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Graduate School of Language Education and Information Science, Ritsumeikan University

BRIGHT IDEAS. NICE DESIGNS.

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更新日 2015-05-27 | 作成日 2008-08-08

English Language Education Module


  • David Coulson
  • My background is in foreign language learning. I took my first degree in French and Spanish language and literature, and studied part of my degree in France. I worked briefly as a translator of French to English, but I wished to increase my language learning experiences. I came to Japan to teach English, and study Japanese language and society. I took my first master’s degree in Japanese Studies and later another master’s degree in TESOL. I also have a PhD in vocabulary acquisition. My research has focused on vocabulary acquisition, cross-linguistic effects in language learning and academic writing instruction. I would be happy to advise students especially in fields close to these.

  • Yuko Shimizu
  • Many people associate the word “test” with an unpleasant experience. However, if a test were to measure and diagnose one’s ability and strengths, and guide test takers in a new and better direction, it may be something that people would want to take. The field of testing that combines measurement and evaluation is a relatively new field. Through lectures offered by the program, you can experience creation of language tests and their analysis, and this will also be useful for materials development. I am looking forward to increasing the number of colleagues who are interested in testing.

  • Hideyuki Taura
  • I focus on two main areas. The first is related to psycholinguistics, which includes the study of second language acquisition, and the maintenance as well as the loss of second languages in bilinguals. For example, I investigate issues such as the difference in the brain structure between bilinguals and monolinguals. Second, I have conducted research on what constitutes effective teaching approaches for junior, senior and university students. I make efforts to balance theory and practice, without overemphasizing one or the other, so that these two fields inform each other. For example, I aim to elucidate how people can avoid forgetting words and grammar because there are innumerable number of books out on language acquisition or learning English, none of which shows how not to forget what is learned.

  • Yoshimasa Tsukuma
  • Recently, the emphasis has been placed on raising communicative ability in foreign language education. Teachers are required to have an accurate knowledge of the distinctive sound changes, rhythm and intonation in continuous speech, which is the basis of listening and speaking. Through the contrast of Japanese, English and Chinese phonetics/ phonology, teachers have to first identify problems and then consider a specific remedy and finally develop appropriate materials. I am looking forward to everyone’s efforts.

  • Emiko Yukawa
  • I have been researching English education in the Japanese school system, recently with a focus on primary school English education as well as junior high school English education which can make the best use of the learning in the primary schools. I also investigate teacher training. In addition, I research English medium instruction at the university level- how students’ first language can be effectively used to make the course effective for learning.


Japanese Language Education Module


  • Setsuko Arita
  • My goal is to apply research on the linguistic theories of modern Japanese grammar and its meaning to the field of teaching Japanese. I would like to advance the research on grammar using a framework which is applicable to not only Japanese but also to other various languages. By doing so, I believe I can contribute to the field of teaching Japanese for learners of various first languages. In my research and in my classes, I especially consider what kind of knowledge and skills is truly necessary for Japanese language educators/researchers of non-native Japanese speakers.

  • Yu Hirata
  • My fields of studies are Japanese Language Education and Japanese Linguistics (and Linguistics in general). As for the former field, I pursue a more practical/effective way of teaching Japanese. As for the latter, I study the correlation between the linguistic inevitability lying behind grammar and the historical/social inevitability (coincidental nature). By studying selective uses of competing words/expressions, common phenomena seen in diverse languages and dialects as well as similar but somewhat different phenomena, I learned the richness of language, and it forms the foundation for how I work now. In my classes, I would like to teach in a way that makes the students to feel a sense of the richness and diversity of language.

  • Keiko Kitade
  • I research language learning and teaching education from a socio-cultural perspective. My research areas of interest are especially on the rapid social changes that come with globalization and interconnected society. Concerning the first, in order to create a better, integrated, multicultural society, language abilities and language education are essential. In other words, what is different from the past, and how should such abilities be promoted? Concretely, I analyze changes in identities of overseas students, focusing on the conversation analysis of multicultural communication.

    Second, I undertake to improve the standard of qualitative research in second language research. Such research is necessary to visualize the relationship between sociocultural aspects and language learning and growth in language education, but I believe that improvement in research methodologies can be made for the better in coming years. I look forward to doing research on language research with everyone to create a better society.

  • Nagiko Lee
  • I studied at the University of Western Australia, sponsored by the Japanese Ministry of Education, as an exchange student whilst enrolled at Hiroshima University. This experience drove me to do a master's degree at Australian National University, and a PhD at the University of Hawaii. In my undergraduate days, I majored in English education, but once overseas, I started teaching Japanese to foreigners, and I was intrigued by the regularities of my mother language, something which I had not noticed until then. With that, I started studying linguistics in graduate school, and since then my work has focused on the objective analysis of the Japanese language. My doctoral dissertation had its focus on the complementation structure of Japanese. I analyzed and described the co-occurrence and dependence relations between words based on a generative grammar developed by Professor Starosta at the University of Hawaii. This work has been published as 日本語の補文構造 (Complementation in Japanese), in 1995 with Kurosio Publishers. From 1996 to 1997, I was a visiting professor at the Joint Program with University of British Columbia, teaching intercultural communication. At this time, I published a paper entitled “Speech Act Realization Patterns of Japanese Refusal”. Recently, I have been interested in the academic writing of, and for, nonnative speakers of Japanese.

  • Chika Tohyama
  • My research concerns how the first languages of Japanese learners affect the structure of their discourse, and what relationship it has with Japanese learning, mainly the topic structure. Discourse at a higher level than the sentence is constructed in very complex ways by the combination and competition between the mother language and how the situation concerning the situation of the speaker (or writer) and the listeners (or reader) is perceived. Why is the speech of people considered “easy to understand” or “rather strange”, even though it is not lexically or grammatically mistaken. Concerning this, I focus my research on the engagement particle “wa”. This is a deeply interesting field that is strongly connected to communication.

    My interest in Japanese education began when I was in high school, and this encouraged me to go into the field of young learners, and local Japanese education which I have been involved in recently.

  • Yutaka Ohno
  • I am now at my seventh university, including those where I have studied or worked. I have not been at Ritsumeikan long, but I think that it is a very cheerful university. My main job here is to teach Japanese language to overseas students, and to teach programming to those who are going to be working as Japanese teachers. I have done both before, but doing so in a new environment makes me a little nervous.

    When I was a student, my major was linguistics, but I have also been busy on other projects; I wrote Japanese textbooks (“Genki”), and translated work concerning the Kosovo War (Chomsky’s “The New Military Humanism: Lessons from Kosovo”), and contributed to turning texts into electronic archives. In this new job, I look forward to working with my new colleagues and students and getting a lot of new stimuli.

Language Information and Communication Course


  • Kazunori Nozawa
  • In the field of foreign language education and language information communication, using latest technologies that constantly emerge, actual experience and research making production based on CALL theory, rooted in an e-learning environment, is very important. As an expert in English education, educational engineering and cross-cultural communication, I look forward to welcoming many students who have an interest in this area.

  • Naohiro Takizawa
  • My field is English linguistics (especially grammar and syntax) and the theory on the use of corpora for linguistic research. Especially, 1) the description and explanation of grammatical phenomena of English from a theoretical linguistic perspective, 2) the description of, and their descriptive methods, the habitual aspects of language, 3) I focus on methodology for accurate use of corpora. In lessons, I seek to link in as organic a manner as possible English linguistics with the use of corpora. Further, with an eye kept on the classroom, I aim for students to learn how to analyze English from a theoretical perspective, the techniques in processing of texts that are necessary in order to be able carry out this analysis. Corpora are not a convenient tool, and may even be harmful used in the wrong way. However, with strict guidelines in place for their use, I believe they can bring a large benefit to language lessons.