List of figures
Figure 3.1The active-passive correspondence (cf. Quirk et al. 1985: 160)
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Figure 3.2The active-passive correspondence with ditransitive verbs (NP1 + NP2)
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Figure 3.3The active-passive correspondence with ditransitive verbs (NP + PP)
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Figure 3.4The active-passive correspondence with ditransitive verbs (NP1 ⇨ PP)
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Figure 3.5The active-passive correspondence with complex-transitive verbs
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Figure 3.6Passive gradient model (based on Svartvik 1966: 132–138)
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Figure 3.7Interlocking circles model (cf. Granger 1983: 107)
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Figure 3.8Passive ratios in academic writing, per cent (based on Granger 2013: 7)
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Figure 3.9The passive and genre, occurrences per 1,000 words (based on Svartvik 1966: 155)
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Figure 3.10
Be Ved in L1 and L2 writing, occurrences per 1,000 words (based on Granger 2013: 9)
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Figure 4.1Dimensions of CIA in the framework of the present study
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Figure 4.2L2 database compiled in the framework of the present study
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Figure 4.3Methods adopted in processing the SCooLE
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Figure 4.4Subcorpora of the SCooLE by educational setting
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Figure 4.5TreeTagger output (tabular format)
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Figure 4.6CLAWS output (lemmatised and POS-tagged vertical format)
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Figure 4.7TreeTagger and CLAWS output merged into one file
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Figure 4.8Possible queries for be Ved without intervening element
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Figure 4.9The Teaching Materials Corpus (TeaMC)
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Figure 4.10Methods adopted in processing the TeaMC
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Figure 4.11Methods adopted in processing LOCNESS
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Figure 4.12Dimensions of CIA involving the corpora used in the present study
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Figure 4.13L2 database compiled for the purpose of the present study (detail)
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Figure 5.1Initial query to determine surface forms to be included in the main query
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Figure 5.2Excerpt from the main query using surface forms of be/get Ved
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Figure 5.3Formula used to calculate passive ratio
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Figure 6.1Relative frequencies of be Ved (TeaMC EFL Year 7–10)
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Figure 6.2Relative frequencies of get Ved (TeaMC EFL Year 7–10)
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Figure 6.3Subdivision of TeaMC EFL Year 11/12 according to genre
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Figure 6.4Frequency of be Ved according to genre (TeaMC EFL Year 11/12)
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Figure 6.5Frequency of get Ved according to genre (TeaMC EFL Year 11/12)
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Figure 6.6Proportions of attitudinal/emotive, statal and other in non-central passives (per cent)
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Figure 6.7Frequency of be Ved in CLIL materials
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Figure 6.8Frequency of get Ved in CLIL materials
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Figure 6.9Frequency of be Ved in the TeaMC (EFL and CLIL)
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Figure 7.1Between-group differences – Intelligence (clustered scales)
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Figure 8.1Frequency of be Ved across educational settings (SCooLE)
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Figure 8.2Frequency of be be Ved in the SCooLE (essay 1) and in the TeaMC
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Figure 8.3Frequency of be Ved in the SCooLE (essay 1) and in LOCNESS
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Figure 8.4Relative frequency of be Ved in essay 1 and 2 (SCooLE)
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Figure 8.5Explanation of variability in the frequency of in the SCooLE (essay 1)
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Figure 8.6Most frequent modal auxiliaries in passive verb phrases (SCooLE, LOCNESS)
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Figure 8.7Verbs with two complements in passive constructions (SCooLE, LOCNESS)
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Figure 8.8Complex-transitive verbs in passive constructions (SCooLE, LOCNESS)
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Figure 8.9Types of errors related to the participle (SCooLE)
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Figure 9.1Correct responses to individual prompts (per cent)
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Figure 9.2Mean number of correct responses
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Figure 9.3Explanation of variability in the number of correct answers in the experimental task
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Figure 9.4Strategies of replacing perfective aspect in the present tense
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Figure 9.5Strategies of replacing progressive aspect in the present tense
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Figure 9.6Types of complex-transitive complementation produced in response to prompt 11
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Figure 9.7Strategies of producing passives with prepositional verbs (experimental task)
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Figure 9.8Strategies of producing passives in erroneous responses to prompt 12
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