| Student teacher beliefs on grammar instruction J Graus, PA Coppen Language Teaching Research 20 (5), 571-599, 2016 | 149 | 2016 |
| Knowing and doing history: A conceptual framework and pedagogy for teaching historical contextualisation H Havekes, P Arno-Coppen, J Luttenberg History Education Research Journal 11 (1), 72-93, 2012 | 100 | 2012 |
| Bridging the gap between linguistic theory and L1 grammar education–experts’ views on essential linguistic concepts J Van Rijt, PA Coppen Language awareness 26 (4), 360-380, 2017 | 96 | 2017 |
| Evaluating discourse-based answer extraction for why-question answering S Verberne, L Boves, N Oostdijk, PA Coppen Proceedings of the 30th annual international ACM SIGIR conference on …, 2007 | 91 | 2007 |
| What Is Not in the Bag of Words for Why-QA? S Verberne, L Boves, N Oostdijk, PA Coppen Computational Linguistics 36 (2), 229-245, 2010 | 78 | 2010 |
| When students tackle grammatical problems: Exploring linguistic reasoning with linguistic metaconcepts in L1 grammar education JHM van Rijt, PJF de Swart, A Wijnands, PAJM Coppen Linguistics and Education 52, 78-88, 2019 | 76 | 2019 |
| Discourse-based answering of why-questions S Verberne, LWJ Boves, NHJ Oostdijk, P Coppen | 75 | 2007 |
| Defining grammatical difficulty: A student teacher perspective J Graus, PA Coppen Language Awareness 24 (2), 101-122, 2015 | 67 | 2015 |
| Native-like attainment of dummy subjects in Dutch and the role of the L1 S Boxtel, T Bongaerts, PA Coppen Walter de Gruyter 43 (4), 355-380, 2005 | 57 | 2005 |
| Using syntactic information for improving why-question answering S Verberne, LW Boves, NHJ Oostdijk, P Coppen East Stroudsburg: Association of Computational Linguistics, 2008 | 54 | 2008 |
| Linguistic concepts in L1 grammar education: a systematic literature review J Van Rijt, P de Swart, PA Coppen Research Papers in Education 34 (5), 621-648, 2019 | 43 | 2019 |
| Specifying the noum phrase PA Coppen (No Title), 1991 | 41 | 1991 |
| Learning to think about language step by step: a pedagogical template for the development of cognitive and reflective thinking skills in L1 grammar education A Wijnands, J Rijt, PA Coppen Language Awareness 30 (4), 317-335, 2021 | 40 | 2021 |
| How secondary school students may benefit from linguistic metaconcepts to reason about L1 grammatical problems JHM van Rijt, A Wijnands, PAJM Coppen Language and education 34 (3), 231-248, 2020 | 39 | 2020 |
| The interface between student teacher grammar cognitions and learner‐oriented cognitions J Graus, PA COPPEN The Modern Language Journal 101 (4), 643-668, 2017 | 39 | 2017 |
| Stimulating historical thinking in a classroom discussion. The role of the teacher HGF Havekes, CAM van Boxtel, P Coppen, JM Luttenberg | 37 | 2017 |
| Native-like attainment in L2 syntax S Van Boxtel, T Bongaerts, PA Coppen Eurosla yearbook 3 (1), 157-181, 2003 | 37 | 2003 |
| Finite comment clauses in Dutch: a corpus-based approach C Schelfhout, PA Coppen, N Oostdijk Journal of Germanic Linguistics 16 (4), 331-349, 2004 | 36 | 2004 |
| Dutch teachers' beliefs on linguistic concepts and reflective judgement in grammar teaching J van Rijt, A Wijnands, PA Coppen L1-Educational Studies in Language and Literature, 1-28, 2019 | 35 | 2019 |
| The immediate dominance schemata of HPSG: A deconstruction and a reconstruction F Van Eynde Computational linguistics in the Netherlands 1997, 119-133, 1998 | 35 | 1998 |
Jimmy H.M. van RijtAssociate professor, Utrecht UniversityDirección de correo verificada de uu.nl
