外国語教育メディア学会関西支部
第 13 次 基礎理論研究部会

第 2 回部 会 長
顧問

例会開催のご案内

金澤 佑（大阪大学）
門田 修平 （関西学院大学 名誉教授）

For further information in English, please click on the link below:
https://let-kansai-fmt-sig.blogspot.jp◆ 日時：2024年7月14日（日）例会：1:30PM-4:30PM＊時間厳守でお願い致します。
◆ 場所：Zoom利用によるオンライン開催の予定です。下記「参加希望フォーム」にご回答いただいた方に、メールでアクセス方法をお送りいたします。
参加希望フォーム：https://forms.gle/7Juaqpd6KqGmoFbF7◆ 内容：
1. AI-based tools and L2 writing: Patterns of use and attitudes among Japanese university students
by Michael Hofmeyr (Tokyo University of Science)
2. Design & Digitize: Elevating Classroom Materials with AI and Interactive PDFs
by Lucas Dickerson (Kwansei Gakuin University)※これまで読んできた文献[午後]2014.11. （書籍）2014.12. Shin, D., & Nation, P. (2008). Beyond single words: The most frequent collocations in
spoken English. ELT Journal, 62 (4), 339–348.
2015.01. Ellis, N. C., Simpson-Vlach, R., & Maynard, C. (2008). Formulaic language in native andsecond language speakers: Psycholinguistics, corpus linguistics, and TESOL. TESOL
Quarterly, 42 (3), 375–396.
2015.02. Simpson-Vlach, R., & Ellis, N. C. (2010). An academic formulas list: New methods inphraseology research. Applied Linguistics, 31 (4), 487–512.
2015.04. Kim, S., & Kim, J. (2012). Frequency effects in L2 multiword unit processing: Evidence
from self-paced reading. TESOL Quarterly, 46 (4), 831–841.
2015.05. Hallin, A.E., & Lancker, D.V. (2015). A closer look at formulaic language: Prosodic
characteristics of Swedish proverbs. Applied Linguistics, 36 (1), 1–23.
2015.07. Siyanova-Chanturia, A. (2013). Eye-tracking and ERPs in multi-word expression
research: A state-of-the-art review of the method and findings. The Mental Lexicon, 8 (2),245–268.
2015.09. Carrol, G., & Conklin, K. (2015). Cross language lexical priming extends to formulaic
units: Evidence from eye-tracking suggests that this idea ‘has legs’. Bilingualism:Language and Cognition, 1–19.
2015.11. Lin, P. M. S. (2010). The phonology of formulaic sequences: A review. In D. Wood (Ed.),2015.12.
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2017.052017.062017.07.

2017.10.
2017.11.
2017.12.

Perspectives on formulaic language: Acquisition and communication (pp. 174–193).
London: Continuum.
Wolter, B., & Gyllstad, H. (2013). Frequency of input and l2 collocational processing.
Studies in Second Language Acquisition, 35, 451–482.
Yamashita, J., & Jiang, N. (2010). L1 influence on the acquisition of L2 collocations:Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly,
44, 647–668.
（実施せず）（実施せず）
Siyanova-Chanturia, A. (2015). On the ‘holistic’ nature of formulaic language.
Corpus Linguistics and Linguistic Theory, 11 (2), 285–301.
Siyanova-Chanturia, A. (2015). Collocation in beginner learner writing: A
longitudinal study. System, 53, 148–160.
Barcroft, J. (2015). Specificity in type of processing and learning: TheTOPRA model. In Lexical input processing and vocabulary learning (pp. 57–68). Amsterdam: John Benjamins Publishing Company.
Barcroft, J. (2015). Effects of output with and without access to meaning. In Lexical input
processing and vocabulary learning (pp. 93–101). Amsterdam: John Benjamins
Publishing Company.
Barcroft, J. (2015). Effects of acoustically varied input. In Lexical input processing andvocabulary learning (pp. 149–162). Amsterdam: John Benjamins Publishing Company.
Barcroft, J. (2015). Three key components of learning a word: Form, meaning, mapping.
In Lexical input processing and vocabulary learning (pp. 29–37). Amsterdam: John
Benjamins Publishing Company.
Barcroft, J. (2015). Effects of increased and spaced exposure, In Lexical input processing
and vocabulary learning (pp. 125–132). Amsterdam: John Benjamins Publishing
Company.
Barcroft, J. (2015). Effects of opportunities for target word retrieval, In Lexical input
processing and vocabulary learning (pp. 103–112). Amsterdam: John Benjamins
Publishing Company.
Barcroft, J. (2015). Privileging and patterns in partial word form learning, In
Lexical input processing and vocabulary learning (pp. 115–124). Amsterdam:John Benjamins Publishing Company.
Barcroft, J. (2015). Effects of input enhancement, In Lexical input processing andvocabulary learning (pp. 139–147). Amsterdam: John Benjamins Publishing Company.
Barcroft, J. (2015). Contexts of lexical input processing: L1/L2 andincidental/intentional, In Lexical input processing and vocabulary learning (pp. 39–53).
Amsterdam: John Benjamins Publishing Company.
Barcroft, J. (2015). Effects of semantic versus thematic sets, In Lexical input
processing and vocabulary learning (pp. 133–138). Amsterdam: John Benjamins
Publishing Company.
（実施せず）（講演のため実施せず）
Barcroft, J. (2015). Summary of theoretical and instructional implications, In Lexical
input processing and vocabulary learning (pp. 165–172). Amsterdam: John Benjamins

2018.01.

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2019.102019.112019.122020.2Publishing Company.
Barcroft, J. (2015). Directions for future research, In Lexical input processing andvocabulary learning (pp. 173–178). Amsterdam: John Benjamins Publishing Company.
Barcroft, J. (2015). Summary of theoretical and instructional implications, In Lexical
input processing and vocabulary learning (pp. 165–172). Amsterdam: John Benjamins
Publishing Company. まとめ（実施せず）
Schütze, U. (2017). A New Word, In Language learning and the brain: Lexical
processing in second language acquisition (pp. 7–24). Cambridge, England: Cambridge
University Press.
Schütze, U. (2017). Memory, Language and the Brain, In Language learning and thebrain: Lexical processing in second language acquisition (pp. 25–48). Cambridge,England: Cambridge University Press.
Schütze, U. (2017). Synaptic Connections, In Language learning and the brain: Lexicalprocessing in second language acquisition (pp. 49–66). Cambridge, England: Cambridge
University Press.
Schütze, U. (2017). Cognitive Load (pp. 67-85), In Language learning and the brain:First and second language acquisition. Cambridge, England: Cambridge University Press.
Schütze, U. (2017). First and second language acquisition (pp. 86-100), In Language
learning and the brain: First and second language acquisition. Cambridge, England:
Cambridge University Press.
Schütze, U. (2017). The Bilingual Lexicon and Speaker (pp. 101-115), In Language
learning and the brain: First and second language acquisition. Cambridge, England:Cambridge University Press.
Schütze, U. (2017). Spacing (pp. 116-135), In Language learning and the brain: First andsecond language acquisition. Cambridge, England: Cambridge University Press.
Schütze, U. (2017). Word Analysis (pp. 136-151), In Language learning and the brain:First and second language acquisition. Cambridge, England: Cambridge University Press.
Schütze, U. (2017). Learning and teaching (pp. 152-163), In Language learning and thebrain: First and second language acquisition. Cambridge, England: Cambridge University
Press.
Jiang, N. (2018). Processing complex words, multiword units, meaning in L2(pp.196-243) 前半, In Second language processing. New York, NY: Routledge.
Jiang, N. (2018). Processing complex words, multiword units, meaning in L2(pp.196-243) 後半, In Second language processing. New York, NY: Routledge.
Jiang, N. (2018). Word recognition in L2 (pp.143-160), In Second language
processing. New York, NY: Routledge.
Jiang, N. (2018). Word recognition in L2 (pp. 161-183), In Second language
processing. New York, NY: Routledge.
Jiang, N. (2018). Sentence Processing in L2: Sensitivity to Morphosyntactic Violations(pp. 286-322), In Second language processing. New York, NY: Routledge.
Jiang, N. (2018). Phonological Processing in L2: Issues and Findings (pp. 73-142), In
Second language processing. New York, NY: Routledge.
Jiang, N. (2018). Phonological Processing in L2: Concepts, Methods, and Models(pp.33-72), In Second language processing. New York, NY: Routledge.

2020.5
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2022.112023. 12023. 32023. 52023. 82023. 92023. 112024. 22024. 32024.05

Adelman, J. S., & Estes, Z. (2013). Emotion and memory: A recognition advantage forpositive and negative words independent of arousal. Cognition, 129, 530-535.
Jiang, N. (2018). Sentence Processing in L2: Parsing (pp. 244-285), In Second language
processing. New York, NY: Routledge.
Kapp, K. M. (2017). Gamification designs for instruction. In C. M. Reigeluth, B. J.
Beatty, & R. D. Myers (Eds.), Instructional-design theories and models, volume IV: The
learner-centered paradigm of education (pp. 351-384). New York: Routledge.
Hervais-Adelman, A., Moser-Mercer, B., Michel, C. M., & Golestani, N. (2015). fMRIof simultaneous interpretation reveals the neural basis of extreme language control.
Cerebral Cortex, 25 (12), 4727-4739. doi:10.1093/cercor/bhu158
Kachlicka, M., Saito, K., & Tierney, A. (2019). Successful second language learning istied to robust domain-general auditory processing and stable neural representation ofsound. Brain and Language, 192, 15-24.
（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（公開講演会開催につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）
Kanazawa, Y. (2022). Monadic Emotions, Dyadic Emotions, Triadic Emotions: The
1-2-3 Emotion Model (Peircean Kainopythagorean Phaneroscopic Model of Emotion)and the Fundamental Questions to the Emotion-Involved Processing Hypothesis.
Advance. https://doi.org/10.31124/advance.20486262.v2（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（研究発表 2 件につき輪読は実施せず）（公開講演会開催につき輪読は実施せず）
Matsushima, K., Shimizu, S., Kanazawa, Y., & Shirai, T. (2023). Philosophical dialogue
in English education: P4C, CLIL, and P4ELT. Japanese Journal of PhilosophicalPractice, 5, 48-59.
大山廉（2023）「学習者の情意と英語の指導法」大瀧綾乃、須田孝司、横田秀樹、
若林茂則［編］『第二言語習得研究の科学 2：言語の指導』（pp. 145-164）くろしお出版
金澤佑（2022）「高等教育活動におけるディープ・ポジティビティ仮説と認識情動」『感情心理学研究』30 (Supplement), OS2-09.

Cf. [午前のプロジェクト会議]

2014.11. Martinez, R., & Schmitt, N. (2012). A phrasal expressions list. Applied Linguistics, 33 (3),299–320.
2014.12. Conklin, K., & Schmitt, N. (2012). The processing of formulaic language. Annual Review
of Applied Linguistics, 32, 45–61.
2015.01. Sosa, A. V., & MacFarlane, J. (2002). Evidence for frequency-based constituents in themental lexicon: Collocations involving the word of. Brain and Language 83, 227–236.
2015.02. Jiang, N., & Nekrasova, T. M. (2007). The processing of formulaic sequences by secondlanguage speakers. The Modern Language Journal, 91 (3), 433–445.
2015.04. Lin, P.M.S. (2013). The prosody of formulaic expressions in the IBM/Lancaster Spoken
English Corpus. International Journal of Corpus Linguistics, 18 (4), 561–588.
2015.05. （実施せず）
2015.07. Wray, A. (2000). Formulaic sequences in second language teaching: Principle andpractice. Applied Linguistics, 21 (4), 463–489.
2015.09. Boers, F., & Lindstromberg, S. (2012). Experimental and intervention studies on
formulaic sequences in a second language. Annual Review of Applied Linguistics, 32,
83–110.
2015.11. 以降は、研究プロジェクト本格化につき午前の部での輪読を実施せず
以上
事務局：ラフラールイ（関西学院大学）・大竹翔子（神戸学院大学）
連絡先：let.fmt.sig@gmail.com