Authorship：Lead author   Language：English   Publishing type：Doctoral thesis  

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

In an attempt to understand student perceptions of writing transfer in an EFL context, this qualitative case study used semi-structured interviews to investigate Japanese university students’ perceptions of the transferability of writing knowledge and skills from an English language research paper composition course to a graduation thesis writing seminar course. Six participants from a women’s university in Japan of intermediate English proficiency participated in this study. Each of the six participants was interviewed three times for this study: the first time after they submitted the final draft of their research paper for the composition course, the second time toward the end of the first half of the school year as they finished writing at least the outline or Chapter 1 of their graduation thesis in their senior year seminar course, and the third time after they submitted their graduation thesis for evaluation.
Findings generated from grounded theory analysis of the interview data collected using Corbin and Strauss’s (2008) coding procedures showed that all participants conceptualized the skills and processes for research writing in English as transferable across the two writing contexts. However, similarity of the type of interaction for feedback students received from their teachers across the two contexts also appeared to affect their rhetorical awareness development. Specifically, students who received the same type of interaction and feedback across the two contexts were able to continue to further develop their rhetorical awareness during their thesis writing process after having completed the composition course in their junior year. In addition, the curriculum designed to teach writing transfer explicitly in the writing course using a genre approach seemed to be effective in eliminating the influence of context dissimilarity on students’ negative perception regarding writing transfer from a writing course to writing in their own discipline.

Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)  

Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)  

Intensifiers are an important group of words in the English language as they help convey emotions and thus are necessary to master in order to facilitate smooth spoken communication. While research on the use of intensifiers in regards to written English has been conducted in the past, no research has looked at the spoken usage of intensifiers between native speaker (NS) and advanced non-native speaker (NNS) educators. To fill this gap, this study examined the difference in spoken usage of intensifiers between a female NS and a female NNS university professor. More specifically, two semi-structured interviews were conducted with each participant to collect speech data on their perceptions concerning gender equality and the importance of Japanese language skills as a tenured professor in Japan. These topics were chosen to ensure the utmost degree of naturalness and spontaneity as they were relevant to the activities the participants engaged in at work. A total of four hours of speech were recorded from the two participants.
The collected data was analyzed using frequency counts to determine the types and tokens of intensifiers used by the participants. Finding from this analysis indicated that there was no significant difference between the NS and NNS educator regarding the variety of intensifiers each of them used. However, the NNS educator was found to have underused and overused particular intensifiers in her speech in comparison to the NNS educator as a result of L1 interference concerning intensifiers known as English loan words that have been incorporated into the Japanese language. This is worth much attention in considering the need to explicitly teach and give NNS students practice on how to use intensifiers to help convey their emotions in order for them to facilitate smooth spoken communication in English.

Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)  

Authorship：Lead author   Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (trade magazine, newspaper, online media)  

Event date： 2023.11.24 - 2023.11.27

Language：English   Presentation type：Poster presentation  

Venue：Tsukuba International Congress Center (Epochal Tsukuba)   Country：Japan  

Event date： 2023.2.4 - 2023.2.5

Language：English   Presentation type：Oral presentation (general)  

Venue：Temple University, Osaka Campus   Country：Japan  

Event date： 2020.2.8 - 2020.2.9

Language：English   Presentation type：Oral presentation (general)  

Venue：Temple University, Tokyo Campus   Country：Japan  

Event date： 2014.11.21 - 2014.11.25

Language：English   Presentation type：Oral presentation (general)  

Venue：Tsukuba International Congress Center (Epochal Tsukuba)   Country：Japan  

Country：Japan

金額：50万円