Language Acquisition in CLIL and Non-CLIL Settings

Learner corpus and experimental evidence on passive constructions

Author

Verena Möller | Université catholique de Louvain

Hardbound – Available

ISBN 9789027210777 | EUR 99.00 | USD 149.00

e-Book –

ISBN 9789027264909 | EUR 99.00 | USD 149.00

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.

[Studies in Corpus Linguistics, 80] 2017. xx, 417 pp.

Publishing status: Available

https://doi.org/10.1075/scl.80

Table of Contents

List of abbreviations and acronyms | pp. xi–xii

List of figures | pp. xiii–xiv

List of tables | pp. xv–xviii

Preface

Chapter 1. Introduction | pp. 1–8

Chapter 2. Content and Language Integrated Learning (CLIL) | pp. 9–44

Chapter 3. The passive | pp. 45–90

Chapter 4. Methods of data collection and processing | pp. 91–137

Chapter 5. Methods of data analysis | pp. 139–180

Chapter 6. The passive in teaching materials | pp. 181–225

Chapter 7. The selectivity of CLIL – learner variables | pp. 227–243

Chapter 8. The impact of CLIL – Corpus data | pp. 245–301

Chapter 9. The impact of CLIL – experimental data | pp. 303–358

Chapter 10. Conclusion | pp. 359–368

References | pp. 369–384

Appendices

Appendices | pp. 385–407

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)
Online resources
Appendix 1_OR: Learner profile questionnaire
Appendix 2_OR: SCooLE – List of manual replacements (alphabetical)
Appendix 3_OR: SCooLE – Annotation of passives
Appendix 4_OR: TeaMC – Texts
Appendix 5_OR: TeaMC – Metadata
Appendix 6_OR: LOCNESS – Metadata
Appendix 7_OR: Experimental task – Prompts (pilot study)
Appendix 8_OR: Main query
Appendix 9_OR: Elimination queries
Appendix 10_OR: Passives related to the normalisation of the SCooLE (eliminated)
Appendix 11_OR: Passives related to the normalisation of the SCooLE (retained)
Appendix 12_OR: Passive constructions represented in grammar sections of EFL textbooks
Appendix 13_OR: Ved represented in exercises on the passive in EFL textbooks/workbooks
Appendix 14_OR: Ved represented in vocabulary lists of EFL textbooks
Appendix 15_OR: Learner variables across educational settings
Appendix 16_OR: Frequency of be Ved and get Ved across educational settings (SCooLE)
Appendix 17_OR: Frequency of be Ved and get Ved across conditions (SCooLE)
Appendix 18_OR: Influence of learner variables on the frequency of be Ved and get Ved (SCooLE)
Appendix 19_OR: Correct responses across educational settings (experimental task)
Appendix 20_OR: Influence of learner variables on the number of correct responses (experimental task)
Appendix 21_OR: Differences across educational settings (structural analysis, experimental task)

Index | pp. 409–417

“Möller presents one of the first comprehensive analyses of the efficacy of CLIL. Her study is a great example of how to do state-of-the-art, theoretically and statistically informed corpus linguistics. Anyone interested in bilingualism, bilingual teaching approaches, quantitative corpus linguistics, and the passive for that matter should like to read this book.”

Stefanie Wulff, University of Florida

“Möller’s book paves the way for (and convincingly calls for more) usage-based SLA research taking into account numerous variables. In addition to traditional learner variables (such as age, mother tongue background, etc.) her study also includes cognitive, affective and input-related variables which are all known to impact communicative competence in a second/foreign language. Her book helps us (re)assess the actual impact of CLIL by shedding light on variables that are still too often ignored. A must read for researchers and teachers interested in CLIL!”

Fanny Meunier, Université catholique de Louvain

“The book impressively showcases how much can be gained by combining empirical evidence from learner corpora with results from experimental tasks targeting specific language constructions and psychological learner variables capturing individual differences. It is all the more exciting that it does so in real-life instructional contexts, where the rich empirical basis can help address specific hypotheses about Content and Language Integrated Learning (CLIL). Incorporating several control group settings, the study supports a multi-faceted perspective of the impact of CLIL that also provides results that some will be surprised by. A great book for all researchers and practitioners looking for methodologically sophisticated, empirically well-grounded work linking second language research and foreign language teaching and learning.”

Detmar Meurers, Eberhard Karls Universität Tübingen

“This monograph achieves its main goal; namely, to explore a variety of factors influencing success in CLIL programs. In so doing, it confirms that selectivity, while an extremely important factor, is not the only factor influencing learners’ performance. Corpus and experimental data give a clear view of the passive voice constructions learners can produce at this stage. [...] this is an informative study that helps the reader better discern not only how CLIL is understood in Germany, and, more specifically, in the Baden-Württembergish context, but also what factors contribute to its success.”

Nausica Marcos Miguel, Denison University, on Linguist List 30.161 (15 January 2019)

Cited by

Cited by 12 other publications

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Fuchs, Robert & Valentin Werner

2018. Tense and aspect in Second Language Acquisition and learner corpus research. International Journal of Learner Corpus Research 4:2 ► pp. 143 ff.

Fuchs, Robert & Valentin Werner

2020. Tense and aspect in Second Language Acquisition and learner corpus research. In Tense and Aspect in Second Language Acquisition and Learner Corpus Research [Benjamins Current Topics, 108], ► pp. 2 ff.

Gilquin, Gaëtanelle

2020. Learner Corpora. In A Practical Handbook of Corpus Linguistics, ► pp. 283 ff.

Hendrikx, Isa & Kristel Van Goethem

2023. Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English. International Journal of Bilingual Education and Bilingualism 26:5 ► pp. 614 ff.

Huang, Jian

2023. Exploring Students’ Perception of Subject and Translation Integrated Learning (STIL) as an Innovative Approach to Translation Instruction: A Case Study. SAGE Open 13:4

KANWIT, MATTHEW

2019. Beyond the Present Indicative: Lexical Futures as Indicators of Development in L2 Spanish . The Modern Language Journal 103:2 ► pp. 481 ff.

Llinares, Ana

2023. Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism 26:5 ► pp. 658 ff.

Möller, Verena

2020. From pedagogical input to learner output. Pedagogical Linguistics 1:2 ► pp. 95 ff.

Möller, Verena

2021. Promoting bilingualism at the primary and secondary level: the role of intelligence, motivation and anxiety. International Journal of Bilingual Education and Bilingualism 24:9 ► pp. 1306 ff.

Van Mensel, Luk, Amélie Bulon, Isa Hendrikx, Fanny Meunier & Kristel Van Goethem

2020. Effects of input on L2 writing in English and Dutch. Journal of Immersion and Content-Based Language Education 8:2 ► pp. 173 ff.

Yining, Cao

2021. Exploring Content and Language Integrated Learning (CLIL) teaching materials in Chinese universities: teachers and students perceptions and reflections. International Journal of English and Literature 12:3 ► pp. 23 ff.

[no author supplied]

2023. EMI book alerts. Journal of English-Medium Instruction 2:1 ► pp. 101 ff.

This list is based on CrossRef data as of 22 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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