Towards a new typology of coordinated wh-questions

In this paper, we develop a new typology of multiple wh-questions with coordinated wh-pronouns. We motivate the existence of three distinct structures for such questions: one mono-clausal and two bi-clausal. We use four kinds of diagnostics to determine which of the three structures is available in a particular language: the availability of both multiple wh-questions and wh-questions with coordinated wh-pronouns, coordination of two argument wh-phrases, transitivity restrictions and superiority effects.


Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction
CAN DAŞKIN, NİLÜFER; Hatipoğlu, Çiler (SAGE Publications, 2019-10-01)
In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis (CA), we uncover the emergence of instances of reference to a past learning event (RPLE) in L2 classroom interaction and highlights its relevance to informal FA. ...
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This article outlines a nonlinear dynamic systems approach to language learning on the basis of developmental cognitive neuroscience. Language learning, on this view, is a process of experience-dependent shaping and selection of broadly defined domain-general and domain-specific genetic predispositions. The central concept of development is (neuro) cognitive,e growth in terms of self-organization. Linguistic structure-building is synergetic and emergent insofar as the acquisition of a critical mass of eleme...
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The recent proliferation of studies on the language of reflection unveiled post-observation conferences (POC) as an essential setting in teachers’ professional development. As the studies on these conferences have mainly focused on pre-service settings, research on in-service context where the peers are the providers of feedback remains limited. In an attempt to address this gap, this study micro-analyzes the video recordings of 14 in-service POC sessions at an English preparatory school with the theoretica...
The discourse connector list: a multi-genre cross-cultural corpus analysis
Kalajahi, Seyed Ali Rezvani; Abdullah, Ain Nadzimah; Neufeld, Steve (Walter de Gruyter GmbH, 2017-05-01)
This study examines the linguistic feature known as discourse connector using a corpus-informed approach. The study applies a taxonomy which classifies and describes 632 discourse connectors in eight broad classes with 17 categories. The frequency of use of each discourse connector listed was analyzed in the three different registers of spoken, non-academic and academic English in the two different cultural contexts of British and American English. The resulting data on discourse connector frequency were co...
Pre-Service Science Teachers' Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation
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The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personalit...
Citation Formats
B. Citko and M. Gracanın Yüksek, “Towards a new typology of coordinated wh-questions,” JOURNAL OF LINGUISTICS, pp. 1–32, 2013, Accessed: 00, 2020. [Online]. Available: