研究者情報 - 瀧本　将弘

タキモト　マサヒロ TAKIMOTO Masahiro
瀧本　将弘

所属

青山学院大学理工学部共通教育・外国語科目

職種教授

研究業績（学会発表）
1.	2024/09	Impact of animated vs. static illustrations on EFL learners' politeness acquisition (32nd MELTA International Conference)
2.	2023/08	The efficacy of animated versus static illustrations with 3D images on EFL learners’ acquisition of degrees of sureness (31st MELTA International Conference)
3.	2022/08	The application of cognitive linguistics and right-hemisphere in foreign language teaching (5th International Conference on Advanced Research in Social Sciences, Keynote Speaker)
4.	2022/07	The relationship between the effects of metaphor-based approach and the right-hemisphere involvement in developing EFL learners' knowledge of degrees of sureness (The European Conference on Language Learning, Session Chair)
5.	2022/06	The relationship between cognitive linguistic approach and right-hemisphere of the brain in developing EFL learners' pragmatic proficiency (The Paris Conference on Education)
6.	2021/11	The application of cognitive linguistics on the right-hemisphere involvement in developing Japanese EFL learners' knowledge of degrees of certainty (4 th International Conference on Advanced Research in Social Sciences)
7.	2019/12	Application of cognitive linguistics to foreign language teaching (5th Annual International Conference on Modern Education and Social Science, Keynote Speaker)
8.	2019/08	Assessing the effects of primary metaphor awareness-raising approach on the development of EFL learners' pragmatic proficiency (10th Anniversary International Conference of Education, Research & Development)
9.	2019/08	The effects of metaphor awareness-raising approach on the development of EFL learners' pragmatic proficiency (Metaphor Festival 2019)
10.	2019/08	The effects of primary metaphor on the development of EFL learners' pragmatic proficiency (15th International Cognitive Linguistics Conference, Session Chair)
11.	2018/09	Applying proximal-distal metaphor to develop Japanese learners' knowledge of the diffferent degrees of certainty (8th International Conference of the German Cognitive Linguistics Association)
12.	2018/08	The use of the primary metaphor in developing Japanese learners' knowledge of the different degrees of sureness (International Conference on Research in Teaching, Education & Learning 2018)
13.	2017/09	Concept projection through metaphor-awaress raising approach and the development of EFL learners' knowledge about different degrees of certainty (17th International Symposium on Processability Approaches to Language Acquisition)
14.	2016/09	Comparing the relative effects of metaphor-awareness raising approach with traditional approach on the development of EFL learners' knowledge about the different degrees of certainty (Metaphor Festival 2016)
15.	2015/09	Investigating EFL learners' use and awareness of hedges and boosters: A case of EFL learners' academic essays (2015 ALAK International Conference)
16.	2015/08	Possible and probable languages: Lexical invisibility in EFL learners' academic essays. (2015 MEESO International Conference)
17.	2015/06	Hedges, Boosters and Lexical Invisibility in EFL Learners' Academic Essays (24th MELTA International Conference)
18.	2014/09	Teaching Socio-pragmatics in second language pragmatics: A Case of English Request Hedges (2014 ALAK International Conference)
19.	2014/08	The Effects of Sociopragmatics-focused Instruction on the Development of Japanese Learners' Pragmatic Proficiency: A Case of English Request Hedges (1st Joint International Conferece on Humanities 2014)
20.	2014/08	The Relative Effects of Teaching Pragmalinguistics and Sociopragmatics: A Case of Second Language Request Hedges (12 th Asia TEFL International Conference)
21.	2013/10	Exploring the Effects of Incidental and Intentinal Learning in Developing L2 Pragmatic Proficiency (2013 ALAK International Conference)
22.	2013/09	Incidental and Intentional Learning in Foreign Language Pragmatics: A Case of English Request Hedges (2013 PKETA International Conference)
23.	2012/10	Exploring Effects of Metapragmatic Discussion on Japanese Learners’ Pragmatic Proficiency (2012 PKETA International Conference)
24.	2012/07	Evaluating effects of metapragmatic discussion in problem-solving task on learners' pragmatic proficiency (2012 KATE International Conference)
25.	2011/09	Assessing the Effects of Problem-solving Task Repetition on Learners' Interlanguage Pragmatic Proficiency (2011 PKETA International Conference)
26.	2011/07	Assessing the Effects of Identical Task Repetition and Task-type Repetition on Learners' Recognition and Production of Second Language (9th Asia TEFL International Conference)
27.	2010/08	Evaluating the Effects of Task Repetition on Learners' Recognition and Production of Second Language Request Downgraders (8th Asia TEFL International Conference)
28.	2010/06	Evaluating the Effects of Task Repetition on Learners' Recognition and Production of Second Language Pragmatic Chunks (19th MELTA International Conference)
29.	2009/08	Evaluating the influence of task demand and variety on the development of Japanese learners' pragmatic proficiency (7th Asia TEFL International Conference)
30.	2009/06	Exploring the influence of task types on recognizing and producing L2 request downgraders (2nd International Conference on English, Discourse and International Communication)
31.	2008/08	Evaluating the effectiveness of mono-component task design and poly-component task design in the structured input tasks on the development of learners' pragmatic proficiency (6th Asia TEFL International Conference)
32.	2008/07	Evaluating the effectiveness of task-based instruction (33rd Annual Conference of the Applied Linguistics Association of Australia)
33.	2007/07	The relative effectiveness of three types of input-based instruction: A study of Japanese learners of English (1st International Conference on English, Discourse and Intercultural Communication)
34.	2007/03	Effects of task-based instruction on the development of pragmatic proficiency (17th International Conference on Pragmatics & Language Learning)
35.	2006/06	The effects of task-based instruction on the development of Japanese learners’ pragmatic proficiency (Joint AAAL and ACLA/CAAL Conference)
36.	1998/08	Solving methodological problems of interlanguage pragmatic research (12th World Congress of Applied Linguistics)