Researcher Profile and Settings

Profile and Settings

Name

• Name

  MORIYAMA Shingo

Contact

• eメール

  smrymlets.chukyo-u.ac.jp

Affiliations

Affiliation (Master)

• Associate Professor
• Graduate School of Humanities and Social Sciences, Associate Professor
• Ｉnstitute of Social Sciences, Researcher

Education, Etc.

Degree

• Applied Linguistics, May 1997, University of Massachusetts, Boston

その他基本情報

Committee Memberships

• JALT
• JALT, SIG Coordinator
• Nov. 2021, JALT, JSL SIG Coordinator
• Nov. 2021, JALT, JSL SIG Webmaster
• Nov. 2020, JALT, JSL SIG Coordinator
• Nov. 2020, JALT, JSL SIG Webmaster
• JALT
• Mar. 2018, Sep. 2018
• Nov. 2017, JALT, JSL-SIG
• Nov. 2016, JALT, Japanese as a Second Language SIG
• Dec. 2016, Mar. 2017

Academic & Professional Experience

• Nov. 2016, JALT (The Japan Association for Language Teaching), Japanese as a Second Language SIG, Officer

Research Activities

Research Areas, Etc.

Research Interests

• Applied Linguistics, Linguistic Anthropology

Book, papers, etc

Published Papers

• 19, 1, 25, 30, 2017, refereed, Single Work
• 17, 1, 57, 64, 2015, refereed, Single Work
• 16, 1, 55, 62, 2014, refereed, Single Work
• 2011
• 2010
• 2005

Books etc

• 2022
• Shingo Moriyama
  2019

Conference Activities & Talks

• 2021, Joint Work, Presenter, The Japan Association for Language Teaching, Online
• Performance-based college admission test for communication skills
  Shingo Moriyama
  ACTFL 2020 Virtual, 2020, Single Work, Presenter, ACTFL
• Collaborative storyboard writing with LEGO bricks
  Shingo Moriyama
  JALTCALL ONLINE 2020, 2020, Single Work, JALTCALL, Online, Grammatical correctness is the main achievement goal frequently set in English writing class. In such a course, learners are expected to monitor their writing carefully to produce fewer grammatical mistakes. This expectation from the teachers puts high pressure on language learners and leaves little space for fun in learning. A peer editing activity is an enjoyable way to reduce learner stress, and it can promote active engagement among learners in L2 writing. But, based on my teaching experience, peer editing can sometimes result in simple grammar checks. This presentation explores a collaborative writing task that requires smartphones and LEGO bricks. This group activity is designed for English majors in college. In this group work, the learners use LEGO bricks to recreate scenes from Japanese folktales, take pictures of these scenes with smartphones, and add English captions to each image file. And then, they show their photos to the class. This collaborative L2 writing activity has encouraged learners to pay attention to correct grammar in the form of negotiation. The presenter will share participant feedback to illustrate the effectiveness of the task, especially in the establishment of peer connections and a changing view of peer editing. The presenter will also point out the negative side of using LEGO bricks in the classroom. This classroom practice is for teachers who want to promote group communication and collaborative writing in a language-learning classroom, and it provides a glimpse into the educational and practical uses of LEGO bricks in these contexts.
• Conversation breakdown and recovery strategies by non-native Japanese speakers
  Shingo Moriyama
  JALT International Conference, 2019, Single Work
• 2018, Joint Work
• 2015, Single Work
• 2014, Single Work

Other Research Activities

Research Grants & Projects

• 2016
• 2014

Others

• 2019
• 2018
• 2017

社会貢献活動情報

社会貢献活動

Social Contribution

• Reviewer for "Asian Englishes"