation of (virtual) homophones 114
4.2.1.2.5Manual annotation of passives 114
4.2.1.2.6Merging of TreeTagger and CLAWS annotations 116
4.2.1.2.7Encoding for corpus query: Corpus Workbench (CWB) 119
4.2.2Reference language varieties 120
4.2.2.1The Teaching Materials Corpus (TeaMC) 121
4.2.2.1.1Choice of teaching materials 122
4.2.2.1.1.1EFL materials: Year 7–10 123
4.2.2.1.1.2EFL materials: Year 11/12 125
4.2.2.1.1.3CLIL materials: Year 7–10 126
4.2.2.1.2Linguistic annotation and header information 128
4.2.2.2The Louvain Corpus of Native English Essays (LOCNESS) 130
4.2.2.2.1Linguistic annotation and header information 130
4.3Experimental task 132
4.4Chapter summary 135
Chapter 5.Methods of data analysis 139
5.1Methods of querying be Ved and get Ved 139
5.1.1Main query 140
5.1.2Elimination queries 143
5.1.3Instances introduced via normalisation 144
5.1.4Instances quoted from the prompt 145
5.2Methods of quantitative analysis 146
5.2.1Elimination of cases and variables 146
5.2.2Level of measurement 147
5.2.3Choice of statistical tests 152
5.2.3.1Comparison of means, correlation, comparison of frequencies 154
5.2.3.2Multiple regression 156
5.3Methods of structural analysis 159
5.3.1The passive with modal auxiliaries and catenative verbs 160
5.3.2The passive and aspect 163
5.3.3The passive and verb complementation 163
5.3.4Agenthood 168
5.4Methods of lexicogrammatical analysis 170
5.4.1Central and non-central passives 171
5.4.2Most frequent types 174
5.4.3Type-token ratio 175
5.5Methods of error analysis 177
5.6Chapter summary 179
Chapter 6.The passive in teaching materials 181
6.1 Be/get Ved in EFL materials for Year 7–10 183
6.1.1Grammar sections 184
6.1.2Exercises 187
6.1.3Vocabulary lists 189
6.1.4Frequency analysis 193
6.1.5Structural analysis 195
6.1.6Lexicogrammatical analysis 197
6.2 Be/get Ved in EFL materials for Year 11/12 199
6.2.1Frequency analysis 201
6.2.2Structural analysis 205
6.2.3Lexicogrammatical analysis 209
6.3 Be/get Ved in CLIL materials 213
6.3.1Frequency analysis 213
6.3.2Structural analysis 215
6.3.3Lexicogrammatical analysis 219
6.4Chapter summary 222
Chapter 7.The selectivity of CLIL – learner variables 227
7.1Learner profile questionnaire 228
7.2Psychometric tests 235
7.3Other variables 240
7.4Chapter summary 241
Chapter 8.The impact of CLIL – Corpus data 245
8.1Quantitative analysis 246
8.1.1Influence of educational setting and formulation of essay prompts 246
8.1.1.1Frequency of be/get Ved across educational settings 246
8.1.1.2Frequency of be/get Ved across conditions 251
8.1.2Influence of learner variables 252
8.1.2.1Learner profile questionnaire 253
8.1.2.2Psychometric tests 260
8.1.2.3Other variables 264
8.1.2.4Overview 264
8.1.3Combined influence of educational setting and learner variables 265
8.1.3.1 Be Ved in essay 1 267
8.1.3.2 Be Ved in essay 1 and 2 (mean) 269
8.1.3.3 Get Ved in essay 1 and 2 (mean) 270
8.1.3.4Overview 271
8.2Structural analysis 272
8.2.1The passive with modal auxiliaries and catenative verbs 272
8.2.2The passive and aspect 276
8.2.3The passive and verb complementation 278
8.2.4Agenthood 285
8.3Lexicogrammatical analysis 286
8.3.1Central and non-central passives 287
8.3.2Most frequent types 288
8.3.3Type-token ratio 293
8.4Error analysis 294
8.5Chapter summary 299
Chapter 9.The impact of CLIL – Experimental data 303
9.1Quantitative analysis 304
9.1.1Influence of educational setting 305
9.1.2Influence of learner variables 308
9.1.2.1Learner profile questionnaire 308
9.1.2.2Psychometric tests 315
9.1.2.3Other variables 318
9.1.2.4Overview 318
9.1.3Combined influence of educational setting and learner variables 319
9.1.3.1Responses with correct sequence of constituents 322
9.1.3.2Responses with correct passive auxiliaries 323
9.1.3.3Responses with correct participles 325
9.1.3.4Overall correct responses 327
9.1.3.5Overview 329
9.2Structural analysis 329
9.2.1The passive with modal auxiliaries 330
9.2.2The passive and aspect 332
9.2.3The passive and verb complementation 336
9.2.3.1Monotransitive verbs 337
9.2.3.2Ditransitive verbs 337
9.2.3.3Complex-transitive verbs 341
9.2.3.4Prepositional verbs 342
9.2.3.5Impersonal passive 345
9.2.4Agentful and agentless passives 348
9.3Lexicogrammatical analysis 351
9.3.1Passive auxiliary 351
9.3.2Lexical verb 352
9.4Chapter summary 355
Chapter 10.Conclusion 359
References 369
Appendices 385
Index 409
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