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