P A J M Coppen

Biographic Data

ID6362037
NAMEP A J M Coppen
GIVEN NAMESP A J M
FAMILY NAMECoppen
SIGNATURECOPPEN P A J M
AFFILIATIONSRadboud University Nijmegen
ORCID0000-0001-5847-5322
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS5
WORKS AS AUTHOR13
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1991
LATEST PUBLICATION YEAR2022
H-INDEX1

  • Balancing between uncertainty and control

    Open AccessAstrid Wijnands, Jimmy H M van Rijt et al.ARTICLELinguistics and Education2022

    To stimulate their linguistic awareness, students should be encouraged to think critically and creatively. This requires a reflective thinking attitude, which can be fostered by confronting students with language problems without an indisputable solution. However, the absence of an unambiguous answer can lead to uncertainty among students. Little is known about how language teachers respond to this type of uncertainty. In this qualitative study, …

  • Investigating Dutch teachers’ beliefs on working with linguistic metaconcepts to improve students' L1 grammatical understanding

    Open AccessJimmy H M van Rijt, Astrid Wijnands et al.ARTICLEResearch Papers in Education2022References: 45

    L1 grammar teaching worldwide often takes the form of traditional grammar teaching with decontextualized parsing exercises and rules of thumb. Some researchers have proposed enriching such forms of grammar teaching by relating traditional grammatical concepts to underlying metaconcepts from linguistic theory. The merits of such an approach have become apparent in recent intervention studies, but the question remains how teachers perceive such for…

  • Learning to think about language step by step

    Open AccessAstrid Wijnands, Jimmy H M van Rijt et al.ARTICLELanguage Awareness2021

    Traditional L1 grammar teaching focuses on students’ learning the correct grammar rules rather than learning how to deal with grammatical issues in real life. This is mainly due to the fact that traditional grammar education suggests that language consists of sentences which are well-formed according to a fixed prescriptive norm. However, language is messy (especially spoken language), and even the analysis of written language is often unclear an…

  • ‘X is the odd one out, because the other two are more about the farmland’ – Dutch L1 student teachers’ struggles to reason about grammar in odd one out tasks

    Open AccessJimmy H M van Rijt, Hans Hulshof et al.ARTICLEStudies In Educational Evaluation2021

    Grammatical knowledge is an important part of L1 language education. Nevertheless, teachers find it challenging to convey an in-depth understanding of grammar to their students. Previous research suggests that understanding might be stimulated by focusing on grammatical reasoning. The current mixed-methods study explores the grammatical reasoning of 108 Dutch L1 student teachers’ in odd one out tasks, showing that student teachers struggle with s…

  • Linguistic concepts in L1 grammar education

    Jimmy H M van Rijt, Peter De Swart et al.ARTICLEResearch Papers in Education2018Cited by: 5References: 10

    Teaching grammar has always constituted a major part of language education in curricula around the world, although it has also been heavily debated. Most of the debate on grammar teaching focused on the rationales for teaching it, rather than on the linguistic content that should be taught. At the same time, there appears to be a renewed interest in restoring the bond between linguistic theory and grammar education. Previous research has suggeste…

  • Bridging the gap between linguistic theory and L1 grammar education – experts’ views on essential linguistic concepts

    Open AccessJimmy H M van Rijt, Jimmy van Rijt et al.ARTICLELanguage Awareness2017

    L1 grammar education is internationally criticised because of its pedagogy and its curriculum content. There is a gap between linguistic theory and school grammar in which the latter rarely makes use of possibly relevant insights from the former. At the same time, linguistics itself has never seriously undertaken attempts to identify the fundamental, theory-neutral conceptual knowledge of the field. Instead, most linguists spend time on defining …

  • Defining grammatical difficulty

    Johan Graus, P A J M CoppenARTICLELanguage Awareness2015

    Contains fulltext : 140021.pdf (Publisher’s version ) (Open Access)

  • What Is Not in the Bag of Words for Why -QA

    Open AccessSuzan Verberne, Lou Boves et al.ARTICLEComputational Linguistics2010

    While developing an approach to why-QA, we extended a passage retrieval system that uses off-the-shelf retrieval technology with a re-ranking step incorporating structural information. We get significantly higher scores in terms of MRR@150 (from 0.25 to 0.34) and success@10. The 23% improvement that we reach in terms of MRR is comparable to the improvement reached on different QA tasks by other researchers in the field, although our re-ranking ap…

  • A Parenthetical Approach to Backward Conjunction Reduction

    C R M Schelfhout, C SCHELFHOUT et al.ARTICLELeuvense Bijdragen - Leuven…2006

    This paper identifies backward conjunction reductions in Dutch as a special instance of coordinated comment clauses. This approach is argued to be superior to the standard approaches within the traditional and generative framework, in that it not only refrains from theoretically suspect mechanisms as needed in the other analyses, but also gives a better explanation for the constituent behaviour and the intonation pattern o f the resulting surface…

  • Finite Comment Clauses in Dutch

    Carla Schelfhout, C R M Schelfhout et al.ARTICLEJournal of Germanic Linguistics2004

    The present paper presents the results of a corpus-based study of the form and distribution of finite comment clauses in Dutch. More specifically, it was investigated where in the sentence such clauses can occur. For the analysis of the data, a topological descriptive model was used. While in the literature an extraction analysis has been suggested in order to account for finite comment clauses in English and German, our findings lead us to chall…

  • Positions of parentheticals and interjections

    Open AccessCarla Schelfhout, C R M Schelfhout et al.ARTICLELinguistics in the Netherlands2003

    n Contains fulltext :\n 76371.pdf (Publisher’s version ) (Open Access)\n

  • Surface analysis of the verbal cluster in Dutch

    Open AccessSimon van Dreumel, Peter-Arno Coppen et al.ARTICLELinguistics2003References: 4

    In this paper, a structuralist account of the verbal cluster of Dutch is given, as implemented in a structuralist surface parser. The description is based on a general principle of expectation, but with a limited number of deviations from the general scheme. It is shown that the implemented parser is able to analyse all clusters, slightly overgenerating to capture those cases where semantic restrictions may apply. In conclusion, it is claimed tha…

  • Developing a tool for the description of language acquisition

    Open AccessLUCIE HUISKENS, PETER ARNO COPPEN et al.ARTICLELinguistics1991