Language Acquisition in CLIL and Non-CLIL Settings

Learner corpus and experimental evidence on passive constructions

| Université catholique de Louvain
HardboundAvailable
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
Table of Contents
List of abbreviations and acronyms
xi–xii
List of figures
xiii–xiv
List of tables
xv–xviii
Preface
xix–xx
Chapter 1. Introduction
1–8
Chapter 2. Content and Language Integrated Learning (CLIL)
9–43
Chapter 3. The passive
45–90
Chapter 4. Methods of data collection and processing
91–137
Chapter 5. Methods of data analysis
139–180
Chapter 6. The passive in teaching materials
181–225
Chapter 7. The selectivity of CLIL – learner variables
227–243
Chapter 8. The impact of CLIL – Corpus data
245–301
Chapter 9. The impact of CLIL – Experimental data
303–358
Chapter 10. Conclusion
359–368
References
369–384
Appendices
385–407
Index
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.”
“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!”
“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.”
“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.”
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This list is based on CrossRef data as of 18 april 2020. 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.

Subjects
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2017045524