{'fraction_non_alphanumeric': 0.03088803088803089, 'fraction_numerical': 0.008687258687258687, 'mean_word_length': 5.323170731707317, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Intensifying constructions in French-speaking L2 learners of English and Dutch


 We investigate the cross-linguistic influence and the (longitudinal) impact of Content and Language Integrated
 Learning (CLIL) on the acquisition of intensifying constructions, using corpora of written French, Dutch, and English productions
 by L1 speakers, and L2 English and L2 Dutch produced by French-speaking learners in CLIL and traditional foreign language
 education. We hypothesize that learners will benefit from similarities between the L1 and target language (TL) intensifying
 constructions, and secondly, that more input and use (through CLIL) will lead to a more target-like use of intensifying
 constructions. The analyses include quantitative measures of frequency and productivity, and covarying analyses (Gries, 2007). Our findings suggest that, as expected, CLIL students produce intensifying
 constructions in a more target-like manner. The effect of the duration of TL learning, however, is more apparent in English than
 in Dutch.