瀧本将弘 MASAHIRO TAKIMOTO website

研究業績 (Publications & Presentations)

学術論文(Journal Articles)

査読付き学術論文(Refereed Journal Articles)

  • Takimoto, M. (2006). The effects of explicit feedback on the development of pragmatic proficiency. Language Teaching Research 10 (4), SAGE Publications, 393-417.
  • Takimoto, M. (2006). The effects of explicit feedback and form-meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System 34 (4), Elsevier, 601-614.
  • Takimoto, M. (2007). The relative effectiveness of three types of input-based instruction: A study of Japanese learners of English. English Discourse and Intercultural Communication, Volume 1, Macao Polytechnic Institute and University of Louisville, 92-110.
  • Takimoto, M. (2007). The effects of referential oriented activity in the structured input task on the development of learners’ pragmatic proficiency. New Zealand Studies in Applied Linguistics 13 (2), Applied Linguistics Association of New Zealand, 46-60.
  • Takimoto, M. (2008). The effects of deductive and inductive instruction on the development of learners’ pragmatic competence. The Modern Language Journal 92 (3), Blackwell Publishing, 369-386.
  • Takimoto, M. (2008). The effects of various kinds of form-focused instruction on learners’ ability to comprehend and produce polite requests in English. TESL Canada Journal 26 (1), TESL Canada Federation, 31-51.
  • Takimoto, M. (2009). The effects of input-based tasks on the development of learners’ pragmatic proficiency. Applied Linguistics 30 (1), Oxford University Press, 1-25.
  • Takimoto, M. (2009). Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency. Journal of Pragmatics 41 (5), Elsevier, 1029-1046.
  • Takimoto, M. (2010). Evaluating the influence of Monocomponential and Polycomponential Types of Input-Based Task on Recognizing and Producing L2 Request Downgraders. The Journal of Asia TEFL 7 (1), The Asian Association of Teachers of English as a Foreign Language, 107-133.
  • Takimoto, M. (2011). Assessing the effects of input-based task repetition on learners’ second language request downgraders. Hong Kong Journal of Applied Linguistics 13 (1), Hong Kong Association for Applied Linguistics, 59-76.
  • Takimoto, M. (2011). Measuring the effects of structured input task repetition on learners’ interlanguage pragmatic proficiency. New Zealand Studies in Applied Linguistics 17 (2), Applied Linguistics Association of New Zealand, 21-36.
  • Takimoto, M. (2012). Assessing the effects of identical task repetition and task-type repetition on learners’ recognition and production of second language request downgraders. Intercultural Pragmatics 9 (1), Mouton de Gruyter, 71-96.
  • Takimoto, M. (2012). Metapragmatic discussion in interlanguage pragmatics. Journal of Pragmatics 44 (10), Elsevier, 1240-1253.
  • Takimoto, M. (2013). Exploring the effects of intention-oriented input-based instruction in second language pragmatics: A case of English request hedges. The Journal of Asia TEFL 10 (4), The Asian Association of Teachers of English as a Foreign Language, 41-69.
  • Takimoto, M. (2014). Evaluating the effects of input-based approaches to the teaching of pragmalinguistics and sociopragmatics in second language pragmatics: A case of English request hedges. IAFOR Journal of Language Learning 1 (1), International Academic Forum, 1-16.
  • Takimoto, M. (2015). A corpus-based analysis of hedges and boosters in English academic articles. Indonesian Journal of Applied Linguistics 5 (1), The Language Center of UPI and TEFLIN, 141-156.
  • Takimoto, M. (2015). Assertions and lexical invisibility in EFL learners' academic essays. Journal of Pragmatics 89, Elsevier, 85-99.
  • Takimoto, M. (2016). Evaluating the relative effects of cognitive approach with 3D content and non-cognitive approach on the development of EFL learners' knowledge about the different degrees of sureness. Cognitive Linguistic Studies 3 (2), John Benjamins Publishing Company, 347-368.
  • Takimoto, M. (2020). Exploring the effects of proximal-distal metaphor on the development of EFL learners' knowledge of the degree of certainty. Language Teaching Research 24 (3), SAGE Publications, 317-337.
  • Takimoto, M. (2020). Investigating the effects of cognitive linguistic approach in developing EFL learners' pragmatic proficiency. System 89, Elsevier, 102213.
  • Takimoto, M. (2021). A comparative study of animation versus static effects in the spatial concept-based metaphor awareness-raising approach on EFL learners’ cognitive processing of request strategies. Language and Cognition , Cambridge University Press, 12 January, 1-36.

MISC

  • 瀧本将弘. (2019) 「英語の語用論的「誤り」を是正する認知言語学的アプローチ」『英語教育』 2019年11月号 (pp. 30-31). 大修館書店.
  • 瀧本将弘. (2019) Investigating the relative effects of cognitive and non-cognitive approaches on the development of Japanese learners' knowledge of different degrees of certainty [博士論文要旨]. 『言語情報科学専攻紀要』第26巻 (pp.84-86). 東京大学大学院総合文化研究科 言語情報科学専攻.

著書(Books)

単著書(Single-authored Books)

  • 瀧本将弘. (2007) 『英語の語用論的能力向上を目指すタスク活動』 ユニオンプレス.
  • 瀧本将弘. (2008) 『TOEIC Test 英文法完全バイブル』 三修社.
  • Takimoto, M. (2009). Input-Based Task and Interlanguage Pragmatics. VDM Verlag.
  • 瀧本将弘. (2010) 『TOEIC TEST 英文法完全バイブル問題集』 三修社.
  • Takimoto, M. (2020). Application of Cognitive Linguistics in Foreign Language Teaching. 開拓社.

共著書(Single-authored Book Chapters)

  • Takimoto, M. (2011). Exploring the effects of similar and same task repetition on learners’ second language pragmatic proficiency. In D. Alonso (Ed.), English as a Second Language (pp. 51-78). Nova Publishers.
  • Takimoto, M. (2013). Research summary of exploring the effects of similar and same task repetition on learners’ second language pragmatic proficiency. In T. Stephens & J. Duncan (Eds.), Education Research Summaries (pp. 55-56). Nova Science Publishers.
  • 瀧本将弘. (2017) 「語用論指導」(第10章を分担執筆) 『実践例で学ぶ第二言語習得研究に基づく英語指導』 鈴木渉 (編著) 大修館書店.

学会発表(Conference Presentations)

  • Takimoto, M. (2006). The effects of task-based instruction on the development of Japanese learners’ pragmatic proficiency. Joint AAAL and ACLA/CAAL Conference, Montreal, Canada.
  • Takimoto, M. (2007). Effects of task-based instruction on the development of pragmatic proficiency. 17th International Conference on Pragmatics & Language Learning, University of Hawaii, USA.
  • Takimoto, M. (2007). The relative effectiveness of three types of input-based instruction: A study of Japanese learners of English. 1st International Conference on English, Discourse and Intercultural Communication, Macao, China.
  • Takimoto, M. (2008). Evaluating the effectiveness of task-based instruction. 33rd Annual Conference of the Applied Linguistics Association of Australia, Sydney, Australia.
  • Takimoto, M. (2008). Evaluating the effectiveness of mono-component task design and poly-component task design in the structured input tasks on the development of learners’ pragmatic proficiency. 6th Asia TEFL International Conference, Bali, Indonesia.
  • Takimoto, M. (2009). Exploring the influence of task types on recognizing and producing L2 request downgraders. 2nd International Conference on English, Discourse and International Communication, Macao, China.
  • Takimoto, M. (2009). Evaluating the influence of task demand and variety on the development of Japanese learners’ pragmatic proficiency. 7th Asia TEFL International Conference, Bangkok, Thailand.
  • Takimoto, M. (2010). Evaluating the effects of task repetition on learners’ recognition and production of second language pragmatic chunks. 19th MELTA International Conference, Kuching, Malaysia.
  • Takimoto, M. (2010). Evaluating the effects of task repetition on learners' recognition and production of second language request downgraders. 8th Asia TEFL International Conference, Hanoi, Vietnam.
  • Takimoto, M. (2011). Assessing the effects of identical task repetition and task-type repetition on learners’ recognition and production of second language. 9th Asia TEFL International Conference, Seoul, Korea .
  • Takimoto, M. (2011). Assessing the effects of problem-solving task repetition on learners’ interlanguage pragmatic proficiency. 2011 PKETA International Conference, Busan, Korea.
  • Takimoto, M. (2012). Evaluating effects of metapragmatic discussion in problem-solving task on learners' pragmatic proficiency. 2012 KATE International Conference, Seoul, Korea.
  • Takimoto, M. (2012). Exploring effects of metapragmatic discussion on Japanese learners’ pragmatic proficiency. 2012 PKETA International Conference, Busan, Korea.
  • Takimoto, M. (2013). Incidental and intentional learning in foreign language pragmatics: A case of English request hedges. 2013 PKETA International Conference, Daegu, Korea.
  • Takimoto, M. (2013). Exploring the effects of incidental and intentinal learning in developing L2 pragmatic proficiency. 2013 ALAK International Conference, Busan, Korea.
  • Takimoto, M. (2014). The relative effects of teaching pragmalinguistics and sociopragmatics: A case of second language request hedges. 12th Asia TEFL International Conference, Kuching, Malaysia.
  • Takimoto, M. (2014). The effects of sociopragmatics-focused instruction on the development of Japanese learners' pragmatic proficiency: A case of English request hedges. 1st Joint International Conference on Humanities 2014, Jakart, Indonesia.
  • Takimoto, M. (2014). Teaching sociopragmatics in second language pragmatics: A case of English request hedges. 2014 ALAK International Conference, Seoul, Korea.
  • Takimoto, M. (2015). Hedges, boosters and lexical invisibility in EFL learners' academic essays. 24th MELTA International Conference, Kuala Lumpur, Malaysia.
  • Takimoto, M. (2015). Possible and probable languages: Lexical invisibility in EFL learners' academic essays. 2015 MEESO International Conference, Seoul, Korea.
  • Takimoto, M. (2015). Investigating EFL learners' use and awareness of hedges and boosters: A case of EFL learners' academic essays. 2015 ALAK International Conference, Seoul, Korea.
  • Takimoto, M. (2016). Comparing the relative effects of metaphor-awareness raising approach with traditional approach on the development of EFL learners' knowledge about the different degrees of certainty. Metaphor Festival 2016, Amsterdam, Netherlands.
  • Takimoto, M. (2017). Concept projection through metaphor-awareness raising approach and the development of EFL learners' knowledge about different degrees of certainty. 17th International Symposium on Processability Approaches to Language Acquisition, Stuttgart, Germany.
  • Takimoto, M. (2018). The use of the primary metaphor in developing Japanese learners' knowledge of the different degrees of sureness. International Conference on Research in Teaching, Education & Learning 2018, Barcelona, Spain.
  • Takimoto, M. (2018). Applying proximal-distal metaphor to develop Japanese learners' knowledge of the different degrees of certainty. 8th International Conference of the German Cognitive Linguistics Association, Koblenz, Germany.
  • Takimoto, M. (2019, Session Chair). The effects of primary metaphor on the development of EFL learners' pragmatic proficiency. 15th International Cognitive Linguistics Conference, Nishinomiya, Japan.
  • Takimoto, M. (2019). Assessing the effects of primary metaphor awareness-raising approach on the development of EFL learners' pragmatic proficiency. 10th Anniversary International Conference of Education, Research & Development, Burgas, Bulgaria.
  • Takimoto, M. (2019). The effects of metaphor awareness-raising approach on the development of EFL learners' pragmatic proficiency. Metaphor Festival 2019, Amsterdam, Netherlands.
  • Takimoto, M. (2019, Keynote Speaker). Application of cognitive linguistics to foreign language teaching. 5th Annual International Conference on Modern Education and Social Science, Guangzhou, China.

受賞(Awards & Honors)

  • 1984-1985 ロータリー財団国際親善大学課程奨学金
  • 1991-1992 ロータリー財団国際親善大学院課程奨学金
  • 2010 Asia TEFL travel grant for the 8th Asia TEFL International Conference
  • 2019年度東京大学 学術成果刊行助成(東京大学而立賞)
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