For the purposes of compiling and expanding the English speech acts corpora (SAC), the researcher conducted a data collection project in the UK four times during the research period, regarding the target eight speech acts ([A] thanking, requesting, complimenting, suggesting; [B] apologising, inviting, complaining, offering). As a result, he obtained (1) 32 sets of questionnaire and audio data concerning [A], (2) 33 sets of questionnaire and audio data concerning [B], (3) 12 sets of video role-playing data concerning [A] and (4) 13 sets of video role-playing data concerning [B].The researcher conducted a collaborative cyber learning project with a foreign university utilising the SAC, and confirmed that the participants had felt the project meaningful. The researcher also studied about the learning experience of university students about thanking, apologising, requesting and inviting, using a questionnaire.

Investigation on the linguistic strategies employed by native English speakers at the lexical, grammatical, and discourse levels; [II] Experimentation with teaching materials and teaching methods for the application of the research results, along with a survey of the status quo and the future directions of this theme at the secondary level ELT; [III] Research on the treatment of speech acts in the university ELT materials and the existing large-scale English corpora; [IV] Survey of the ability of the Japanese learners to perform the target speech acts using interlanguage English; [V] Study on speech acts in Japanese

In 2007, we conducted a national survey on the teacher certification renewal system. Results were as follows : Standards of approval and assessment for license renewal should be based upon consultations with in-service teachers and should be publicly accessible ; Professional competencies or standards for teachers should be concrete ; Further research into current teacher evaluation mechanisms used by all boards of education should be conducted with the final objective of developing a comprehensive, consistent nation-wide appraisal policy.
In 2008, seeking a new paradigm of professional development and evaluation of secondary English teachers, we conducted a survey on in-service English teacher training among local educational authorities and a survey on initial teacher education (ITE) among college instructors responsible for EFL methodology classes. The major results of the former survey were as follows : It is important that on-site training is maintained as a PD activity which is formally assessed in the appraisal system ; Building a close partnership between universities and local boards/schools is one of the most significant challenges to improve teacher training system ; Training programs should be designed and provided contingent on teachers' competence ; Results of PD experiences and activities which foster teacher autonomy should be included in the formal teacher appraisal system. The results of the latter survey were as follows ; More ITE providers seemed to have set acquisition of practical teaching skills as the methodology course and thus more courses are conducted in a small, seminar style class with ample opportunities for practical activities ; The number of ITE providers increased markedly with the emphasis on early English education as one key area for teaching an EFL methodology course.
In 2009, we conducted a research on developing a Japanese version of EPOSTL (European Portfolio for Student Teachers of Languages). By adapting the EPOSTL to Japanese educational context, we will be able to provide the goals of ITE. We achieved the first step by creating the tentative Can-do list for Japanese student teachers of English.

2024年度特定課題研究「英語スピーチアクトコーパスの整備拡充と英語教育並びに国際交流活動に於けるその活用」において、「英語スピーチアクトコーパス」構築に向けたデータ収集のためのアンケートのパイロット版を作成し、パイロットスタディとして大学生1名にアンケート回答とを依頼した。対象スピーチアクトとして、Thanking（感謝）、Apologising（謝罪）、Requesting（依頼）、Inviting（招待／勧誘）、の4種類を設定した。それぞれにつき<Formal / Polite>、 <Informal / Friendly>、< linguistic features >を回答してもらった。アンケートで依頼した内容は次の通りである。[A] Thanking(1) <Formal / Polite> What would you say when you would like to thank your supervisor at your workplace for a birthday gift s/he gave you yesterday?(2) <Informal / Friendly> What would you say when you thank your colleague at your workplace for a birthday gift s/he gave you yesterday?(3) Please explain the linguistic features which differentiate (1) & (2) in terms of linguistic politeness. If you would say the same thing in the above two settings, please specify why your utterances are the same.[B] Apologising(1) <Formal / Polite> What would you say when you would like to apologise to your supervisor at your workplace for the mistake you made yesterday?(2) <Informal / Friendly> What would you say when you apologise to your colleague at your workplace for the mistake you made yesterday?(3) Please explain the linguistic features which differentiate (1) & (2) in terms of linguistic politeness. If you would say the same thing in the above two settings, please specify why your utterances are the same.[C] Requesting(1) <Formal / Polite> What would you say when you would like to ask your supervisor at your workplace to cover your shift tomorrow?(2) <Informal / Friendly> What would you say when you would like to ask your colleague at your workplace to cover your shift tomorrow?(3) Please explain the linguistic features which differentiate (1) & (2) in terms of linguistic politeness. If you would say the same thing in the above two settings, please specify why your utterances are the same.[D] Inviting(1) <Formal / Polite> What would you say when you would like to invite your supervisor at your workplace to your birthday party this Saturday?(2) <Informal / Friendly> What would you say when you would like to invite your colleague at your workplace to your birthday party this Saturday?(3) Please explain the linguistic features which differentiate (1) & (2) in terms of linguistic politeness. If you would say the same thing in the above two settings, please specify why your utterances are the same.[A]-(3)に関して、回答者は次のように書いている：In the informal one, I try to use more casual words such as “sooo” or “u”, and try to add more details to show I really like the gift.[B]-(3)に関して、回答者は次のように書いている：In the formal one, I try to use some words more formal such as apologise, and try to clarify more. But in the informal one, I will use a casual attitude to not explain much.[C]-(3)に関して、回答者は次のように書いている：In the formal one, I focus on my attitude to show I’m really sorry.[D]-(3)に関して、回答者は次のように書いている：In the formal one, I will try to show more specific reasons to tell that person why I want to invite he/her. But in the informal one, I will just try to be direct.アンケートの最後には、このアンケートに取り組んだ感想を記入してもらった。この部分の指示文と回答者からの感想は以下の通りである。*Please write about this questionnaire. What was a good point? What can be done to make this better? You can also write about anything you like.> Nothing but I really like the examples to help me remind my actions in a specific scene.これらの結果から、このパイロットスタディで使用したアンケートは対象の4種類のスピーチアクトに関して2レベルのポライトネスレベルの発言を引き出すこと、また、ポライトネスレベルにどのように差を付けたかに関する言語学的な理由を引き出すことに成功したと考えられる。

次の3課題につき研究を実施した。(1) 2017年4月 から 2020年3月までの科研費研究「英語スピーチアクトコーパスの構築・拡充並びに英語教育と国際交流に於けるその活用」([17K02693])並びに早稲田大学特定課題（[2017K-145],[2018K-154], [2019C-138]）に於いて収集した言語データを基に、特にThanking（感謝）に焦点を当てて分析を行った。その結果については“A Study of Lexicogrammatical Strategies of Thanking in the LondonArea and Its Implications for ELT”というタイトルで論文発表を行った（早稲田大学「文化論集」第62号、2023年9月）。(2)同じく2017年4月から 2020年3月までの科研費研究並びに早稲田大学特定課題に於いて収集した言語データを基に佐藤亜美氏（名古屋商科大学国際学部講師）と共に“Vocatives as familializers”に焦点を当てて共同研究を行い、”TheRecent Trend in the Use of English Vocatives as Familiarizers: From the DataCollected in London”というタイトルで共同学会発表を行った。（日本語用論学会第26回大会、2023年12月）。その後、研究発表内容を同タイトルの「大会発表論文」として投稿を行った。2024年度中に刊行される予定である。(3) 「英語スピーチアクトコーパスの英語教育と国際交流に於ける活用」をテーマとして、Dr Andrine Ong (The University of Notthingham Malaysia)に上記論文“A Study of Lexicogrammatical Strategies of Thanking in the LondonArea and Its Implications for ELT”を精読した上で2点の質問に回答していただいた。質問と回答は次の通りである。1) In what ways are these research results useful for internationalexchange projects that are designed for enhancing participants' communicationskills? >>> The study involved practical research methods suchas role-playing or discourse completion questionnaires. These methodologies canbe directly applied in international exchange projects, allowing participantsto engage in realistic communication scenarios that mimic the cultural andlinguistic context of the London area. In other words, understanding thesenuances can make English learners more culturally sensitive and better preparedfor diverse communication contexts in an international setting. 2) Whatactivity or activities can you think of for such international exchangeprojects? >>> •Cross-CulturalDiscussions: Incorporate discussions on cultural nuances related to expressionsof gratitude to enhance participants' intercultural communication skills. •Lexical and Grammatical Analysis: Participants can engage inactivities that involve analyzing lexical and grammatical features ofexpressions of gratitude, using tools similar to WordSmith 8.0.

2022年度特定課題「英語スピーチアクトコーパスの整備拡充と英語教育並びに国際交流活動に於けるその活用」(2022C-073並びに2022R-008)に於いて、次に述べる研究を連携研究者と実施し成果を得た。今回はこれまで構築してきたEnglish Speech Acts Corpora (SAC)（＝英語スピーチアクトコーパス）のデータの中で興味深い項目として浮かび上がったvocatives (= address terms)、すなわち「相手への呼び掛け」とこのテーマにおけるジェンダーと親疎関係による影響について焦点を当て、2023年3月9日から2023年3月21日の日程で英国ロンドンにて実地調査を実施した。調査は記述式アンケートと音声録音を用いる手法を用い、ロンドンまたロンドン近郊在住の英語母語話者20名より回答を得た。今回得られたデータは今後整備を進め、学会発表や論文発表などで発表を行う予定である。

2022年度特定課題「英語スピーチアクトコーパスの整備拡充と英語教育並びに国際交流活動に於けるその活用」(2022C-073並びに2022R-008)に於いて、次に述べる研究を連携研究者と実施し成果を得た。今回はこれまで構築してきたEnglish Speech Acts Corpora (SAC)（＝英語スピーチアクトコーパス）のデータの中で興味深い項目として浮かび上がったvocatives (= address terms)、すなわち「相手への呼び掛け」とこのテーマにおけるジェンダーと親疎関係による影響について焦点を当て、2023年3月9日から2023年3月21日の日程で英国ロンドンにて実地調査を実施した。調査は記述式アンケートと音声録音を用いる手法を用い、ロンドンまたロンドン近郊在住の英語母語話者20名より回答を得た。今回得られたデータは今後整備を進め、学会発表や論文発表などで発表を行う予定である。

2021年度の研究として、8名の大学生を対象に4種類の英語スピーチアクト（感謝(Thanking)、謝罪(Apologizing)、依頼(Requesting)、招待(Inviting)）に関する会話シナリオを作成してもらい（参考のために日本語でも会話シナリオを作成してもらった）、それらを分析した。1. 感謝：感謝を表す主表現としては、Thank you for …を使った者が一番多く、5名が会話シナリオで使用した。次がThanks for …で、2名の使用があった。1名はYou didn’t have to …というサブストラテジーで感謝の意を表した。2. 謝罪：謝罪を表す主表現として、Sorryを使用したのが2名で、その他は1名ずつがI'm sorry 、I’m sorry for、I’ｍ so sorry、I’m really sorry、I am really sorryを使用し、残りの1名は「出来事の説明」というサブストラテジーを使用して謝罪の意を間接的に表した。3. 依頼：依頼を表す主表現として、2名がCould youを使用し、その他は1名ずつ異なる定型表現並びに表現を使用した（Would you mind、do you mind if、Would you、疑問文(How do you say)、Can I、would you like to ... if you don't mind）。4. 招待：招待を表す主表現として、3名がWould you like toを使用し、その他は1名ずつ異なる定型表現並びに表現を使用した（相手の都合を訪ねる疑問文、You should come、I’m wondering if you would like to、Would you come、I will、ビデオチャットの予定日時を記した語句のみ）。