JOHN   Campbell-Larsen
JOHN Campbell-Larsen


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.   

学生アンケートによる優秀授業賞  2016/03/23 


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. 

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       
You went where? Repair in language teaching and learning  English Literature Review. The English Literary Society. Kyoto Women’s University  大学・研究所紀要  単著  60, 47-73  2017/03  John Campbell-Larsen       
Verbs of vision and category violations: Why see, look, and watch are difficult to define  Essays and Studies  大学・研究所紀要  単著  62, 9-21  2017/03  John Campbell-Larsen       

学会発表  When Words Don't Match: Concept Checking  JALT 2017 International Conference on Language Teaching and Learning & Educational Materials Exhibition. Tsukuba, Japan  2017/11/20  This presentation examined the pitfalls of obscurity, circularity, translation and labeling as pertain to L2 language instruction and detailed a classroom methodology that circumvents these issues when explaining vocabulary and grammar to L2 learners. The methodology involves asking a series of binary or multiple-choice questions that explicate the item in a systematic way. 
シンポジウム  Conversational Repair and Language Learning  京都女子大学英文学会2017年度大会  2017/11/11   
学会発表  Small Talk is Big Talk: Teaching Phatic Communication  25th Korea TESOL- PAC International Conference  2017/10/22  This presentation sought to outline the difference between transactional talk and talk based on creating and maintaining social bonds, i.e. phatic communication. It was suggested that phatic communication is often sidelined in the language classroom and that learners should be oriented to the ways in which phatic communication is performed by interactants. 
学会発表  You went Where? Repair in Language Teaching.  25th Korea TESOL- PAC International Conference  2017/10/21  This paper examined the phenomenon of repair and discussed how students can be made aware of common repair practices and how to avoid non-normative repair in L2 speaking. 
学会発表  Teaching fluency: Discourse markers, general extenders and reported speech as key L2 targets  15th International Pragmatics Conference  2017/07/17