青山学院大学教員情報

担当科目

専門分野及び関連分野

学歴・学位

職歴

賞

（最終更新日：2019-01-23 12:13:08）

  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

■ 担当科目

Ａｃｔｉｖｅ　Ｓｐｅａｋｉｎｇ　Ｓｋｉｌｌｓ　Ａ（第一部）、Ａｃｔｉｖｅ　Ｓｐｅａｋｉｎｇ　Ｓｋｉｌｌｓ　Ｂ（第一部）、Ｅｎｇｌｉｓｈ　Ｃｏｍｐｒｅｈｅｎｓｉｏｎ　Ａ（第一部）、Ｅｎｇｌｉｓｈ　Ｃｏｍｐｒｅｈｅｎｓｉｏｎ　Ｂ（第一部）、Ｅｎｇｌｉｓｈ　Ｃｏｒｅ　Ｉ－ｂ（第一部）、Ｅｎｇｌｉｓｈ　Ｃｏｒｅ　Ｉ－ｄ（第一部）

■ 専門分野及び関連分野

認知言語学, 応用認知言語学

■ 学歴・学位

1.	Harvard University 教育学大学院言語文化習得専攻修士課程修了
2.	Harvard University Master of Education
3.	The University of Auckland 大学院人文学部博士課程修了 (Ph. D.)
4.	東京大学大学院総合文化研究科言語情報科学専攻博士課程修了
5.	東京大学博士（学術）
6.	京都外国語大学英米語学科卒業
7.	Temple University 大学院教育学研究科博士課程修了 (Ed. D.)
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■ 職歴

1.	1994/04～1998/03	帝塚山短期大学文芸学科専任講師
2.	1998/04～2004/03	帝塚山短期大学文芸学科助教授
3.	2004/04～2006/03	帝塚山大学人文科学部助教授
4.	2006/04～2009/03	帝塚山大学人文科学部准教授
5.	2009/04～	青山学院大学理工学部教授

■ 所属学会

1.	1995/04～	大学英語教育学会
2.	2006/06～	American Association for Applied Linguistics

■ 賞

1.		1984年~1985年ロータリー財団大学課程奨学金(米国留学)
2.		1991年~1992年ロータリー財団大学院課程奨学金(米国留学)

■ 研究課題・受託研究・科研費

1.	2014/04～2017/03	日本人英語学習者の学術論文執筆能力向上を目指す３Dマルチメディア教材開発と検証基盤研究(C)(研究代表者)
2.	2017/04～2020/03	英語学習者の語用論的能力向上のための認知言語学的アプローチの有効性と検証基盤研究(C)(研究代表者 (単独))

■ 社会的活動

1.	2018～	Applied Linguistics, Oxford University Press (manuscript reviewer)
2.	2014～	Language Awareness, Taylor & Francis (manuscript reviewer)
3.	2013～	Language Teaching Research, SAGE (manuscript reviewer)
4.	2013～	System, Elsevier (manuscript reviewer)
5.	2013～	TESOL Quarterly, Wiley-Blackwell (manuscript reviewer)
6.	2010～	Foreign Language Annals, Wiley-Blackwell (manuscript reviewer)
7.	2010～2012	The Conference of American Association for Applied Linguistics (AAAL) (abstract reviewer)
8.	2005～	Language Learning, Wiley-Blackwell (manuscript reviewer)
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■ 研究業績（著書・論文等）

1.	著書	実践例で学ぶ第二言語習得研究に基づく英語指導（共著） 2017
2.	著書	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. （共著） 2013/05
3.	著書	Exploring the effects of similar and same task repetition on learners' second language pragmatic proficiency. In D. Alonso (Ed.), English as a Second Language. （共著） 2011/01
4.	著書	TOEIC TEST英文法完全バイブル問題集600問（単著） 2010/05
5.	著書	Input-Based Task and Interlanguage Pragmatics （単著） 2009/09
6.	著書	TOEIC　Test英文法完全バイブル（単著） 2008/09
7.	著書	英語の語用論的能力向上を目指すタスク活動（単著） 2007/03
8.	論文	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 （単著） 2016/12
9.	論文	Assertions and lexical invisibility in EFL learners' academic essays （単著） 2015/11
10.	論文	A corpus-based analysis of hedges and boosters in English academic articles （単著） 2015/07
11.	論文	Evaluating the effects of input-based approaches to the teaching of pragmalinguistics and sociopragmatics in second language pragmatics: A case of English request hedges （単著） 2014/10
12.	論文	Exploring the effects of intention-oriented input-based instruction in second language pragmatics: A case of English request hedges （単著） 2013/12
13.	論文	Metapragmatic discussion in interlanguage pragmatics （単著） 2012/08
14.	論文	Assessing the effects of identical task repetition and task-type repetition on learners' recognition and production of second language request downgraders （単著） 2012/03
15.	論文	Measuring the effects of structured input task repetition on learners' interlanguage pragmatic proficiency （単著） 2011/12
16.	論文	Assessing the Effects of Input-based Task Repetition on Learners' Second Language Request Downgraders （単著） 2011/08
17.	論文	Evaluating the Influence of Monocomponential and Polycomponential Types of Input-Based Task on Recognizing and Producing L2 Request Downgraders （単著） 2010/03
18.	論文	Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency （単著） 2009/05
19.	論文	The effects of input-based tasks on the development of learners’ pragmatic proficiency （単著） 2009/03
20.	論文	The effects of deductive and inductive instruction on the development of learners’ pragmatic competence （単著） 2008/09
21.	論文	The Effects of Various Kinds of Form-Focused Instruction on Learners' Ability to Comprehend and Produce Polite Requests in English （単著） 2008/01
22.	論文	The effects of referential oriented activity in the structured input task on the development of learners’ pragmatic proficiency （単著） 2007/12
23.	論文	The Relative Effectiveness of Three Types of Input-based Instruction: A study of Japanese Learners of English （単著） 2007/07
24.	論文	The effects of explicit feedback and form-meaning processing on the development of pragmatic proficiency in consciousness-raising tasks （単著） 2006/12
25.	論文	The effects of explicit feedback on the development of pragmatic proficiency （単著） 2006/10
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■ 研究業績（学会発表）

1.	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）
2.	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）
3.	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）
4.	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）
5.	2015/09	Investigating EFL learners' use and awareness of hedges and boosters: A case of EFL learners' academic essays（2015 ALAK International Conference）
6.	2015/08	Possible and probable languages: Lexical invisibility in EFL learners' academic essays.（2015 MEESO International Conference）
7.	2015/06	Hedges, Boosters and Lexical Invisibility in EFL Learners' Academic Essays（24th MELTA International Conference）
8.	2014/09	Teaching Socio-pragmatics in second language pragmatics: A Case of English Request Hedges（2014 ALAK International Conference）
9.	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）
10.	2014/08	The Relative Effects of Teaching Pragmalinguistics and Sociopragmatics: A Case of Second Language Request Hedges（12 th Asia TEFL International Conference）
11.	2013/10	Exploring the Effects of Incidental and Intentinal Learning in Developing L2 Pragmatic Proficiency（2013 ALAK International Conference）
12.	2013/09	Incidental and Intentional Learning in Foreign Language Pragmatics: A Case of English Request Hedges（2013 PKETA International Conference）
13.	2012/10	Exploring Effects of Metapragmatic Discussion on Japanese Learners’ Pragmatic Proficiency（2012 PKETA International Conference）
14.	2012/07	Evaluating effects of metapragmatic discussion in problem-solving task on learners' pragmatic proficiency（2012 KATE International Conference）
15.	2011/09	Assessing the Effects of Problem-solving Task Repetition on Learners' Interlanguage Pragmatic Proficiency（2011 PKETA International Conference）
16.	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）
17.	2010/08	Evaluating the Effects of Task Repetition on Learners' Recognition and Production of Second Language Request Downgraders（8th Asia TEFL International Conference）
18.	2010/06	Evaluating the Effects of Task Repetition on Learners' Recognition and Production of Second Language Pragmatic Chunks（19th MELTA International Conference）
19.	2009/08	Evaluating the influence of task demand and variety on the development of Japanese learners' pragmatic proficiency（7th Asia TEFL International Conference）
20.	2009/06	Exploring the influence of task types on recognizing and producing L2 request downgraders（2nd International Conference on English, Discourse and International Communication）
21.	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）
22.	2008/07	Evaluating the effectiveness of task-based instruction（33rd Annual Conference of the Applied Linguistics Association of Australia）
23.	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）
24.	2007/03	Effects of task-based instruction on the development of pragmatic proficiency（17th International Conference on Pragmatics & Language Learning）
25.	2006/06	The effects of task-based instruction on the development of Japanese learners’ pragmatic proficiency（Joint AAAL and ACLA/CAAL Conference）
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