青山学院大学教員情報

■ 基幹教員

主要授業科目担当

■ 担当科目

Ｅｎｇｌｉｓｈ　Ｃｏｍｍｕｎｉｃａtion　Ⅰ,英語読解Ⅰ,英語読解Ⅲ,ＥｎｇｌｉｓｈＣｏｒｅ Ⅰ‐ｂ,ＥｎｇｌｉｓｈＣｏｒｅ Ⅰ‐ｄ,Ｅｎｇｌｉｓｈ　Ｃｏｍｐｒｅｈｅｎｓｉｏｎ　Ａ,Ｅｎｇｌｉｓｈ　Ｃｏｍｐｒｅｈｅｎｓｏｎ　Ｂ,Ａｃｔｉｖｅ　Ｓｐｅａｋｉｎｇ　Ｓｋｉｌｌｓ　Ａ,Ａｃｔｉｖｅ　Ｓｐｅａｋｉｎｇ　Ｓｋｉｌｌｓ　Ｂ

■ 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.	2001/04～2002/03	The University of Auckland Resident PhD Student (在外研究）助教授・准教授
4.	2004/04～2006/03	帝塚山大学人文科学部助教授
5.	2006/04～2009/03	帝塚山大学人文科学部准教授
6.	2009/04～	青山学院大学理工学部教授
7.	2020/04～2021/03	厚生労働省　国立障害者リハビリテーションセンター高次脳機能障害研究室外来研究員
8.	2021/09～2022/09	University of Cambridge Faculty of MMLL Visiting Scholar (在外研究）教授
9.	2021/09～2022/09	Wolfson College University of Cambridge Visiting Fellow（在外研究）教授
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■ 所属学会

1.		日本認知言語学会
2.		認知神経心理学研究会
3.		大学英語教育学会

■ 賞

1.	1984	ロータリー財団 1984年～1985年ロータリー財団大学課程奨学金（米国大学留学）
2.	1991	ロータリー財団 1991年～1992年ロータリー財団大学院課程奨学金（米国大学院留学）
3.	2010	Asia TEFL travel grant for the 8th Asia TEFL International Conference
4.	2019	東京大学 2019年度東京大学学術成果刊行助成（東京大学而立賞）
5.	2021	2021年度大学英語教育学会褒賞（学会賞）

■ 研究課題・受託研究・科研費

1.	2014/04～2017/03	科学研究費補助金学術研究助成基金　基盤研究(C)(研究代表者) 研究課題：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
2.	2017/04～2020/03	科学研究費補助金学術研究助成基金　基盤研究(C)(研究代表者 (単独)) 研究課題：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
3.	2019	2019年度東京大学学術成果刊行助成　刊行物名称：Application of Cognitive Linguistics in Foreign Language Teaching その他の補助金・助成金
4.	2020/04～2023/03	科学研究費補助金学術研究助成基金　基盤研究(C)(研究代表者 (単独)) 研究課題：脳科学からみた外国語学習における認知言語学的アプローチの有効性に関する研究

■ 社会的活動

1.	2024	Manuscript Reviewer (Cognitive Processing, Springer Link)
2.	2023	Manuscript Reviewer (Spanish Journal of Applied Linguistics, John Benjamins Publishing Company)
3.	2021/02	観光庁事業「地域の観光人材のインバウンド対応能力強化研修」の英語講師（名古屋市・名古屋鉄道株式会社職員対象）
4.	2021/01	観光庁事業「地域の観光人材のインバウンド対応能力強化研修」の英語講師（南あわじ市・市役所職員対象）
5.	2020～	Editorial Board Member, Asia TEFL Journal
6.	2020	Manuscript Reviewer (Cognitive Linguistic Studies, John Benjamins Publishing Company)
7.	2020	Manuscript Reviewer (ReCall, Cambridge University Press)
8.	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）
9.	2019/12	Keynote Speaker (5th Annual International Conference on Modern Education and Social Science)
10.	2019/08	Session Chair (15th International Cognitive Linguistics Confernece)
11.	2019	論文査読委員 (『社会言語科学』, 社会言語科学会）
12.	2018	Manuscript Reviewer (Applied Linguistics, Oxford University Press)
13.	2018	Manuscript Reviewer (Cognitive Linguistic Stuides, John Benjamins Publishing Company)
14.	2018～	実用英語技能検定1級　面接委員(日本英語検定協会）
15.	2014	Manuscript Reviewer (Language Awareness, Taylor & Francis)
16.	2014～	TEAP 面接委員(日本英語検定協会）
17.	2013	Manuscript Reviewer (Language Teaching Research, SAGE)
18.	2013	Manuscript Reviewer (System, Elsevier)
19.	2013	Manuscript Reviewer (TESOL Quarterly, Wiley-Blackwell)
20.	2010～2012	Abstract Reviewer (The Conference of American Association for Applied Linguistics (AAAL))
21.	2010	Manuscript Reviewer (Foreign Language Annals, Wiley-Blackwell)
22.	2005	Manuscript Reviewer (Language Learning, Wiley-Blackwell)
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■ 研究業績（著書・論文等）

1.	著書	ケンブリッジ大学への学問の旅　ハーバード大学との比較と挑戦へのエール（単著） 2024/06
2.	著書	Application of Cognitive Linguistics in Foreign Language Teaching （単著） 2020/03
3.	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
4.	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
5.	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
6.	著書	TOEIC TEST英文法完全バイブル問題集600問（単著） 2010/05
7.	著書	Input-Based Task and Interlanguage Pragmatics （単著） 2009/09
8.	著書	TOEIC　Test英文法完全バイブル（単著） 2008/09
9.	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
10.	著書	Effects of deductive and inductive instruction on Japanese learners' pragmatic competence （単著） 2005
11.	論文	Investigating the relative effects of cognitive and non-cognitive approaches on the development of Japanese learners' knowledge of different degrees of certainty[博士論文要旨] 言語情報科学専攻紀要　第26巻 26 （単著）
12.	論文	英語の語用論的「誤り」を是正する認知言語学的アプローチ『英語教育』2019年11月号 (pp. 30-31) （単著）
13.	論文	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 （単著） 2023/12
14.	論文	The relationship between a cognitive linguistic approach and the right-hemisphere IAFOR　Journal of Education: Language Learning in Education 11(1),pp.83-99 （単著） 2023/05
15.	論文	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 （単著） 2021
16.	論文	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. （単著） 2020
17.	論文	Investigating the effects of cognitive linguistic approach in developing EFL learners' pragmatic proficiency System 89, Elsevier, 102213. （単著） 2020
18.	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 Cognitive Linguistic Studies, 3(2), pp.347-368, John Benjamins Publishing Company pp.347-368 （単著） 2016/12
19.	論文	Assertions and lexical invisibility in EFL learners' academic essays Journal of Pragmatics, 89, pp-85-99, Elsevier 89 （単著） 2015/11
20.	論文	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 （単著） 2015/07
21.	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 IAFOR　Journal of Language Learning pp.1-16 （単著） 2014/10
22.	論文	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 （単著） 2013/12
23.	論文	Metapragmatic discussion in interlanguage pragmatics Journal of Pragmatics 44(10), Elsevier （単著） 2012/08
24.	論文	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 （単著） 2012/03
25.	論文	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 （単著） 2011/12
26.	論文	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 （単著） 2011/08
27.	論文	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 （単著） 2010/03
28.	論文	Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency Journal of Pragmatics 41(5),Elsevier （単著） 2009/05
29.	論文	The effects of input-based tasks on the development of learners’ pragmatic proficiency Applied Linguistics 30(1), Oxford University Press （単著） 2009/03
30.	論文	The effects of deductive and inductive instruction on the development of learners’ pragmatic competence The Modern Language Journal 92(3),Blackwell Publishing （単著） 2008/09
31.	論文	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 （単著） 2008/01
32.	論文	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 （単著） 2007/12
33.	論文	The Relative Effectiveness of Three Types of Input-based Instruction: A study of Japanese Learners of English English Discourse and Intercultural Communication, Volume 1 （単著） 2007/07
34.	論文	The effects of explicit feedback and form-meaning processing on the development of pragmatic proficiency in consciousness-raising tasks System 34(4), Elsevier （単著） 2006/12
35.	論文	The effects of explicit feedback on the development of pragmatic proficiency Language Teaching Research 10(4),SAGE Publications （単著） 2006/10
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■ 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）
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