文学研究科 英文学専攻博士前期課程 指導補助教員
Bachelor of Arts. English Literature University of Newcastle upon Tyne, UK.
Master of Arts. TESOL University of Birmingham. U.K.
I am interested in using language for natural, social interactive purposes and I want students to create a social identity in English and be able to participate in conversation and other interactions both inside and outside the classroom.
I am researching the nature of spoken language and the ways in which participants in interaction manage turn-taking, identity formation and other aspects of talk in interaction. The findings of my research can be utilized in classroom practice to enable students to engage in spoken interactions in English.
Turn Taking in Learner Conversation Essays and Studies. The English Literary Society, Kyoto Women's University 大学・研究所紀要 単著 63, 28-42 2018/03 John Campbell-Larsen 0912-3660 This paper outlined the systematics of turn taking with reference to the literature and then went in to detail the changes in turn taking and turn structuring that were observable in a student's talk over ythe course of an academic year.
A Typology of Reported Speech English Literature Review. The English Literary Society. Kyoto Women’s University 大学・研究所紀要 単著 61, 30-56 2018/02 John Campbell-Larsen
Visualizing Vocabulary using Google Images The 2016 PanSIG Journal: Innovations in education 学術雑誌 共著 2017/11 John Campbell-Larsen & Cameron Romney This paper investigated the ways that the Google Image search engine can be used as a corpus to investigate and explicate vocabulary meanings and cultural differences in the language classroom.
Discourse Markers and Interactional Questions: Making Conversations More Authentic KOTESOL Proceedings 2016: Shaping the Future with 21st Century Skills 学術雑誌 単著 119-128 2017/10 John Campbell-Larsen 1598-0472
Discourse Markers in the Classroom Transformation in language education JALT Post-conference publication 学術雑誌 単著 227-234 2017/08 John Campbell-Larsen
シンポジウム Turn structure and turn taking: Pursuing progressivity in EFL talk. CAN-Asia 2nd Symposium on L2 Interaction 2018/05/27 This paper reported the results of a longitudinal study of the development of interactional competence of a Japanese EFL student in a university in Japan. The results pointed to a gradual emergence of an orientation to turn structure and the need for systematic use of language to negotiate turn transition in a naturalistic manner.
学会発表 Now ask your partner: Questions in interaction. PanSIG2018 2018/05/19 This presentation outlined the interactional architecture of three genres of questions: Transactional, display and interactional and suggested that the preponderance of the first two genres in language teaching leaves learners ill-equipped to identify and respond to interactional questions.
学会発表 Why do you ask? Transactional, Display and Interactional Questions in the Classroom. Osaka JALT 8th Back to School Spring Mini-Conference 2018/05/12 This presentation detailed various speech acts that are carried out by questions and suggested that the transactional and display formats are most familiar to learners, and that interactional questions are generally not the subject of classroom instruction, with concomitant effects for student speaking.
ゲストスピーカ From a Pageful of Text to a Mouthful of Air: Materials Design for Teaching the Spoken Language. JALT Kyoto, chapter meeting. 2018/04/15 This presentation highlighted the centrality of speaking in second/ foreign language learning, focusing specifically on the genre of conversation. The language that is particular to conversation was outlined and teaching materials and methodology were described.
学会発表 Using Authentic Media to Develop Interactional Speaking Skills. 15th Association for Teaching English through Multi-media (ATEM) Nishi Nihon Chapter Meeting, Osaka, Japan. 2018/03/03 This presentation detailed some of the defining characteristics of the conversation genre and described how to source examples of the language in use and apply them to the language classroom.