2 1 The innovative transport systems and the CityMobil project 10 1.1 The research questions 10 2 The state of art in the field of automatic transport systems 12 2.1 Case studies and demand studies for innovative transport systems 12 3 The design and implementation of surveys 14 3.1 Definition of experimental design 14 3.2 Questionnaire design and delivery 16 3.3 First analyses on the collected sample 18 4 Calibration of Logit Multionomial demand models 21 4.1 Methodology 21 4.2 Calibration of the “full” model. 22 4.3 Calibration of the “final” model 24 4.4 The demand analysis through the final Multinomial Logit model 25 5 The analysis of interaction between the demand and socioeconomic attributes 31 5.1 Methodology 31 5.2 Application of Mixed Logit models to the demand 31 5.3 Analysis of the interactions between demand and socioeconomic attributes through Mixed Logit models 32 5.4 Mixed Logit model and interaction between age and the demand for the CTS 38 5.5 Demand analysis with Mixed Logit model 39 6 Final analyses and conclusions 45 6.1 Comparison between the results of the analyses 45 6.2 Conclusions 48 6.3 Answers to the research questions and future developments 52

The European commission

Statistical analysis is a useful skill for linguists and psycholinguists, allowing them to understand the quantitative structure of their data This textbook provides a straightforward introduction to the statistical analysis of language Designed for linguists with a non-mathematical background, it clearly introduces the basic principles and methods of statistical analysis, using 'R', the leading computational statistics programme The reader is guided step-by-step through a range of real data sets, allowing them to analyse acoustic data, construct grammatical trees for a variety of languages, quantify register variation in corpus linguistics, and measure experimental data using state-of-the-art models The visualization of data plays a key role, both in the initial stages of data exploration and later on when the reader is encouraged to criticize various models Containing over 40 exercises with model answers, this book will be welcomed by all linguists wishing to learn more about working with and presenting quantitative data

Analyzing linguistic data : a practical introduction to statistics using R

Doing Replication Research in Applied LinguisticsInference and Generalizability in Applied LinguisticsResearch Methods in Applied LinguisticsStimulated Recall Methodology in Applied Linguistics and L2 ResearchDoing Applied LinguisticsAn A–Z of Applied Linguistics Research MethodsQualitative Research in Applied LinguisticsCase Study Research in Applied LinguisticsWriting about Quantitative Research in Applied LinguisticsResearch Methods for Language TeachingData Collection Research Methods in Applied LinguisticsContinuum Companion to Research Methods in Applied LinguisticsApplied Communication Research MethodsResearch Methods in LinguisticsResearch Methods in Applied SettingsGrounded Theory in Applied Linguistics ResearchSecond Language Research MethodsResearch Methods for Applied Language StudiesExperimental Research Methods in Language LearningThe Routledge Handbook of Research Methods in Applied LinguisticsDoing Research in Applied LinguisticsA Dictionary of Research Methodology and Statistics in Applied LinguisticsResearch Methods for English Language TeachersResearching Second Language ClassroomsCritical Sociolinguistic Research MethodsResearch Methods in Second Language PsycholinguisticsSecond Language Research Methods Oxford Applied Linguistics:Quantitative Methods for Second Language ResearchResearch Methods in Second Language AcquisitionResearch Methods in Applied LinguisticsResearch Methods in Applied LinguisticsLanguage, Literacy, and Learning in STEM EducationQuantitative Research in LinguisticsEthics in Applied Linguistics ResearchResearch Methods in LinguisticsThe Palgrave Handbook of Applied Linguistics Research MethodologyResearch Methods for Complexity Theory in Applied LinguisticsResearch in Applied LinguisticsThe Psychology of Second Language Acquisition Oxford Applied LinguisticsThe Routledge Encyclopedia of Research Methods in Applied Linguistics

Research methods in applied linguistics

After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research outputs with those from other phases of education. An in-depth review of 83 studies in HE documents the growth of EMI in different geographical areas. We describe studies which have investigated university teachers’ beliefs and those of students before attempting to synthesise the evidence on whether teaching academic subjects through the medium of English as a second language (L2) is of benefit to developing English proficiency without a detrimental effect on content learning. We conclude that key stakeholders have serious concerns regarding the introduction and implementation of EMI despite sometimes recognising its inevitability. We also conclude that the research evidence to date is insufficient to assert that EMI benefits language learning nor that it is clearly detrimental to content learning. There are also insufficient studies demonstrating, through the classroom discourse, the kind of practice which may lead to beneficial outcomes. This insufficiency, we argue, is partly due to research methodology problems both at the micro and macro level.

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A Systematic Review of English Medium Instruction in Higher Education.

This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners’ interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing how CLIL practice operates in a tension between grassroots decisions and higher order policymaking, an area where European multi- and plurilingual policies and the strong impact of English as a lingua franca play a particularly interesting role. The latter is, of course, of definite relevance also in other parts of the world. The second part of the article synthesizes research on learning outcomes in CLIL. Here, the absence of standardized content testing means that the main focus is on language-learning outcomes. The third section deals with classroom-based CLIL research and participants’ use of their language resources for learning and teaching, including such diverse perspectives as discourse pragmatics, speech acts, academic language functions, and genre. The final part of the article discusses theoretical underpinnings of CLIL, delineating their current state of elaboration as applied linguistic research in the area is gaining momentum.

Content-and-Language Integrated Learning: From Practice to Principles?

The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which in turn conditions the ways in which students experience, use and learn the target language. The research presented here suggests that CLIL programmes require more explicit language learning goals in order to fully exploit their potential for furthering the learners’ appropriation of a foreign language as a medium of learning.

Discourse in Content and Language Integrated Learning Clil Classrooms

In the context of pronunciation teaching, the relevance of a standard native accent as teaching model and norm needs to be reconsidered in view of the learners’ attainment as well as their wishes and expectations. In order to test attitudes to native and non-native varieties of English in Austria, a language attitude study was undertaken with 132 university students of English. In response to the modified matched-guise test, the subjects evaluated three native accents RP (Received Pronunciation), near-RP and GA (General American) and two Austrian non-native accents of English. The results confirm the low status the non-native accents have amongst their users and the overall preference for the three native accents. Generally, the respondents rate the accent best with which they have become familiar at school and/or during stays in English-speaking countries. Reflecting historical and geopolitical circumstances, the majority of the subjects support RP as their favourite model of pronunciation. Furthermore, the study sheds light on the importance of personal exposure to English in its native environments. While the evaluations of the students with EFL experience reflect rather rigid stereotypes, those students who have spent some time in English-speaking countries reveal more individualized, situation-linked attitudes.

Learner Attitudes and L2 Pronunciation in Austria.

Empirical Perspectives on CLIL Classroom Discourse

1. Acknowledgements 2. Preface 3. Introduction 4. Charting policies, premises and research on content and language integrated learning (by Dalton-Puffer, Christiane) 5. Part I. General and theoretical issues 6. On the natural emergence of language structures in CLIL: Towards a theory of European educational bilingualism (by Lorenzo, Francisco) 7. The pragmatics of L2 in CLIL (by Maillat, Didier) 8. Part II. CLIL at the secondary level 9. A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction (by Huttner, Julia) 10. Using a genre-based approach to integrating content and language in CLIL: The example of secondary history (by Morton, Tom) 11. Effects of CLIL on a teacher's classroom language use (by Nikula, Tarja) 12. Writing and speaking in the history class: A comparative analysis of CLIL and first language contexts (by Garcia, Ana Llinares) 13. Language as a meaning making resource in learning and teaching content: Analysing historical writing in content and language integrated learning (by Jarvinen, Heini-Marja) 14. The CLIL differential: Comparing the writing of CLIL and non-CLIL students in higher colleges of technology (by Jexenflicker, Silvia) 15. Written production and CLIL: An empiricial study (by Ruiz de Zarobe, Yolanda) 16. Part III. CLIL at the tertiary level 17. Metadiscursive devices in university lectures: A contrastive analysis of L1 and L2 teacher performance (by Dafouz, Emma) 18. Language Matters: Assessing lecture comprehension in Norwegian English-medium higher education (by Hellekjaer, Glenn Ole) 19. CLIL in an English as a lingua franca (ELF) classroom: On explaining terms and expressions interactively (by Smit, Ute) 20. Language use and language learning in CLIL: Current findings and contentious issues (by Dalton-Puffer, Christiane) 21. Subject index

Christiane Dalton-Puffer

Papers

Content-and-Language Integrated Learning: From Practice to Principles?

Discourse in Content and Language Integrated Learning Clil Classrooms

Learner Attitudes and L2 Pronunciation in Austria.

Empirical Perspectives on CLIL Classroom Discourse

Language use and language learning in CLIL classrooms