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.

Specializes in education through teaching materials, methods, curriculum design, teachers’ training for inter-linguistic and intercultural communication based on social psychology. In 2007, started “Primary School Project” in Democratic Republic of Congo through intercultural collaboration, has continuously introduced how to create an atmosphere for “mutual collaboration” and “sustainable relationship” with the local community, and is always working with young researchers on the fieldwork-based approach in exploring how to interpret social and cultural phenomena in local communities to develop a model school for the area. We have other related projects in Kagoshima, Yamaguchi, Nagano, Kanagawa, Akita, Aomori.

As my specialty is interlinguistic and intercultural communication based on education, and I am researching its curriculum design and teaching methods. Generally, when we think about intercultural communication, it is exchange with foreign countries that comes to mind. However, even when we are talking with Japanese people, a word can often be interpreted completely differently by the other person, due to individual understandings of the image evoked by that particular word that arises from our diverse backgrounds. Nevertheless, there is the mistaken impression that sharing a language or an interpretation equals understanding, and major communication gaps can arise before we know it.
What is more, my special field of research is the creation of environments for interlinguistic and intercultural communication that generate these kinds of “discoveries.” What steps are required, what kind of settings do we need to create, and what kind of program do we need to assemble? This involves developing a curriculum design, creating an environment that generates sustainable shared understandings as quickly and naturally as possible, and coming up with the methodology to teach the required content and language, for example. We are undertaking this research by putting these concepts into practice through specific projects.

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.

“懐徳堂（Kaitokudo）” was an academy founded in 1724 by merchants in Osaka and officially recognized by the Edo shogunate two years later.At its peak, it was regarded as a counterpart to the 昌平黌（Shoheiko） in Edo. While centered on 朱子学（Neo-Confucianism）, its academic approach developed in unique ways, encompassing not only classical studies but also research in medicine and astronomy. I am currently engaged in research on these academic characteristics of Kaitokudo. Unfortunately, Kaitokudo closed in the early Meiji period, but it was revived in the Taisho era as the “重建懐徳堂（Choken-Kaitokudo）”. One figure deeply involved in this Choken-Kaitokudo was 西村天囚（Nishimura Tenshu,1865–1924). Tenshu maintained close ties with many Sinologists active at the time. In recent years, new materials related to Tenshu have been discovered, revealing not only his own writings but also a wealth of newly uncovered documents regarding these interactions. Consequently, I have recently been conducting research on these materials , and I am also engaged in research on Classical Chinese Studies from the Meiji period onward.

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). .