List of figures
Figure 3.1
The active-passive correspondence (cf. Quirk et al. 1985: 160)
45
Figure 3.2
The active-passive correspondence with ditransitive verbs (NP
1 + NP
2)
52
Figure 3.3
The active-passive correspondence with ditransitive verbs (NP + PP)
53
Figure 3.4
The active-passive correspondence with ditransitive verbs (NP
1 ⇨ PP)
53
Figure 3.5
The active-passive correspondence with complex-transitive verbs
54
Figure 3.6
Passive gradient model (based on Svartvik 1966: 132–138)
63
Figure 3.7
Interlocking circles model (cf. Granger 1983: 107)
64
Figure 3.8
Passive ratios in academic writing, per cent (based on Granger 2013: 7)
67
Figure 3.9
The passive and genre, occurrences per 1,000 words (based on Svartvik 1966: 155)
71
Figure 3.10
Be Ved in L1 and L2 writing, occurrences per 1,000 words (based on Granger 2013: 9)
84
Figure 4.1
Dimensions of CIA in the framework of the present study
92
Figure 4.2
L2 database compiled in the framework of the present study
92
Figure 4.3
Methods adopted in processing the SCooLE
100
Figure 4.4
Subcorpora of the SCooLE by educational setting
104
Figure 4.5
TreeTagger output (tabular format)
117
Figure 4.6
CLAWS output (lemmatised and POS-tagged vertical format)
118
Figure 4.7
TreeTagger and CLAWS output merged into one file
118
Figure 4.8
Possible queries for
be Ved without intervening element
120
Figure 4.9
The Teaching Materials Corpus (TeaMC)
122
Figure 4.10
Methods adopted in processing the TeaMC
129
Figure 4.11
Methods adopted in processing LOCNESS
131
Figure 4.12
Dimensions of CIA involving the corpora used in the present study
136
Figure 4.13
L2 database compiled for the purpose of the present study (detail)
137
Figure 5.1
Initial query to determine surface forms to be included in the main query
141
Figure 5.2
Excerpt from the main query using surface forms of
be/get Ved
143
Figure 5.3
Formula used to calculate passive ratio
175
Figure 6.1
Relative frequencies of
be Ved (TeaMC EFL Year 7–10)
193
Figure 6.2
Relative frequencies of
get Ved (TeaMC EFL Year 7–10)
194
Figure 6.3
Subdivision of TeaMC EFL Year 11/12 according to genre
201
Figure 6.4
Frequency of
be Ved according to genre (TeaMC EFL Year 11/12)
204
Figure 6.5
Frequency of
get Ved according to genre (TeaMC EFL Year 11/12)
204
Figure 6.6
Proportions of attitudinal/emotive, statal and other in non-central passives (per cent)
209
Figure 6.7
Frequency of
be Ved in CLIL materials
214
Figure 6.8
Frequency of
get Ved in CLIL materials
215
Figure 6.9
Frequency of
be Ved in the TeaMC (EFL and CLIL)
224
Figure 7.1
Between-group differences – Intelligence (clustered scales)
236
Figure 8.1
Frequency of
be Ved across educational settings (SCooLE)
247
Figure 8.2
Frequency of be
be Ved in the SCooLE (essay 1) and in the TeaMC
249
Figure 8.3
Frequency of be
Ved in the SCooLE (essay 1) and in LOCNESS
250
Figure 8.4
Relative frequency of
be Ved in essay 1 and 2 (SCooLE)
252
Figure 8.5
Explanation of variability in the frequency of in the SCooLE (essay 1)
269
Figure 8.6
Most frequent modal auxiliaries in passive verb phrases (SCooLE, LOCNESS)
273
Figure 8.7
Verbs with two complements in passive constructions (SCooLE, LOCNESS)
279
Figure 8.8
Complex-transitive verbs in passive constructions (SCooLE, LOCNESS)
281
Figure 8.9
Types of errors related to the participle (SCooLE)
295
Figure 9.1
Correct responses to individual prompts (per cent)
306
Figure 9.2
Mean number of correct responses
307
Figure 9.3
Explanation of variability in the number of correct answers in the experimental task
328
Figure 9.4
Strategies of replacing perfective aspect in the present tense
334
Figure 9.5
Strategies of replacing progressive aspect in the present tense
334
Figure 9.6
Types of complex-transitive complementation produced in response to prompt 11
342
Figure 9.7
Strategies of producing passives with prepositional verbs (experimental task)
344
Figure 9.8
Strategies of producing passives in erroneous responses to prompt 12
347