FACULTY
- Department
- Department of Pharmacy
- Field of Study
- Other
History
Graduate School/University, etc.
2008 Completed Master’s Course, Graduate School of Language Education and Information Science, Ritsumeikan University 2019 Completed Doctoral Course, Graduate School of Language, Communication, and Culture, Kwansei Gakuin University
Why I Became a Researcher
Encountering language research in which I used a large-scale corpus became a big reason that led to me becoming a researcher. I’m experiencing the path of going to graduate school after already being a part of the adult workforce. Before going to graduate school, I was a freelance English teacher, and during that time, my colleagues would bring in difficult English texts for entertainment as well as practical benefits, and we would discuss how to interpret and translate those texts well. At that time, I relied on a number of dictionaries and specialized books. After that, a professor who instructed me in graduate school said, “dictionaries may be wrong.” This caused me to significantly change how I did language research. In addition, the way that I would play with my fellow instructors changed to a method in which I would extract unusual expressions from texts that were sent daily on the Internet and discuss those texts while searching the corpus, asking questions like “Did you find a new syntax?!” (In most cases, it was just a typo, though...) Looking back, “playing” with these friends was the first step towards my path of research. Currently, I am focusing on building and analyzing a small-scale corpus organized by genre.
Research Information
Research Area and Theme
Development of a Learner-led Class Style Concept and Teaching Materials, and Text Analysis Using a Corpus
1. I am developing a learner-led class style concept and teaching materials that foster leadership facilitation skills. 2. I am conducting genre analysis of WWW text using a corpus.
Thoughts on Research Theme
I am developing a class style that fosters leadership and facilitation skills by conducting classes using a discussion and presentation style that includes meetings and colloquiums. Until now, many learner-led classes based on collaborative learning have been practiced, but teachers have often taken the roles of facilitators and advisors. However, instead of conducting group activities based on the teacher’s cues, the right to lead the session, including the facilitator role, is transferred from the teacher to the learner, and I believe that making the learner become the giver of cues and feedback makes it possible to foster real leadership. By supporting these leadership and facilitation skills, students have meaningful discussions, deepen each other’s content, and have daily discussions with faculty members so that they can communicate in English.
Message to Students
The time to grow is when you realize that you “want to grow”
In a project-based English course, you will pursue your own interests, discuss it with class participants, and deliver your results in English. For the sake of this class, your project is not being done for “practice”—all of your discussion and communication activities are real. As a result, there are many opportunities for oneself to be projected into the presentation, and everyone brings their own content, so interactions occur in various areas, both inside and outside the class. Please enjoy it by all means. After completing the required courses, each participant will feel that there are parts of themselves that have grown and parts that they wanted to grow more. The time to grow is when you realize that you “want to grow,” so be sure to start when you realize that you’ve realized that even if you’ve just entered university, completed a required course, or graduated from college. When you’re worried about how you can do that, you can always consult me. I think that there are many things that I can’t do alone, but since Ritsumeikan University has a wide variety of resources, I think that I can certainly be of help to all of you.