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Language Acquisition in CLIL and Non-CLIL Settings : Learner Corpus and Experimental Evidence on Passive Constructions.

Author: Verena Möller
Publisher: Amsterdam/Philadelphia : John Benjamins Publishing Company, 2017.
Series: Studies in Corpus Linguistics Ser.
Edition/Format:   eBook : Document : EnglishView all editions and formats
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Genre/Form: Electronic books
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MÃœller, Verena.
Language Acquisition in CLIL and Non-CLIL Settings : Learner Corpus and Experimental Evidence on Passive Constructions.
Amsterdam/Philadelphia : John Benjamins Publishing Company, ©2017
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Verena Möller
ISBN: 9789027264909 9027264902
OCLC Number: 1015903529
Description: 1 online resource (439 pages)
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. 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. 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. 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.
Series Title: Studies in Corpus Linguistics Ser.

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