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E-grāmata: Language Acquisition in CLIL and Non-CLIL Settings: Learner corpus and experimental evidence on passive constructions

(Université catholique de Louvain)
  • Formāts: 437 pages
  • Sērija : Studies in Corpus Linguistics 80
  • Izdošanas datums: 20-Dec-2017
  • Izdevniecība: John Benjamins Publishing Co
  • Valoda: eng
  • ISBN-13: 9789027264909
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Language Acquisition in CLIL and Non-CLIL Settings: Learner corpus and experimental evidence on passive constructionsPalielināt
  • Formāts: 437 pages
  • Sērija : Studies in Corpus Linguistics 80
  • Izdošanas datums: 20-Dec-2017
  • Izdevniecība: John Benjamins Publishing Co
  • Valoda: eng
  • ISBN-13: 9789027264909
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Language Acquisition in CLIL and Non-CLIL Settings builds a bridge between Second Language Acquisition and Learner Corpus Research (LCR) methodologies to take the evaluation of Content and Language Integrated Learning (CLIL) to a new level. The study innovates in two main ways. First, it is based on a highly diversified L2 database which includes learner corpus data as well as experimental data from the same learners. These linguistic components of the database are complemented with extensive information on learner variables, including cognitive and affective factors, which are rarely studied in LCR. Second, the study relies on multifactorial statistical analyses to assess the effectiveness of CLIL itself as well as the impact of the selectivity inherent in the CLIL system, which has frequently been ignored. The linguistic focus of the study is the English passive, which is investigated in CLIL and non-CLIL teaching materials, and subsequently related to learner output.
List of abbreviations and acronyms xi
List of figures xiii
List of tables xv
Preface xix
Chapter 1 Introduction 1(8)
Chapter 2 Content and Language Integrated Learning (CLIL) 9(36)
2.1 CLIL and language policy
10(11)
2.1.1 A global perspective on CLIL
10(3)
2.1.2 CLIL and European language policy
13(2)
2.1.3 CLIL in the German context
15(3)
2.1.4 CLIL in Baden-Wurttemberg
18(3)
2.2 Empirical studies on CLIL
21(21)
2.2.1 Learner variables
23(5)
2.2.2 L2 proficiency
28(18)
2.2.2.1 Aspects of L2 competence
28(5)
2.2.2.1.1 Grammatical competence
29(1)
2.2.2.1.2 Lexical competence
30(1)
2.2.2.1.3 General L2 competence
30(2)
2.2.2.1.4 Language awareness
32(1)
2.2.2.2 Aspects of L2 performance
33(17)
2.2.2.2.1 Writing
33(2)
2.2.2.2.2 Reading
35(1)
2.2.2.2.3 Speaking
36(5)
2.2.2.2.4 Listening
41(1)
2.3
Chapter summary
42(3)
Chapter 3 The passive 45(46)
3.1 Structural aspects of the passive
46(14)
3.1.1 The passive with modal auxiliaries and catenative verbs
47(1)
3.1.2 The passive and aspect
48(2)
3.1.3 The passive and verb complementation
50(7)
3.1.3.1 Monotransitive verbs
50(1)
3.1.3.2 Ditransitive verbs
51(3)
3.1.3.3 Complex-transitive verbs
54(1)
3.1.3.4 Prepositional verbs
54(2)
3.1.3.5 Intransitive verbs and impersonal passives
56(1)
3.1.4 Agenthood
57(3)
3.1.4.1 Agentless passives
57(1)
3.1.4.2 Agentful passives
58(2)
3.2 Lexicogrammatical aspects of the passive
60(10)
3.2.1 Models of the passive
61(6)
3.2.1.1 Passive gradient models
61(2)
3.2.1.2 The interlocking circles model
63(3)
3.2.1.3 The passive ratio model
66(1)
3.2.2 The get-passive
67(3)
3.2.2.1 Morphosyntactic properties
68(1)
3.2.2.2 Semantic properties
68(2)
3.3 Passive frequency and genre
70(9)
3.3.1 Be Ved
70(7)
3.3.1.1 Be Ved across genres
71(2)
3.3.1.2 Be Ved in scientific writing
73(3)
3.3.1.3 Diachronic development of be Ved
76(1)
3.3.2 Get Ved
77(2)
3.3.2.1 Get Ved across genres
77(1)
3.3.2.2 Diachronic development of get Ved
78(1)
3.4 Passive frequency and individual differences
79(3)
3.4.1 Be Ved
79(2)
3.4.2 Get Ved
81(1)
3.5 The passive and L2 acquisition
82(6)
3.6
Chapter summary
88(3)
Chapter 4 Methods of data collection and processing 91(48)
4.1 Learner variables
93(6)
4.1.1 Learner profile questionnaire
93(2)
4.1.2 Psychometric tests
95(4)
4.1.3 Other variables
99(1)
4.2 Corpus data
99(33)
4.2.1 The Secondary-Level Corpus of Learner English (SCooLE)
99(21)
4.2.1.1 Data elicitation
100(4)
4.2.1.2 Linguistic annotation and header information
104(16)
4.2.1.2.1 Merging of learner text and data on learner variables
108(2)
4.2.1.2.2 Normalisation of accents/apostrophes
110(1)
4.2.1.2.3 VARD-based normalisation of deviances
110(4)
4.2.1.2.4 Manual normalisation of (virtual) homophones
114(1)
4.2.1.2.5 Manual annotation of passives
114(2)
4.2.1.2.6 Merging of TreeTagger and CLAWS annotations
116(3)
4.2.1.2.7 Encoding for corpus query: Corpus Workbench (CWB)
119(1)
4.2.2 Reference language varieties
120(19)
4.2.2.1 The Teaching Materials Corpus (TeaMC)
121(9)
4.2.2.1.1 Choice of teaching materials
122(1)
4.2.2.1.1.1 EFL materials: Year 7-10
123(1)
4.2.2.1.1.2 EFL materials: Year 11/12
125(1)
4.2.2.1.1.3 CLIL materials: Year 7-10
126(2)
4.2.2.1.2 Linguistic annotation and header information
128(2)
4.2.2.2 The Louvain Corpus of Native English Essays (LOCNESS)
130(22)
4.2.2.2.1 Choice of subcorpus
130(1)
4.2.2.2.2 Linguistic annotation and header information
130(2)
4.3 Experimental task
132(3)
4.4
Chapter summary
135(4)
Chapter 5 Methods of data analysis 139(42)
5.1 Methods of querying be Ved and get Ved
139(7)
5.1.1 Main query
140(3)
5.1.2 Elimination queries
143(1)
5.1.3 Instances introduced via normalisation
144(1)
5.1.4 Instances quoted from the prompt
145(1)
5.2 Methods of quantitative analysis
146(13)
5.2.1 Elimination of cases and variables
146(1)
5.2.2 Level of measurement
147(5)
5.2.3 Choice of statistical tests
152(7)
5.2.3.1 Comparison of means, correlation, comparison of frequencies
154(2)
5.2.3.2 Multiple regression
156(3)
5.3 Methods of structural analysis
159(11)
5.3.1 The passive with modal auxiliaries and catenative verbs
160(3)
5.3.2 The passive and aspect
163(1)
5.3.3 The passive and verb complementation
163(5)
5.3.4 Agenthood
168(2)
5.4 Methods of lexicogrammatical analysis
170(7)
5.4.1 Central and non-central passives
171(3)
5.4.2 Most frequent types
174(1)
5.4.3 Type-token ratio
175(2)
5.5 Methods of error analysis
177(2)
5.6
Chapter summary
179(2)
Chapter 6 The passive in teaching materials 181(46)
6.1 Be/get Ved in EFL materials for Year 7-10
183(16)
6.1.1 Grammar sections
184(2)
6.1.2 Exercises
186(3)
6.1.3 Vocabulary lists
189(4)
6.1.4 Frequency analysis
193(2)
6.1.5 Structural analysis
195(2)
6.1.6 Lexicogrammatical analysis
197(2)
6.2 Be/get Ved in EFL materials for Year 11/12
199(14)
6.2.1 Frequency analysis
201(4)
6.2.2 Structural analysis
205(4)
6.2.3 Lexicogrammatical analysis
209(4)
6.3 Be/get Ved in CLIL materials
213(9)
6.3.1 Frequency analysis
213(2)
6.3.2 Structural analysis
215(4)
6.3.3 Lexicogrammatical analysis
219(3)
6.4
Chapter summary
222(5)
Chapter 7 The selectivity of CLIL - Learner variables 227(18)
7.1 Learner profile questionnaire
228(7)
7.2 Psychometric tests
235(5)
7.3 Other variables
240(1)
7.4
Chapter summary
241(4)
Chapter 8 The impact of CLIL - Corpus data 245(58)
8.1 Quantitative analysis
246(26)
8.1.1 Influence of educational setting and formulation of essay prompts
246(6)
8.1.1.1 Frequency of be/get Ved across educational settings
246(5)
8.1.1.2 Frequency of be/get Ved across conditions
251(1)
8.1.2 Influence of learner variables
252(13)
8.1.2.1 Learner profile questionnaire
253(7)
8.1.2.2 Psychometric tests
260(4)
8.1.2.3 Other variables
264(1)
8.1.2.4 Overview
264(1)
8.1.3 Combined influence of educational setting and learner variables
265(7)
8.1.3.1 Be Ved in essay 1
267(2)
8.1.3.2 Be Ved in essay 1 and 2 (mean)
269(1)
8.1.3.3 Get Ved in essay 1 and 2 (mean)
270(1)
8.1.3.4 Overview
271(1)
8.2 Structural analysis
272(14)
8.2.1 The passive with modal auxiliaries and catenative verbs
272(4)
8.2.2 The passive and aspect
276(2)
8.2.3 The passive and verb complementation
278(7)
8.2.4 Agenthood
285(1)
8.3 Lexicogrammatical analysis
286(8)
8.3.1 Central and non-central passives
287(1)
8.3.2 Most frequent types
288(5)
8.3.3 Type-token ratio
293(1)
8.4 Error analysis
294(5)
8.5
Chapter summary
299(4)
Chapter 9 The impact of CLIL - Experimental data 303(56)
9.1 Quantitative analysis
304(26)
9.1.1 Influence of educational setting
305(3)
9.1.2 Influence of learner variables
308(11)
9.1.2.1 Learner profile questionnaire
308(7)
9.1.2.2 Psychometric tests
315(3)
9.1.2.3 Other variables
318(1)
9.1.2.4 Overview
318(1)
9.1.3 Combined influence of educational setting and learner variables
319(11)
9.1.3.1 Responses with correct sequence of constituents
322(1)
9.1.3.2 Responses with correct passive auxiliaries
323(2)
9.1.3.3 Responses with correct participles
325(2)
9.1.3.4 Overall correct responses
327(2)
9.1.3.5 Overview
329(1)
9.2 Structural analysis
330(21)
9.2.1 The passive with modal auxiliaries
330(3)
9.2.2 The passive and aspect
333(3)
9.2.3 The passive and verb complementation
336(12)
9.2.3.1 Monotransitive verbs
337(1)
9.2.3.2 Ditransitive verbs
338(3)
9.2.3.3 Complex-transitive verbs
341(2)
9.2.3.4 Prepositional verbs
343(2)
9.2.3.5 Impersonal passive
345(3)
9.2.4 Agentful and agentless passives
348(3)
9.3 Lexicogrammatical analysis
351(5)
9.3.1 Passive auxiliary
351(2)
9.3.2 Lexical verb
353(3)
9.4
Chapter summary
356(3)
Chapter 10 Conclusion 359(10)
References 369(16)
Appendices 385(24)
Index 409
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