Faculty Information

■ Specialization and related fields

Linguistics

■ Academic background

1.	The University of Tokyo〔Doctorial Course〕 Completed
2.	The University of Tokyo

■ Business career

1.	2001/04～2002/03	The University of Auckland Resident PhD Student (long-term foreign residency research) Associate Professor
2.	2009/04～	Aoyama Gakuin University College of Science and Engineering Professor
3.	2020/04～2021/03	National Rehabilitation Center for Persons with Disabilities Department of Rehabilitation for Brain Functions Visiting Researcher
4.	2021/09～2022/09	University of Cambridge Faculty of MMLL Visiting Scholar (long-term foreign residency research) Professor
5.	2021/09～2022/09	Wolfson College University of Cambridge Visiting Fellow (long-term foreign residency research) Professor

■ Belonging society

1.		The Japanese Cognitive Linguistics Association
2.		Cognitive Neuropsychology Society

■ Winning science prize

1.	2010	Asia TEFL travel grant for the 8th Asia TEFL International Conference
2.	2021	2021 JACET Distinguished Research Award

■ Activity in society

1.	2024	Manuscript Reviewer (Cognitive Processing, Springer Link)
2.	2023	Manuscript Reviewer (Spanish Journal of Applied Linguistics, John Benjamins Publishing Company)
3.	2020～	Editorial Board Member, Asia TEFL Journal
4.	2020	Manuscript Reviewer (ReCall, Cambridge University Press)
5.	2020	研究発表要旨査読委員 (言語科学会第22回国際年次大会）
6.	2019	Manuscript Reviewer (The Japanese Journal of Language in Society, The Japanese Associate of Sociolinguistic Sciences)
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■ Book and thesis

1.	Book	An Academic Journey to Cambridge University: A Comparison with Harvard University and a Cheer for the Challenge (Single) 2024/06
2.	Book	Application of Cognitive Linguistics in Foreign Language Teaching (Single) 2020/03
3.	Book	Research summay of exploring the effects of similar and same task repetition on learners' second language pragmatic proficiency. In T. Stephens & J. Duncan (Eds.), Education Research Summaries. (Collaboration) 2013/05
4.	Book	Exploring the effects of similar and same task repetition on learners' second language pragmatic proficiency. In D. Alonso (Ed.), English as a Second Language. (Collaboration) 2011/01
5.	Book	Input-Based Task and Interlanguage Pragmatics (Single) 2009/09
6.	Book	Effects of deductive and inductive instruction on Japanese learners' pragmatic competence (Single) 2005
7.	Article	A cognitive linguistic approach to overcome cross-cultural pragmatic failure (Single)
8.	Article	Investigating the relative effects of cognitive and non-cognitive approaches on the development of Japanese learners' knowledge of different degrees of certainty[an abstract of entire text] Language Information Text Volume 26 (Single)
9.	Article	The effects of animated versus static metaphor with 3D images on EFL learners’ acquisition of degrees of certainty Journal of Computer Assisted Learning 39(6),pp.1801-1818 (Single) 2023/12
10.	Article	The relationship between a cognitive linguistic approach and the right-hemisphere IAFOR　Journal of Education: Language Learning in Education 11(1),pp.83-99 (Single) 2023/05
11.	Article	A comparative study of animation versus static effects in the spatial concept-based metaphor awareness-raising approach on EFL learners’ cognitive processing of request strategies Language and Cognition, Cambridge University Press, 13(2),191-226 (Single) 2021
12.	Article	Exploring the effects of proximal-distal metaphor on the development of EFL learners' knowledge of the degree of certainty Language Teaching Research 24(3), SAGE Publications, 317-337. (Single) 2020
13.	Article	Investigating the effects of cognitive linguistic approach in developing EFL learners' pragmatic proficiency System 89, Elsevier, 102213. (Single) 2020
14.	Article	Evaluating the relative effects of cognitive approach with 3D content and non-cognitive approach on the development of EFL learners' knowledge about the different degrees of sureness Cognitive Linguistic Studies, 3(2), pp.347-368, John Benjamins Publishing Company pp.347-368 (Single) 2016/12
15.	Article	Assertions and lexical invisibility in EFL learners' academic essays Journal of Pragmatics, 89, pp-85-99, Elsevier 89 (Single) 2015/11
16.	Article	A corpus-based analysis of hedges and boosters in English academic articles Indonesian Journal of Applied Linguistics, The Language Center of UPI and TEFLIN pp.141-156 (Single) 2015/07
17.	Article	Evaluating the effects of input-based approaches to the teaching of pragmalinguistics and sociopragmatics in second language pragmatics: A case of English request hedges IAFOR　Journal of Language Learning pp.1-16 (Single) 2014/10
18.	Article	Exploring the effects of intention-oriented input-based instruction in second language pragmatics: A case of English request hedges The Journal of Asia TEFL　10(4), The Asian Association of Teachers of English as a Foreign Language (Single) 2013/12
19.	Article	Metapragmatic discussion in interlanguage pragmatics Journal of Pragmatics 44(10), Elsevier (Single) 2012/08
20.	Article	Assessing the effects of identical task repetition and task-type repetition on learners' recognition and production of second language request downgraders Intercultural Pragmatics, Volume 9 (1), Mouton de Gruyter (Single) 2012/03
21.	Article	Measuring the effects of structured input task repetition on learners' interlanguage pragmatic proficiency New Zealand Studies in Applied Linguistics, 17(2), Applied Linguistics Association of New Zealand (Single) 2011/12
22.	Article	Assessing the Effects of Input-based Task Repetition on Learners' Second Language Request Downgraders Hong Kong Journal of Applied Linguistics, 13(1), Hong Kong Association for Applied Linguistics Volume 13/ Issue no.1/ August 2011 (Single) 2011/08
23.	Article	Evaluating the Influence of Monocomponential and Polycomponential Types of Input-Based Task on Recognizing and Producing L2 Request Downgraders The Journal of Asia TEFL　7(1), The Asian Association of Teachers of English as a Foreign Language (Single) 2010/03
24.	Article	Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency Journal of Pragmatics 41(5),Elsevier (Single) 2009/05
25.	Article	The effects of input-based tasks on the development of learners’ pragmatic proficiency Applied Linguistics 30(1), Oxford University Press (Single) 2009/03
26.	Article	The effects of deductive and inductive instruction on the development of learners’ pragmatic competence The Modern Language Journal 92(3),Blackwell Publishing (Single) 2008/09
27.	Article	The Effects of Various Kinds of Form-Focused Instruction on Learners' Ability to Comprehend and Produce Polite Requests in English TESL Canada Journal 26(1),TESL Canada Federation (Single) 2008/01
28.	Article	The effects of referential oriented activity in the structured input task on the development of learners’ pragmatic proficiency New Zealand Studies in Applied Linguistics, 13(2), Applied Linguistics Association of New Zealand (Single) 2007/12
29.	Article	The Relative Effectiveness of Three Types of Input-based Instruction: A study of Japanese Learners of English English Discourse and Intercultural Communication, Volume 1 (Single) 2007/07
30.	Article	The effects of explicit feedback and form-meaning processing on the development of pragmatic proficiency in consciousness-raising tasks System 34(4), Elsevier (Single) 2006/12
31.	Article	The effects of explicit feedback on the development of pragmatic proficiency Language Teaching Research 10(4),SAGE Publications (Single) 2006/10
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■ Academic conference presentation

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.	2019/12	Application of cognitive linguistics to foreign language teaching (5th Annual International Conference on Modern Education and Social Science, Keynote Speaker)
7.	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)
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