1.1 Average number of semantic strategies and adjuncts per scenario 19
1.2 Frequency of downgrader and upgrader use per semantic strategy 21
1.3 Frequency of downgrader and upgrader use per adjunct 21
1.4 Distribution of downgrader types in the semantic strategies 25
1.5 Distribution of downgrader types in the adjuncts 26
1.6 Distribution of upgrader types in the semantic strategies 29
1.7 Distribution of upgrader types in the adjuncts 29
2.1 Data collection timeline 45
2.2 Rebeca’s change in the ratio of use of TDPMs 47
2.3 María’s change in the ratio of use of TDPMs 48
2.4 Carlos’ change in the ratio of use of TDPMs 49
2.5 Javier’s change in the ratio of use of TDPMs 51
3.1 Percentages of CLIL students’ use of softening external request modifiers in the Ss‐T situation 65
3.2 Softening external request modifiers – CLIL levels (Ss‐Ss situation) 65
3.3 Percentage of non‐implicating grounders (non‐specific and OBJ-SOA combined) in Ss‐T and Ss‐Ss situations 68
3.4 Softening internal modifiers – CLIL levels (Ss‐T situation) 69
3.5 Softening internal modifiers – CLIL students (Ss‐Ss situation) 69
3.6 Query‐preparatory conditions – CLIL levels (Ss‐T situation) 71
3.7 Query‐preparatory conditions – CLIL levels (Ss‐Ss situation) 71
3.8 Marked please and aggravating external modifiers – CLIL levels (Ss‐T) 73
3.9 Marked please and aggravating external modifiers – CLIL levels (Ss‐Ss) 73
3.10 Upgraders‐aggravating internal modifiers – CLIL levels (Ss‐T) 76
3.11 Upgraders‐aggravating internal modifiers – CLIL levels (Ss‐Ss) 76
3.12 Aggravating strategies – CLIL levels (Ss‐T situation) 78
3.13 Aggravating strategies – CLIL levels (Ss‐Ss situation) 78
3.14 Action‐ceasing verbs – CLIL levels (Ss‐T situation) 80
3.15 Action‐ceasing verbs – CLIL levels (Ss‐Ss situation) 80
4.1 Number of directives in instructional and regulative discourse per class 99
4.2 Percentages of instructional vs. regulative discourse in Group A and Group B 99
4.3 Number of directives in procedural regulative vs. disciplinary regulative discourse per class 103
4.4 Number of directives in procedural regulative discourse according to their typology per class 103
4.5 Percentages of formal realizations for procedural regulative discourse in Group A and Group B 104
4.6 Number of directives in disciplinary regulative discourse according to their typology per group 108
6.1 Recognition scores by individual difference 152
6.2 Production scores by individual difference 155
8.1 Level of directness in request realization 207