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	title        = {Visualizing Vocabulary: An Investigation into Student Assignments in CLIL and Non-CLIL Contexts},
	abstract     = {This chapter describes the investigation of texts written in the students’
first language (L1) by CLIL and non-CLIL students participating
in the CLISS project during their three-year upper secondary school
period. The focus is on academic language proficiency in Swedish, where
the practices of certain linguistic features characterizing academic texts
are examined. The study includes 520 texts and the aim is to visualize,
that is, to illustrate, various aspects of the vocabulary which are believed
to be characteristic of the text genres of the essays, and examine the students’
productive vocabulary in written assignments by using quantitative
measures. For this purpose, corpus linguistic methods have been applied
to identify two features in academic prose, namely the use of nominalizations
and verbs in the passive tense (Schleppegrell, 2004). In addition,
lexical profiling (Nation & Anthony, 2016), identifying some of the most
frequent words in Swedish, was carried out to visualize the general vocabulary
and to explore to what degree the students’ vocabulary contains the
most frequent and common words or if, and to what extent, they use lowfrequency
words. Combining these two methods is beneficial when examining
the vocabulary in the students’ texts. The results are reported as the
means of the two student groups and analyzed statistically. A qualitative
analysis of texts from two individual students is also provided.},
	booktitle    = {Investigating content and language integrated learning : insights from Swedish high schools},
	editor       = {Liss Kerstin Sylvén.},
	author       = {Johansson, Sofie and Ohlsson , Elisabeth},
	year         = {2019},
	publisher    = {Multilingual Matters},
	address      = {Bristol, UK},
	ISBN         = {978-1-78892-240-1},
	pages        = {216--235},