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De verwerving van scheidbaar en onscheidbaar samengestelde werkwoorden bij leerders van het Nederlands in Franstalig België (CLIL en niet-CLIL)
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- This thesis examines whether French-speaking CLIL learners are better at mastering separable and inseparable verbs in the target language, Dutch, than non-CLIL learners. This analysis is based on texts from the MulTINCo corpus, written by three categories of students: native speakers of Dutch, CLIL students and non-CLIL students. To get a clearer picture of the issues, we first make an overview of the different types of foreign language teaching in Europe and then, more specifically, in Belgium. Belgium is a country where officially three official languages coexist: French, Dutch and German and where education is managed by three different communities, each of which applies its own pedagogical rules. After an overview of the different points of view regarding the positive or negative effects of CLIL teaching and on the basis of the different studies carried out on the subject, mainly in the context of the GOA project, we turn to the topic at the heart of this thesis, namely separable and inseparable verbs in Dutch. After reviewing the conditions that determine whether a verb is separable or not, the rules for conjugation, spelling and structure of such verbs, we were able to analyse the corpus of texts written in Dutch. This analysis consists of a survey of the frequency and variation in the use of separable and inseparable verbs and of the errors found in these verbs. After listing these results, we compare them from different angles to determine whether our hypotheses are correct, namely that CLIL learners will use more of these verbs than non-CLIL learners and that they will make fewer errors.