List of tables
Table 2.1
Structure of English-speaking CLIL programmes in Baden-Württemberg
19
Table 3.1
Classification of aspect (cf. Quirk et al. 1985: 189)
49
Table 3.2
Length of subject and agent phrases (cf. Biber et al. 1999: 940)
59
Table 3.3
Givenness of subject and agent phrases (cf. Biber et al. 1999: 941)
60
Table 3.4
Unaccusative verbs (based on Ju 2000: 87)
87
Table 4.1
Acquisition of writing skills as required by the EFL syllabus (cf. MKJS 2004a)
101
Table 4.2
POS tags which are relevant to the retrieval of
be Ved
105
Table 4.3
Recall rates for
be Ved in the pilot corpus before normalisation
107
Table 4.4
Recall rates for
be Ved after steps of normalisation
108
Table 4.5
Learner metadata included in the SCooLE as header information (example)
109
Table 4.6
Learner metadata included in the SCooLE as header information (example)
111
Table 4.7
Handles for positional attributes used when encoding the SCooLE
119
Table 5.1
Irrelevant matches targeted by elimination queries
143
Table 5.2
Success of elimination procedures for be Ved
144
Table 5.3
Statistical tests used in the analysis of the passive and learner variables
156
Table 5.4
Subcorpora used in the structural analysis of the TeaMC
159
Table 5.5
Subcategories included in the category ‘auxiliary’
161
Table 5.6
Participles with prepositions introducing quasi-agents
169
Table 5.7
Instances of Ved that may be part of Svartvik’s class δ
172
Table 6.1
Acquisition of the passive as required by the EFL syllabus (cf. MKJS 2004a)
181
Table 6.2
Tenses covered by grammar sections in
English G2000 and
Green Line NEW
185
Table 6.3
Types of complementation covered by grammar sections
186
Table 6.4
Types of exercises related to the passive
187
Table 6.5
Number and types of exercises related to the passive
188
Table 6.6
Most frequent lexical verbs occurring in exercises (per cent of all tokens)
189
Table 6.7
Surface forms of or in a
be/get Ved construction
191
Table 6.8
Relative frequencies of
be/get Ved (TeaMC EFL Year 7–10)
193
Table 6.9
The passive with modal auxiliaries and catenative verbs (TeaMC EFL Year 7–10)
195
Table 6.10
The passive and aspect (TeaMC EFL Year 7–10)
195
Table 6.11
The passive and verb complementation (TeaMC EFL Year 7–10)
196
Table 6.12
Agentless and agentful passives (TeaMC EFL Year 7–10)
196
Table 6.13
Central vs. non-central passives (TeaMC EFL Year 7–10)
197
Table 6.14
Most frequent types in normalised frequencies per 100,000 tokens (TeaMC EFL Year 7–10)
198
Table 6.15
Type-token ratio
be Ved (TeaMC EFL Year 7–10)
199
Table 6.16
Frequency of
be/get Ved per 1,000 words according to genre (TeaMC EFL Year 11/12)
202
Table 6.17
The passive with modal auxiliaries and catenative verbs (TeaMC EFL Year 11/12)
205
Table 6.18
The passive and aspect (TeaMC EFL Year 11/12)
207
Table 6.19
The passive and verb complementation (TeaMC EFL Year 11/12)
207
Table 6.20
Agentless and agentful passives (TeaMC EFL Year 11/12)
208
Table 6.21
Central vs. non-central passives (TeaMC EFL Year 11/12)
209
Table 6.22
Most frequent types occurring in normalised frequencies per 100,000 tokens (TeaMC EFL Year 11/12)
210
Table 6.23
Types occurring in normalised frequencies per 100,000 tokens (TeaMC EFL Year 11/12)
212
Table 6.24
Type-token ratio
be Ved (TeaMC EFL Year 11/12)
213
Table 6.25
Frequency of
be/get Ved per 1,000 words in CLIL materials
213
Table 6.26
The passive with auxiliaries and catenative verbs (TeaMC CLIL)
215
Table 6.27
The passive and aspect (TeaMC CLIL)
217
Table 6.28
The passive and verb complementation (TeaMC CLIL)
218
Table 6.29
Agentless and agentful passives (TeaMC CLIL)
218
Table 6.30
Central vs. non-central passives (TeaMC CLIL)
219
Table 6.31
Most frequent types occurring in normalised frequencies per 100,000 tokens (TeaMC CLIL)
220
Table 6.32
Types occurring in
get Ved constructions, normalised frequencies per 100,000 tokens (TeaMC CLIL)
221
Table 6.33
Type-token ratio
be Ved (TeaMC CLIL)
222
Table 7.1
Intelligence across educational settings (PSB-R 6–13)
237
Table 7.2
Significant differences between learners from different educational settings
242
Table 8.1
Mean relative frequencies of
be/get Ved per 1,000 words (SCooLE)
247
Table 8.2
Self-rated competence in English and frequency of
be/get Ved
253
Table 8.3
Duration of EFL education and frequency of
be Ved
254
Table 8.4
Frequency of extramural exposure to English and frequency of
be Ved/get Ved
256
Table 8.5
Aspects of verbal intelligence and frequency of
be/get Ved
261
Table 8.6
Aspects of intelligence and frequency of be
be/get Ved
262
Table 8.7
Aspects of motivation and frequency of
be Ved/get Ved
263
Table 8.8
Variables related to the frequency of be
be/get Ved
265
Table 8.9
The passive with modal auxiliaries and catenative verbs (SCooLE, LOCNESS)
273
Table 8.10
The passive and aspect (SCooLE, LOCNESS)
276
Table 8.11
The passive and verb complementation (SCooLE, LOCNESS)
278
Table 8.12
Lexical verbs represented in impersonal passives (SCooLE, LOCNESS)
282
Table 8.13
Agentless and agentful passives (SCooLE, LOCNESS)
285
Table 8.14
Central vs. non-central passives (SCooLE, LOCNESS)
287
Table 8.15
Proportions of attitudinal/emotive, statal and other non-central passives (SCooLE, LOCNESS)
288
Table 8.16
Most frequent types in normalised frequencies per 100,000 tokens (SCooLE, LOCNESS)
289
Table 8.17
Most frequent types in normalised frequencies per 100,000 tokens (SCooLE, LOCNESS)
290
Table 8.18
Passive ratios of most frequent types (SCooLE, LOCNESS)
292
Table 8.19
Type-token ratio
be Ved (SCooLE, LOCNESS)
294
Table 9.1
Prompts and target responses in the experimental task
303
Table 9.2
Self-rated reliability of responses and performance on the experimental task
308
Table 9.3
Self-rated competence in English and performance on the experimental task
309
Table 9.4
Extramural exposure to English and performance on the experimental task
310
Table 9.5
Number of L2s and performance on the experimental task
310
Table 9.6
Number and types of exercises related to the passive
313
Table 9.7
Aspects of verbal intelligence and performance on the experimental task
315
Table 9.8
Aspects of intelligence and performance on the experimental task
316
Table 9.9
Aspects of motivation and performance on the experimental task
317
Table 9.10
Variables related to performance on the experimental task
318
Table 9.11
Significant results for the regression model on correct sequence of constituents
323
Table 9.12
Significant results for the regression model on correct passive auxiliaries
324
Table 9.13
Significant results for the regression model on correct participles
326
Table 9.14
Significant results for the regression model on the overall number of correct responses
328
Table 9.15
Correct passive verb phrases with modal auxiliaries (experimental task)
330
Table 9.16
Correct passive verb phrases marked for aspect (experimental task)
333
Table 9.17
Correct sequence of constituents with monotransitive verbs (experimental task)
337
Table 9.18
Correct sequence of constituents with ditransitive verbs (experimental task)
338
Table 9.19
Transfer of direct vs. indirect object to subject position (experimental task)
338
Table 9.20
Correct sequence of constituents with complex-transitive verbs (experimental task)
341
Table 9.21
Correct sequence of constituents in prepositional passives (experimental task)
343
Table 9.22
Correct sequence of constituents in response to prompt 12 (experimental task)
346
Table 9.23
Proportions of agentful and agentless passives (experimental task)
348
Table 9.24
Classification of prompts according to agenthood
349