I am interested in English education in general, and I have conducted listening research focusing mainly on rehearsal speed and processing speed. I am examining the authentic use of English in countries and regions around the world, using research on World Englishes.
I am also interested in research on the relationship between speed-reading and listening comprehension with an awareness of English word order.
Currently, I would like to conduct research on the changes in English education in elementary, junior high and senior high schools due to the revision of the Course of Study, and on how to personally and professonally develop future English teachers at universities.

After graduating from graduate school, I have spent many years teaching Japanese language arts at middle and high schools. During my long tenure at a middle and high school affiliated with an international school, I have reflected on and implemented approaches related to the International Baccalaureate program, interdisciplinary learning, and inquiry-based education.
Rather than being a literature enthusiast, I became a Japanese language teacher because I enjoy analyzing and refining logical arguments. My goal is to develop a systematic approach to helping students master Japanese as a language and to theorize the educational practices I implement in the classroom.
Think, Don’t Feel.
It is like a finger pointing away at the moon. Don’t concentrate on the finger, or you will miss all that heavenly glory.

How can teachers motivate learners towards meaningful inquiry and research based learning? Should teachers teach, facilitate, or both? How can interactive, proactive student co-ownership of learning and assessment be realized? These are my primary inquiry questions in the field of teacher education.

My primary inquiry interests in Japan Studies and social studies education are as below: How do local policy and business models come together to bring about regional revitalization? How can we implement case studies in this area in secondary school education, and Japan Studies education?
Analysis of animism in Shinto, Hinduism.and Japanese Buddhism.

This study is about sentences which express emotions in modern Japanese. Modern Japanese studies verse mainly on predicate sentences. Such sentences aim to convey information about “things”. As such, there are scarce studies about sentences which express emotions being treated as a kind of sentence of its own. These sentences do not aim to convey information of the “thing”. An example would be “Beautiful flower!”, which is uttered unconsciously upon being moved by the beauty of any given flower. This type of exclamatory sentences are uttered by speakers to express their emotions and they employ the structure of Noun Phrases. Other kinds of sentences which express emotions are Labeling Sentences like the insult “Bakayaro!”. Since systematic studies of sentences which express emotions are scarce, I would like to attempt to describe and classify them, considering Labeling and Exclamatory sentences as separate sub-groups.I am also attempting to grasp the structure of modern Japanese sentences, not leaning on the structure of predicate sentences.

I have been studying Osamu Dazai as a writer who sought to create new methods and styles of the novel—in other words, as an avant-garde author. His early works, including those that may be considered failures, are filled with attempts to question and dismantle the very framework of the novel. I have been exploring where such methodological approaches originated, and how he was able to adapt and employ them under the conditions of wartime censorship. In recent years, I have also been interested in reading Dazai’s works in relation to detective fiction and cinema, alongside those of other writers.

I specialise in English literature of the sixteenth and seventeenth centuries. Particular research interests include Fulke Greville (1554-1628) and the related writers. My current research involves investigating the ways in which Greville, through his works, criticises not only the Jacobean government, but also its monarch, James VI and I (1566-1625).　In order to analyse his writing process, I cross-reference the handwritten drafts of Greville’s works, the Warwick Manuscript (Add MS 54570). .