Article published in:
Journal of Immersion and Content-Based Language Education
Vol. 8:1 (2020) ► pp. 107136
References

References

Agustín Llach, M. P.
(2009) The role of Spanish L1 in the vocabulary use of content and non-content EFL learners. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 112–129). Bristol: Multilingual Matters. Crossref link
(2010) An overview of variables affecting lexical transfer in writing: A review study. International Journal of Linguistics, 2(1), 1–17. Crossref link
Bahns, J.
(1997) Kollokationen und Wortschatzarbeit im Englischunterricht. Tübingen: Narr.
Berendse, E. P. H.
(2014) Acquiring L2 English prepositions in an L1 Dutch environment: The effect of immersion through CLIL teaching. (Unpublished master’s thesis). Utrecht University, Utrecht.
Brown, H., & Bradford, A.
(2017) EMI, CLIL, & CBI: Differing approaches and goals. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education (pp. 328–334). Tokyo: JALT.
Bybee, J., & Hopper, P.
(Eds.) (2001) Frequency and the emergence of linguistic structure. Amsterdam: John Benjamins. Crossref link
Celaya, M. L.
(2008) ‘I study natus in English’: Lexical transfer in CLIL and regular learners. In R. Monroy, & A. Sánchez (Eds.), 25 Years of Applied Linguistics in Spain: Milestones and Challenges (pp. 43–49). Murcia: Servicio de Publicaciones de la Universidad de Murcia.
Celaya, M. L., & Torras, M. R.
(2001) L1 influence and EFL vocabulary: Do children rely more on L1 than adult learners? Proceedings from the 25th AEDEAN Meeting (pp. 1–14). University of Granada.
Cobb, T.
(2003) Analyzing late interlanguage with learner corpora: Quebec replications of three European studies. Canadian Modern Language Review, 59(3), 393–424. Crossref link
Conklin, K., & Schmitt, N.
(2012) The processing of formulaic language. Annual Review of Applied Linguistics, 32, 45–61. Crossref link
Cowie, A. P.
(1981) The treatment of collocations and idioms in learners’ dictionaries. Applied Linguistics, 2(3), 223–235. Crossref link
Coyle, D., Hood, P., & Marsh, D.
(2010) CLIL – Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Dalton-Puffer, C.
(2008) Outcomes and processes in Content and Language Integrated Learning (CLIL): Current research from Europe. In W. Delanoy & L. Volkmann (Eds.), Future perspectives for English language teaching (pp. 139–157). Heidelberg: Carl Winter.
(2011) Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. Crossref link
De Cock, S.
(2003) Recurrent sequences of words in native speaker and advanced learner spoken and written English: A corpus-driven approach (Unpublished doctoral dissertation). Université catholique de Louvain, Louvain-la-Neuve.
De Cock, S., Granger, S., Leech, G., & McEnery, T.
(1998) An automated approach to the phrasicon of EFL learners. In S. Granger (Ed.), Learner English on computer (pp. 67–79). London: Addison Wesley Longman.
Ellis, N. C.
(Ed.) (1994) Implicit and explicit learning of languages. San Diego, CA: Academic Press.
(2002a) Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188. Crossref link
(2002b) Reflections on frequency effects in language processing. Studies in Second Language Acquisition, 24(2), 297–339. Crossref link
(2003) Constructions, chunking, and connectionism: The emergence of second language structure. In C. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 63–103). Oxford: Blackwell. Crossref link
(2012) Formulaic language and second language acquisition: Zipf and the phrasal teddy bear. Annual Review of Applied Linguistics, 32, 17–44. Crossref link
Erman, B., & Warren, B.
(2000) The idiom principle and the open choice principle. Text-Interdisciplinary Journal for the Study of Discourse, 20(1), 29–62. Crossref link
Fernández, B. G., & Schmitt, N.
(2015) How much collocation knowledge do L2 learners have? ITL-International Journal of Applied Linguistics, 166(1), 94–126. Crossref link
Francis, B. & Poole, R.
(Eds.) (2009) Oxford Collocations Dictionary. Oxford: Oxford University Press.
Granger, S.
(1998) Learner English on computer. London: Longman.
Granger, S., & Meunier, F.
(2008) Phraseology in language learning and teaching: Where to from here? In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 247–252). Amsterdam: John Benjamins. Crossref link
Granger, S., & Paquot, M.
(2008) Disentangling the phraseological web. In S. Granger, & F. Meunier (Eds.), Phraseology: An interdisciplinary perspective (pp. 27–49). Amsterdam: John Benjamins. Crossref link
Gries, S. T.
(2015) Statistics for learner corpus research. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp. 159–181). Cambridge: Cambridge University Press. Crossref link
Handl, S.
(2008) Essential collocations for learners of English: The role of collocational direction and weight. In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 43–66). Amsterdam: John Benjamins. Crossref link
Hasselgren, A.
(1994) Lexical teddy bears and advanced learners: A study into the ways Norwegian students cope with English vocabulary. International Journal of Applied Linguistics, 4(2), 237–258. Crossref link
Heid, U.
(2008) Computational phraseology: An overview. In S. Granger & F. Meunier (Eds.), Phraseology: An interdisciplinary perspective (pp. 337–360). Amsterdam: John Benjamins. Crossref link
Hiligsmann, P., Van Mensel, L., Galand, B., Mettewie, L., Meunier, F., Szmalec, A., Van Goethem, K., Bulon, A., De Smet, A., Hendrikx, I. & Simonis, M.
(2017) Assessing Content and Language Integrated Learning (CLIL) in French-speaking Belgium: Linguistic, cognitive and educational perspectives. Les Cahiers de Recherche du Girsef, 17(109), 1–25. file://​​/C:​/Users​/bulon​/Downloads​/Hiligsmann%20et%20al%20(2017)%20Assessing%20CLIL%20in%20French​-speaking%20Belgium%20(1)​.pdf
Hong, A. L., Rahim, H. A., Hua, T. K., & Salehuddin, K.
(2001) Collocations in Malaysian English learners’ writing: A corpus-based error analysis. 3L; Language, linguistics and literature. The Southeast Asian Journal of English Language Studies, 17 (special issue), 31–44. http://​ejournals​.ukm​.my​/3l​/article​/view​/986​/900
Howarth, P. A.
(1996) Phraseology in English academic writing: Some implications for language learning and dictionary making. Tübingen: Niemeyer. Crossref link
James, C.
(2013) Errors in language learning and use: Exploring error analysis. London: Routledge. Crossref link
Klampfl, A.
(2010) A comparative study of writing proficiency between an Austrian CLIL and mainstream EFL class with regard to vocabulary (Unpublished doctoral dissertation). Universität Wien, Vienna.
Klégr, A.
(1997) English complex prepositions of the prepositional phrase type. Prague Studies in English XXII, AUC, Philologica, 5, 51–78. http://​emsa​.ff​.cuni​.cz​/system​/files​/English%20Complex%20Prepositions%20of%20the%20Prepositonal%20Phrase%20Type​_Kl%C3%A9gr​.pdf
Krashen, S. D.
(1985) The Input Hypothesis: Issues and implications. London: Longman.
Kuperman, V., & Bertram, R.
(2013) Moving spaces: Spelling alternation in English noun-noun compounds. Language and Cognitive Processes, 28(7), 939–966. Crossref link
Lasagabaster, D.
(2008) Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 1(1), 30–41. Crossref link
Lasagabaster, D., & Sierra, J. M.
(2009) Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367–375. Crossref link
Lin, P. M.
(2014) Investigating the validity of internet television as a resource for acquiring L2 formulaic sequences. System, 42, 164–176. Crossref link
Liu, D.
(2008) Linking adverbials: An across-register corpus study and its implications. International Journal of Corpus Linguistics, 13(4), 491–518. Crossref link
Long, M. H.
(1996) The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of language acquisition (pp. 413–468). New York, NY: Academic.
Met, M.
(1999) Content-based instruction: Defining terms, making decisions. NFLC Reports. Washington, DC: The National Foreign Language Center.
Meunier, F.
(2012) Formulaic language and language teaching. Annual Review of Applied Linguistics, 32, 111–129. Crossref link
Meunier, F., & Granger, S.
(2008) Phraseology in foreign language learning and teaching. Amsterdam: John Benjamins. Crossref link
Mewald, C.
(2007) A comparison of oral language performance of learners in CLIL and in mainstream classes at lower secondary level in Lower Austria. In C. Dalton-Puffer & U. Smit (Eds.), Empirical perspectives on CLIL classroom discourse (pp. 139–178). Frankfurt: Peter Lang.
Muñoz, C.
(Ed.) (2006) Age and the rate of foreign language learning. Clevedon: Multilingual Matters. Crossref link
(2008) Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics, 24(4), 578–596. Crossref link
(Ed.) (2012) Intensive exposure experiences in second language learning. Bristol: Multilingual Matters. Crossref link
Naves, T., Miralpeix, I., & Celaya, M. L.
(2005) Who transfers more … and what? Cross-linguistic influence in relation to school grade and language dominance in EFL. International Journal of Multilingualism, 2(2), 113–134. Crossref link
Nesselhauf, N.
(2005) Collocations in a learner corpus. Amsterdam: John Benjamins. Crossref link
Nikula, T.
(2010) Effects of CLIL on a teacher’s classroom language use. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms (pp. 105–124). Amsterdam: John Benjamins. Crossref link
Pallotti, G.
(2007) An operational definition of the emergence criterion. Applied Linguistics, 28(3), 361–382. Crossref link
Paquot, M.
(2008) Exemplification in learner writing: A cross-linguistic perspective. In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 101–119). Amsterdam: John Benjamins. Crossref link
Paquot, M., & Granger, S.
(2012) Formulaic language in learner corpora. Annual Review of Applied Linguistics, 32, 130–149. Crossref link
Rankin, T.
(2015) Learner corpora and grammar. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp. 231–254). Cambridge: Cambridge University Press. Crossref link
Roever, C.
(2011) What learners get for free: learning of routine formulae in ESL and EFL environments. ELT journal, 66(1), 10–21. Crossref link
Schmitt, N., & Redwood, S.
(2011) Learner knowledge of phrasal verbs: A corpus-informed study. In F. Meunier, S. De Cock, G. Gilquin, & M. Paquot (Eds.), A taste for corpora. In honour of Sylviane Granger (pp. 173–208). Amsterdam: John Benjamins. Crossref link
Scott, M.
(2012) WordSmith Tools. Liverpool: Lexical Analysis Software.
Siepmann, D.
(2005) Discourse markers across languages: A contrastive study of second-level discourse markers in native and non-native text with implications for general and pedagogic lexicography. London: Routledge.
(2008) Phraseology in learners’ dictionaries: What, where and how. In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 185–202). Amsterdam: John Benjamins. Crossref link
Swain, M.
(1995) Three functions of output in second language learning. In G. Cook, & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of HG Widdowson (pp. 125–144). Oxford: Oxford University Press.
Tedick, D. J., & Cammarata, L.
(2012) Content and language integration in K-12 contexts: Student outcomes, teacher practices, and stakeholder perspectives. Foreign Language Annals, 45(1), 28–53. Crossref link
Thewissen, J.
(2008) The phraseological errors of French-, German-, and Spanish speaking EFL learners: Evidence from an error-tagged learner corpus. In Proceedings from the 8th Teaching and Language Corpora Conference (TaLC8) (pp. 300–306). Lisbon, Associação de Estudos e de Investigação Científica do ISLA-Lisboa.
Van Mensel, L., Bulon, A., Hendrikx, I., Meunier, F., & Van Goethem, K.
(in press). Effects of input on L2 writing in English and Dutch: CLIL and non-CLIL learners in French-speaking Belgium. Journal of Immersion and Content-Based Language Education 8(2).
Verspoor, M., & Edelenbos, P.
(2011) Tweetalig onderwijs zorgt voor een duurzame voorsprong. Levende Talen Tijdschrift, 12(4), 5–13. http://​www​.lt​-tijdschriften​.nl​/ojs​/index​.php​/ltt​/article​/view​/69​/68
Wray, A.
(2012) What do we (think we) know about formulaic language? An evaluation of the current state of play. Annual Review of Applied Linguistics, 32, 231–254. Crossref link