GREER Timothy | |
グリア ティモシー | |
大学教育推進機構 国際コミュニケーションセンター | |
教授 | |
教育学関係 |
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研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
[査読有り][招待有り]
研究論文(学術雑誌)
Based on a video-recorded corpus of pre-class planning sessions, this study focuses on how team-teachers from different cultural and linguistic backgrounds accomplish the interactional task of identifying and explaining pedagogical activities they will later teach together during an English as a Foreign Language (EFL) lesson. Since a basic issue for these teachers is arriving a
2018年, Journal of Pragmatics, 126, 52 - 67, 英語[査読有り]
研究論文(学術雑誌)
[査読有り]
研究論文(学術雑誌)
Whenever we meet someone for the first time we adjust the way we talk based on our emergent understandings of our interlocutor and in subsequent meetings we may greet them in a different way, given what we now know about them. The way we formulate each turn makes public our growing familiarity with the person to whom we are talking. This may be displayed through the politeness
National Foreign Language Resource Center, 2017年, Interactional competence in Japanese as an additional language, 369 - 407, 英語[査読有り]
研究論文(学術雑誌)
This study uses micro-longitudinal Conversation Analysis to track a novice learner of English as he conducts a series of semi-structured survey interviews with expert English speakers. The sequential analysis focuses particularly on unscripted elements of the interaction, including how the student deviates from his prepared list of questions and how he reformulates subsequent versions of a follow-up question. The study explores how the learner makes use of post-expansion sequences to build on the interlocutor's responses, reformulating and adjusting them across episodes, but not always because the co-participant orients to them as repairable. Grounding its findings in the observable details of talk, the analysis offers insight into how learner initiative provided opportunities for developing interactional competence through experimenting with reformulations. Implications for educators and task design are discussed. (C) 2016 Elsevier Inc. All rights reserved.
ELSEVIER SCIENCE BV, 2016年09月, Linguistics & Education, 35, 78 - 87, 英語[査読有り]
研究論文(学術雑誌)
This study employs longitudinal Conversation Analysis (CA) to examine one TA’s follow-up contributions in a series of EFL group discussion tests. By tracking the TA’s interactional practices across 18 groups, we observe how she adapts her turn design by increasingly aligning towards that of the novice English speakers. The TA initially attempts to make use of rhetorical discourse structures, such as by playing devil’s advocate and providing up-shot summaries of the test-takers’ prior talk however, a detailed sequential analysis of the talk reveals that such strategies do not generate significant follow-up turns from the students. Adopting a longitudinal CA approach demonstrates the way the TA, as a novice language teacher, develops her pedagogical tactics in situ according to the style and level of the students with whom she is interacting. As such, the study provides insight into one novice professional’s natural acquisition of teaching skills, and, more generally, into the way that speakers adapt their interactional practices across multiple and subsequent episodes of a given conversation.
Routledge, 2016年01月02日, Classroom Discourse, 7 (1), 85 - 107, 英語[査読有り]
研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
This study explores the way a group of Japanese/English bilingual teenagers makes use of embodied and bilingual practices in accomplishing word searches. The investigation draws on video-recorded data of the participants' talk during focus group sessions in order to undertake a micro-analysis of several cases of codeswitching in forward-oriented repair. When alternating between languages, speakers use bilingual practices conjointly with other embodied practices, such as eye contact and gaze direction, to select or design some element of the turn-in-progress for a specific sub-set of recipients. This was found to be one interactional locus in which discourse identities became relevant for the turn-in-progress. The study focuses on the locally negotiated and interactionally accomplished emergent functions of specific codeswitches, referring first and foremost to the way that language choice shapes interaction and makes public moment-by-moment participant understandings of identity. © 2013 Elsevier B.V.
2013年10月, Journal of Pragmatics, 57, 100 - 117, 英語[査読有り]
研究論文(学術雑誌)
[査読有り][招待有り]
研究論文(学術雑誌)
This paper examines identity-related interaction in a group of teenagers at an international school in Japan, focusing particularly on the discursive accomplishment of multiethnic identity among so-called half-Japanese (or "haafu") people. The study employs Conversation Analysis (CA) and Membership Categorization Analysis (MCA) to document three instances of mundane talk in which such multiethnic Japanese teenagers are ethnified through the use of various identity categories and their associated activities and attributes. The analysis demonstrates that multiethnic people use a variety of discursive practices to refute unwanted ethnification, including reworking the category, casting themselves in a different category and refusing to react to category-based provocations. Common to all three cases is the fundamental issue of how ethnicity becomes a resource for speakers in everyday conversation.
INT PRAGMATICS ASSOC- IPRA, 2012年09月, PRAGMATICS, 22 (3), 371 - 390, 英語[査読有り]
研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(国際会議プロシーディングス)
Speakers often perform impromptu translations during bilingual interaction. Such translations call hold a wide, variety of socio-pragmatic ions including reiteration, emphasis, recasting, and repair When translations occur in multi-party talk where the interactants are of mixed linguistic proficiencies, they may also serve to include interlocutors who have been excluded from prior talk that was delivered in their)weaker language. In this respect, translations re-partition interactants in an inclusive way. Making use of both conversation analysis (CA) and membership categorization analysis (MCA), this paper examines a collection of such post-exclusionary translations video-recorded among Japanese - English bilingual teenagers at an international school. A detailed sequential analysis of this bilingual practice reveals that the act of translation makes relevant various elements of the speakers' and recipients' identities. When a bilingual speaker offers a translation to someone, he or she casts the recipient in the category; of novice (or 'non-native'), often even despite real-time claims to comprehension from that person. Indeed, the study found that when non-natives offered a receipt token after a turn delivered in a medium that was not assumed to belong to them, it often prompted the speaker to repeat the prior turn in the recipient preferred medium.
MOUTON DE GRUYTER, 2008年, MULTILINGUA-JOURNAL OF CROSS-CULTURAL AND INTERLANGUAGE COMMUNICATION, 27 (1-2), 99 - 127, 英語[査読有り]
研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(国際会議プロシーディングス)
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研究論文(国際会議プロシーディングス)
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研究論文(国際会議プロシーディングス)
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研究論文(学術雑誌)
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研究論文(学術雑誌)
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研究論文(国際会議プロシーディングス)
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研究論文(学術雑誌)
研究論文(学術雑誌)
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研究論文(国際会議プロシーディングス)
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研究論文(学術雑誌)
[査読有り][招待有り]
記事・総説・解説・論説等(学術雑誌)
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記事・総説・解説・論説等(学術雑誌)
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その他
速報,短報,研究ノート等(学術雑誌)
速報,短報,研究ノート等(学術雑誌)
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その他
学術書
学術書
事典・辞書
学術書
学術書
学術書
学術書
学術書
学術書
学術書
学術書
学術書
学術書
学術書
学術書
その他
教科書・概説・概論
学術書
教科書・概説・概論
教科書・概説・概論
学術書
学術書
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口頭発表(基調)
口頭発表(一般)
口頭発表(一般)
公開講演,セミナー,チュートリアル,講習,講義等
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口頭発表(招待・特別)
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口頭発表(招待・特別)
口頭発表(一般)
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口頭発表(一般)
シンポジウム・ワークショップパネル(指名)
シンポジウム・ワークショップパネル(指名)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
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シンポジウム・ワークショップパネル(指名)
口頭発表(一般)
口頭発表(一般)
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シンポジウム・ワークショップパネル(指名)
口頭発表(一般)
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シンポジウム・ワークショップパネル(指名)
口頭発表(一般)
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シンポジウム・ワークショップパネル(指名)
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口頭発表(招待・特別)
口頭発表(一般)
口頭発表(一般)
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シンポジウム・ワークショップパネル(指名)
ポスター発表
口頭発表(一般)
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シンポジウム・ワークショップパネル(指名)
口頭発表(一般)
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シンポジウム・ワークショップパネル(指名)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
[招待有り]
口頭発表(招待・特別)
口頭発表(一般)
シンポジウム・ワークショップパネル(公募)
シンポジウム・ワークショップパネル(公募)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(招待・特別)
口頭発表(招待・特別)
口頭発表(一般)
口頭発表(一般)
口頭発表(招待・特別)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
ポスター発表
口頭発表(一般)
口頭発表(招待・特別)
ポスター発表
口頭発表(一般)
口頭発表(一般)
その他
口頭発表(一般)
口頭発表(一般)
口頭発表(一般)
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口頭発表(招待・特別)
アジア会話分析ネットワーク
2015年 - 現在The International Society for Conversation Analysis
2018年01月エスノメソドロジー・会話分析研究会
International Pragmatics Association
全国語学教育学会(JALT)