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.
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