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Faculty of International Research and Education, School of International Liberal Studies
Job title
Associate Professor

Concurrent Post

  • Faculty of International Research and Education   Graduate School of International Culture and Communication Studies

  • Affiliated organization   Global Education Center



    Northwestern University   Graduate School, Division of Arts and Letters   linguistics  


    Temple University   Graduate School, Division of Arts and Letters   linguistics  


    Shimer College   Faculty of Liberal Arts  


  • ノールスウェスターン大学(米国)   博士

  • Northwestern University (U.S.A)   Ph. D

  • テンプル大学   修士

  • Temple University (U.S.A)   M. A.

Professional Memberships


    Teachers of English to Speakers of Other Languages (TESOL)


    The Japan Association for Language Teaching


    The Japan Association of College English Teachers


    Linguistic Society of America


Research Interests

  • Linguistics, Semantics, English Education


  • Antonymous adjectives in Japanese discourse

    Victoria Muehleisen, Maho Isono

    JOURNAL OF PRAGMATICS   41 ( 11 ) 2185 - 2203  2009.11  [Refereed]

     View Summary

    Following the research into discourse functions of antonyms in corpora of written English, spoken English, and written Swedish, this study examines the functions of antonymy in Japanese, a language which diverges significantly from both English and Swedish in terms of morphology, syntax, orthography, and discourse features. The study focuses on twelve pairs of 'basic' antonyms, including furui/atarashii 'old/new' and hiroi/sentai 'wide/narrow', identifying the discourse functions and the common grammatical constructions in which they occur. It is found that the discourse functions previously identified for English and Swedish are apt for describing Japanese too, although there appear to be some differences in the frequency with which the various functions are used in a large Japanese corpus. Finally, it is shown how one of the common constructions identified in the study can be used to find more examples of antonyms in the Japanese corpus. (C) 2008 Elsevier B.V. All rights reserved.



  • The Waseda-Colorado Bilingual Cross-Cultural Exchange Project, 2001 to 2007.

    Victoria Muehleisen

    Information Communication Technology Practice & Research 2007   2007   69 - 84  2007

  • Introducing the SILS Learners’ Corpus: A Tool for Writing Curriculum Development

    Muehleisen, Victoria

    Waseda Global Forum   3 ( 3 ) 119 - 125  2006


  • Politics and Pedagogy in a Cross-borders Project

    Muehleisen, Victoria, Shioda, Tsutomu

    Education Across Borders: Philosophy, Policy, and Pedagogy: New Paradigms and Challenges     295  2005

  • Selecting and Using Internet Material in University English Classes

    C@lling Japan/JALT CALL SIG   8/3; p11-16  1999.10

  • Motivating Language Learning through E-mail Exchange

    Teachers, Learners and Computers/中部日本教育文化会   69-74  1998.10

  • Together with James Fegan and Kenneth Cole: Your Way--A powerful 3-component CALL "tool" for working with words.

    言語フォーラム/語学教育研究所   8;93-118  1998.03

  • Why isn't little the opposite of large? Antonymy and Semantic Range

    Proceedings of the 24th LACUS Forum/Toronto, Canada:York University.   216-26  1998.01  [Refereed]

  • English via the Internet: Using the Internet in University Classes

    Proceedings of the Second Annual JALT CALL N-SIG Conference   P37-40  1997.10

  • Transitivity and the Incorporation of Ground Information in Japanese Verbs

    Keedong Lee, Eve Sweester, and Marjolijn Verspoor, eds.;Lexicon and Grammar in Cognitive Linguistics; Amsterdam.   P329-346  1997.07  [Refereed]

  • Motivating Language Learning through E-mail Exchange (Chapter in Teachers, Learners, and Computers)


  • Creating a Community through Asynchronous Communication: Blogging vs. E-mail

    Victoria Muehleisen, Hideko Shimizu

    The Proceedings of the 11th Conference of PAAL   2006

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Research Projects

  • Developing Teaching Materials for Enhancing the Acquisition ofUnaccusative Verbs by Japanese Learners of English

    Project Year :


     View Summary

    Three major results were obtained. First, a large-scale corpusanalysis revealed that even advanced Japanese English learners (JELs) do producepassivized unaccusatives. Second, an animation-based multiple choice test indicted thatproviding one context fo


  • University students’ recognition and use of strings in L2 writing

    Pan Pacific Association of Applied Linguistics 2009 Conference 

    Presentation date: 2009.07

  • Avoiding Plagiarism: University Students’ Recognition of Non-formulaic Language

    JALT (Japan Association of Language Teachers) 33rd Annual International Conference on Language Teaching and Learning 

    Presentation date: 2007.11

  • Introducing the SILS Learner Corpus

    From Corpus Design to Data Interpretation: Summer School,Universit〓 catholique de Louvain 

    Presentation date: 2007.09

  • Enhancing Communication and Cultural Understanding Among JFL Learners

    International Conference on Japanese Language Education,New York. 

    Presentation date: 2006.08

  • Creating a Community through Asynchronous Communication: Blogging vs. E-mail

    11th Conference of Pan-Pacific Association of Applied Linguistics 

    Presentation date: 2006.07

Specific Research

  • 日本人英語学習者が誤用する英語の動詞の言語学的分析

    1999   大和田 和治

     View Summary

     これまでいくつかの日本人学習者の英語の自動詞用法(非対格動詞)の習得に関するGB理論に基づく第2言語習得研究がなされてきた。しかし、その言語理論と実験方法に問題がないわけではない。我々は、それらの実験に使われてきた文法判断テスト等の問題点を克服するべく、数コマからなるマンガによる自由作文と判断テスト(否のばあいには理由を書かせる)を併用する方法で実験を行った。そうすることによって、S-やD-Structureといった統語構造による説明が、学習者の習得にそのまま当てはまるといった議論の正当性を検証することができると考えたからである。 被験者は、英語英文学科の学生49人である。対象とした動詞は、a)朝顔の花が開き、しぼむ、b)エレベーターが自動的に閉まる、c)中にいる人がエレベーターを閉じる、d)図書館が閉まっている、e)電車のドアが開閉する、といった場面に用いられるopenとcloseである。実験の結果、1)JLEはNS(英語母語話者)とはかなり異なった心的辞書(mental lexicon)をもっており、JLEの数人が自動詞用法はないと間違えて覚えていたこと、2)朝顔の場面(有生性が高い)では、自由作文で他の場面より、自動詞用法を使う率が高かったこと、3)エレベータや電車のドアの場面では、NSとは異なり、判断テストにおいて高い率で受け身を容認していたこと、4)とくに、電車の場面では、運転手がドアの開け閉めをするということで、受け身を容認しているJLEが多かったこと、5) 図書館の場面で、NSが容認する、it is already closedといった文をJLEの40%以上が容認しなかったこと(alreadyの理解が主な原因)、等が明らかになった。 今後も、動詞の種類を増やし、JLEとNSの心的辞書を比較検討し、JLEに英語の自動詞用法を教える効果的な方法を考えていきたい。



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