Researcher Profile and Settings

researchmap

https://researchmap.jp/read0192201

Research Areas

• Humanities & social sciences / Linguistics

Research Experience

• 同志社大学 グローバル地域文化学科 教授, 2018 - Today
• 同志社大学 グローバル地域文化学科 准教授, 2016 - 2018
• Nagoya University, Graduate School of Languages and Cultures, 2010 - 2016
• Osaka Prefecture University, School of Humanities and Social Sciences, Department of Language and Culture, 2007 - 2010
• 大阪外国語大学（現：大阪大学）外国語学部非常勤講師 (英語), 2001 - 2010
• Osaka Prefecture University, School of Humanities and Social Sciences, Department of Language and Culture, 2005 - 2007
• Osaka Prefecture University, 2000 - 2005
• Osaka Prefecture University, 1999 - 2000

Education

• Osaka University of Foreign Studies, Faculty of Foreign Studies, - 1990
• Osaka University of Foreign Studies, Faculty of Foreign Language, - 1990

Association Memberships

• 第二言語習得学会（J-SLA)
• 日本多読学会
• 大学英語教育学会（JACET)

Committee Memberships

• Second Language Research 編集委員, 2016/04 - Today
• 日本第二言語習得学会 運営委員, 2007/04 - Today
• 日本第二言語習得学会 会長, 2018/04 - 2022/03
• 日本第二言語習得学会 副会長, 2015/04 - 2018/03
• 日本第二言語習得学会 学会誌（Second Language) 編集委員, 2014/04 - 2018/03
• 言語科学会学会誌 (Studies in Language Sciences) 査読委員, 2011/01 - 2017/05
• 言語科学会学会誌 (Studies in Language Sciences) 編集委員, 2001/01 - 2013/12

Published Papers

• Exploring success factors in long-term extensive reading: A case study of a Japanese university student
  Shunji Inagaki
  Doshisha Global and Regional Studies Review, 21・22 1 - 18, Mar. 2024, Scientific journal
• Transfer and learnability: Still a ‘primary’ consideration in L2 acquisition research
  Shunji Inagaki
  Linguistic Approaches to Bilingualism, John Benjamins Publishing Company, 14(1) 74 - 78, 01 Feb. 2024, Scientific journal
  

  URLDOI URL
• L1習得とL2習得の類似点と相違点―可算・不可算の区別に焦点を当てて―
  稲垣俊史
  『ことばの科学研究』第18号 pp.8-19., ことばの科学会事務局, (18) 8 - 19, May 2017
  

  URL
• 韓国人日本語学習者におけるL1多義動詞 「열다」 「보다」 の転移可能性 ― L1典型度、L2におけるL1用法の有無、習熟度の影響 ―
  薛恵善; 稲垣俊史
  『日本学報』韓国日本学会編 第106号 pp.115-127., Feb. 2016
• Chinese speakers' acquisition of Japanese tense and aspect : A reinterpretation of Cui (2009)
  稲垣俊史
  『中国語話者のための日本語教育研究』/日中言語文化出版社 第6号 pp.50-60., 日中言語文化出版社, (6) 50 - 60, Jul. 2015
• Syntax-semantics mappings as a source of difficulty in Japanese speakers' acquisition of the mass-count distinction in English
  Shunji Inagaki
  BILINGUALISM-LANGUAGE AND COGNITION, 17(3) 464 - 477, Jul. 2014, Scientific journal
  

  DOI URL
• Japanese Learners' Acquisition of English Motion Verbs with Goal PPs
  Shunji Inagaki
  In S. Wakabayashi (Eds.), Generative Approaches to the Acquisition of English by Native Speakers of Japanese. Berlin: Mouton de Gruyter pp.17-39., 2003

MISC

• Aiming for a class that increases students’ English proficiency: A case for story retelling
  Inagaki Shuchun; Inagaki Shunji
  Language and culture, 大阪府立大学高等教育推進機構, (13) 21 - 27, Mar. 2014
• 上級日本語学習者による目的を表す「ために」と「ように」の習得―「ために」の過剰般化は中国語話者に特有か―
  福田純也; 稲垣俊史
  『日本語教育』 第156号 pp. 31-44., Dec. 2013
• The dual nature of the Japanese resultative -te iru and its implications for Chinese speakers' acquisition of -te iru
  稲垣俊史
  『中国語話者のための日本語教育研究』 第4号 pp.29-41., 日中言語文化出版社, (4) 29 - 41, Jul. 2013
• The effect of extensive reading in English on reading rates: A critique of Beglar, Hunt, and Kite (2012)
  稲垣 スーチン; 稲垣 俊史
  Language and culture, 大阪府立大学高等教育推進機構, (12) 53 - 58, Mar. 2013
• The effects of extensive reading over a one-year period for Japanese university-level EFL learners
  稲垣 スーチン; 稲垣 俊史
  Language and culture, Mar. 2012
• Chinese speakers' acquisition of tense and aspect in Japanese : A review from the perspective of the Aspect Hypothesis
  稲垣 俊史
  中国語話者のための日本語教育研究, 日中言語文化出版社, (2) 15 - 26, Jul. 2011
• The effects of extensive reading over a one-year period for Japanese university-level EFL learners
  稲垣 スーチン; 稲垣 俊史
  Language and culture, 大阪府立大学総合教育研究機構, (10) 103 - 109, Mar. 2011
• Comparing Chinese and English speakers in the L2 acquisition of Japanese motion expressions
  稲垣 俊史
  中国語話者のための日本語教育研究, 日中言語文化出版社, 第1号(1) pp.28-40. - 40, Jul. 2010
• Extensive reading does make a difference: further evidence from university-level English language education in Japan
  稲垣 スーチン; 稲垣 俊史
  Language and culture, 大阪府立大学, (9) 49 - 53, Mar. 2010
• The acquisition of purpose clauses with tame ni and yo ni by advanced Chinese-speaking learners of Japanese
  稲垣俊史
  『日本語教育』, Jul. 2009
• Language, thought, and real nouns
  David Barner; Shunji Inagaki; Peggy Li
  COGNITION, 111(3) 329 - 344, Jun. 2009
  

  DOI URL
• The effects of an extensive reading program for Japanese university-level EFL learners: their improvement in each section of the Michigan Test
  稲垣 スーチン; 稲垣 俊史
  Language and culture, 大阪府立大学総合教育研究機構, (8) 35 - 43, Mar. 2009
• Countability in Absence of Count Syntax: Evidence from Japanese Quantity Judgments
  Inagaki, S; Barner, D
  In S. Inagaki, M. Hirakawa, Y. Hirakawa, H. Sirai, S. Arita, H. Morikawa, M. Nakayama, & J. Tsubakita (Eds.), Studies in Language Sciences 8: Papers from the Eighth Annual Conference of the Japanese Society for Language Sciences. Tokyo: Kurosio, pp.111-125. , 2009
• An empirical study of the effects of an extensive reading program on the general English proficiency of Japanese university-level EFL learners
  稲垣 スーチン; 稲垣 俊史
  Language and culture, Osaka Prefecture University, 7 41 - 49, Mar. 2008
• Manner-of-motion verbs with locational/directional PPs in L2 English and Japanese
  Shunji Inagaki
  Inquiries in Linguistic Development: In Honor of Lydia White, John Benjamins Publishing Company, 41 - 68, 05 Apr. 2006
  

  DOI URL
• Japanese as a Second Language as a Subfield of Second Language Acquisition Research
  INAGAKI Shunji
  Journal of language and culture. Language and information, Osaka Prefecture University, 1 13 - 29, Mar. 2006
• How Long Does It Take for Japanese Speakers to Learn English?
  Shunji Inagaki
  Language and culture, Osaka Prefecture University, 4 19 - 29, Mar. 2005
• Motion Verbs with Goal PPs in English and Japanese as Second Language
  Shunji Inagaki
  Language and culture, Osaka Prefecture University, 3 29 - 64, Mar. 2004
• Motion verbs with locational/directional PPs in English and Japanese
  S Inagaki
  CANADIAN JOURNAL OF LINGUISTICS-REVUE CANADIENNE DE LINGUISTIQUE, 47(3-4) 187 - +, Sep. 2002
• Japanese learners’ acquisition of English manner-of-motion verbs with locational/directional PPs
  Shunji Inagaki
  Second Language Research, 18(1) 3 - 27, 2002
  

  DOI URL
• Motion Verbs with Locational/Directional PPs in English and Japanese
  Shunji Inagaki
  McGill Working Papers in Linguistics Vol.15(No.2) pp.37-79., 2001
  

  DOI URL
• Motion Verbs with Goal PPs in the L2 Acquisition of English and Japanese
  Shunji Inagaki
  Studies in Second Language Acquisition Vol.23(No.2) pp.153-170., 2001
• Implicit Negative Feedback
  Inagaki, S; Long, M. H
  In K. Kanno (Ed.), The Acquisition of Japanese as a Second Language. Amsterdam: John Benjamins pp.9-30., 1999
• The Role of Implicit Negative Feedback in SLA: Models and Recasts in Japanese and Spanish
  Long, M. H; Inagaki, S; Ortega, L
  The Modern Language Journal Vol.82(No.3) pp.357-371., 1998
• Japanese and Chinese learners' acquisition of the narrow-range rules for the dative alternation in English
  S Inagaki
  LANGUAGE LEARNING, 47(4) 637 - 669, Dec. 1997
• The Acquisition of Constraints on the Dative Alternation in English by Native Speakers and Adult Japanese Learners of English: the Role of Associative Mechanisms
  Shunji Inagaki
  University of Hawai'i Working Papers in ESL Vol.12(No.1) pp.1-24., 1993
• ‘The Multidimensional Model’に関する一研究―第二言語としての英語疑問文習得に焦点を当てて―
  稲垣俊史
  『教育学研究紀要』（中国四国教育学会) 第37巻, 第二部 pp.115-120., 1992
• A Study on the Multidimensional Model : With Special Reference to English Interrogatives
  Inagaki Shunji
  CASELE Research Bulletin, The Chugoku Academic Society of English Language Education, 22 127 - 138, 1992
  

  DOI URL
• A Review of the Studies of Sequence of Acquisition
  Inagaki Shunji
  CASELE Research Bulletin, The Chugoku Academic Society of English Language Education, 22 257 - 269, 1992
  

  DOI URL
• 外国語習得の自然な順序とその応用について―過去の研究を振り返って―
  稲垣俊史
  『中国地区英語教育学会研究紀要』No.21, pp.163-172., 1991

Books etc

• 『第二言語習得研究 モノグラフシリーズ２』「日本語話者による英語の可算・不可算の区別の習得」
  くろしお出版, Aug. 2018
• 日本の大学英語教育における多読の効果
  一粒書房, Mar. 2017
• Transfer and Learnability in Second Language Argument Structure: Motion Verbs with Locational/Directional PPs in L2 English and Japanese
  Vdm Verlag. Available at amazon.co.jp, Feb. 2010
• Second Language Development in Writing: Measures of Fluency, Accuracy, and Complexity (Technical Report #17)
  University of Hawai'i: Second Language Teaching and Curriculum Center, Nov. 1998

Presentations

• 大学における英語多読の実践について
  稲垣俊史
  JACET文学教育研究会6月例会, 25 Jun. 2022, Invited oral presentation
• 同志社大学における英語多読の実践について
  JACET文学教育研究会6月例会, 26 Jun. 2021, Invited oral presentation
• 「どうすればできるようになるか」から考える
  『言語の理解と産出チーム』公開研究会（中央大学文学研究科）, 2016
• 『どうすれば英語ができるようになるか』から考える英語授業
  稲垣 俊史
  京都産業大学 外国語学部英語学科共催 平成27年度研究大会「あの子の目が輝く授業をするために・・・求められる知識と語学力」, 2015, 京都産業大学
• 英語母語話者、日本語母語話者、日本人英語学習者による 名詞の 可 算性の認識
  稲垣 俊史
  甲南大学文学部主催「英語学セミナー特別講演」, 2015
• ニ格名詞句との共起可能性から見たクメール語話者による日本語の授受表現の習得
  日本第二言語習得学会（J-SLA 2015), 2015, Poster presentation
• 知っておくべきSLAの古典的研究 ―「クリアーな結果」の観点から―
  日本第二言語習得学会（J-SLA）夏季セミナー, 2015
• 動詞の下位範疇化における共起表現の第二言語習得
  名古屋大学国際言語文化研究科ホームカミンクデー公開マラソン講演会「共起表現」, 2014
• 第二言語習得（SLA）研究の魅力 ―「やさしい日本語」で論文を書くために―
  稲垣 俊史
  一橋大学, 2013
• 英語力かつく授業を目指して―教員の実践―
  名古屋大学国際言語文化研究科ホームカミンクデー公開講座「名大の英語教育の現状」, 2013
• 中国語話者と英語話者による日本語の移動表現の習得
  日本第二言語習得学会（J-SLA 2010）, 2010
• 生成文法に基づく動詞の自他の習得研究について
  中国語話者のための日本語教育研究会第13 回研究例会, 2009
• Why Can't You "Be Eaten Your Cake"? Overgeneralizations of the Passive by Japanese EFL Learners at Different Proficiency Levels
  9th conference of the Japan Language Association (J-SLA 2009), 2009
• 第二言語習得理論から見た中国語母語話者の自他の習得
  2009年度日本語教育学会秋季大会パネルセッション, 2009
• 日本語母語話者にとって英語の可算名詞と不可算名詞の区別はなぜ困難か
  日本英語学会第27 回大会シンポジウム, 2009
• 中国語話者による日本語の移動表現の習得について
  中国語話者のための日本語教育研究会第14 回研究例会, 2009
• Japanese Speakers' Acquisition of the Mass/Count Distinction in English: Where Does the Difficulty Lie?
  12th International Conference on the Processing of East Asia Related Languages (PEARL 2007), 2007

Research Projects

• The Effects of EFL Extensive Reading on Reading Rates for Japanese University Students
  Inagaki Shuchun
  Beglar, Hunt, & Kite (2012) implemented extensive reading to English classes at a Japanese university and showed that the more the students read, the faster their reading rates become. However, their data also indicate that the more proficient the students are, the more they read and hence the faster their reading rates become. We conducted a study to examine which interpretation is correct, taking into consideration the learners’ proficiency levels at the onset of the study. The analysis of the data is in progress and the results to be reported soon., Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, 2014/04 -2018/03, Coinvestigator, Grant-in-Aid for Scientific Research (C), Osaka Prefecture University
• 英語と日本語の移動表現の第二言語習得―日・英・中・韓を母語とする学習者を比較して
  基盤研究（Ｃ）（一般）, 2015 -2018, Principal investigator, Competitive research funding
• The development of the interlanguage corpus of Chinese speakers learning Japanese in China and the investigation of their verb learning processes
  SUGIMURA Yasushi; INAGAKI Shunji; IORI Isao; TATEISHI Hajime; ZHANG Linsheng; ZHANG Peixia; SU Ying
  This project accomplished the following two things. First, it constructed the interlanguage corpus consisting of conversational and compositional data collected from 94 Chinese speakers majoring in Japanese at Hunan University in China. Second, it investigated the verb learning processes of Chinese learners of Japanese focusing on simple verbs, compound verbs, suru-verbs of Chinese origin, tense and aspect, expressions with numeral quantifiers, etc. Results revealed that Chinese learners of Japanese choose intransitives, transitives, or passives on the basis of the extent of human agency, and acquire unergative suru-verbs of Chinese origin earlier than their unaccusative counterparts, with their tense-aspect learning process exhibiting strong universal tendencies as they are enhanced by first language transfer., Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, 2010/04 -2014/03, Coinvestigator, Grant-in-Aid for Scientific Research (B), Nagoya University
• Japanese Speakers' Acquisition of English Argument Structure: Comparing Resultatives and Passives
  INAGAKI Shunji; INAGAKI Shuchun
  This study investigated Japanese speakers’ acquisition of passives and resultatives in English. Results showed that (a) Japanese speakers overgeneralizedindirect passives (e.g., *I was stolen my bike), which are possible in Japanese, to L2 English, and that (b) while lower-level Japanese speakers allowed only “weak” resultatives (e.g., I painted the wall red), higher-level Japanese speakers allowed “strong” resultatives (e.g., The horses dragged the logs smooth) as well as weak ones. The results p rovide a new piece of evidence for the claim that L1 transfer and learnability considerations can explain the outcomes of the acquisition of L2 argument structure, Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, 2010 -2013, Principal investigator, Competitive research funding, Grant-in-Aid for Scientific Research (C)
• The Short-and Long-Term Effects of Extensive Reading in English for Japanese University Students
  INAGAKI Shuchun; INAGAKI Shunji
  We investigated the effects of extensive reading in English for Japanese university students. Results showed the following :(a) a semester-long extensive reading program had a positive effect on the learners' general English language proficiency,(b) there was some improvement not only in the students' reading, but also in their listening and grammar,(c) an additional semester of extensive reading allowed them to maintain the level that they had achieved in the previous semester,(d) a group of students who took an extensive reading class for a semester outperformed a control group who took a regular English class for the same period of time on an English proficiency test, and(e) students showed some improvement in reading fluency over the semester during which they took an extensive reading class. These findings together show the effectiveness of extensive reading for Japanese university students., Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, 2009 -2011, Coinvestigator, Grant-in-Aid for Scientific Research (C), Osaka Prefecture University
• 英語・日本語における到着点を表わす前(後)置詞を伴う動作動詞の第二言語習得研究
  稲垣 俊史
  どの母語を持つ学習者が、どの第二言語のどの文法特性を学習する場合に、母語が良い影響をもたらすのか、または悪い影響をもたらすのか?という問いに答えるため、英語、日本語の「到着点を表わす前(後)置詞を伴う動作動詞」の第二言語習得を調査した。約80名の日本語を母語とする英語学習者と、約50名の英語を母語とする日本語学習者を調査した結果、以下のことが明らかになった。 1.日本語母語話者は、英語では動き方を表わす動詞に到着点を表す前置詞句が共起できる(例 John walked to school)という文法特性を習得できている。 2.日本語母語話者は、英語では「到着点を表す前置詞句を伴う方向を表わす動詞」に動き方を表す副詞句が伴った文型(例 John went to school by walking)が不自然であるという文法特性を、習得できていない。 3.英語母語話者は、日本語では動き方を表わす動詞に到着点を表す後置詞句が共起できない(例 ジョンは学校に歩いた[非文法的])という文法特性を習得できていない。 この結果は日本語と英語の「到着点を表わす前(後)置詞を伴う動作動詞」の対照分析と学習可能性理論から説明できる。つまり、1については、日本語に存在しない英語の文法特性に対する肯定的証拠に日本人学習者が触れることによって、習得が可能になると考えられる。2については、日本語で自然な文型(例 ジョンは歩いて学校に行った)が英語では不自然であることを示す肯定的証拠がインプット中に存在しないため、習得できないと考えられる。3については、英語で可能な文型(例 John walked to school)が日本語では不可能である(例 ジョンは学校に歩いた[非文法的])ことを示す肯定的証拠がインプット中に存在しないため、習得できないと考えられる。 これまでの第二言語習得研究が扱っていない文法特性を、日本語母語話者による英語習得、英語母語話者による日本語習得という二方向から検証し、その結果を理論的に説明したことは、第二言語習得における母語の影響の解明に独創的な貢献をもたらしたと言えよう。, 日本学術振興会, 若手研究（Ａ）, 2001 -2003, Principal investigator, Competitive research funding, 若手研究(B), 大阪府立大学
• Cognitive-Linguistic Study on Translation Delay in Simultaneous Interpretation
  FUNAYAMA Chuta; TAMAI Ken; INAGAKI Shunji; MIYAHATA Kazunori; NISHIMURA Tomomi; KASAHARA Taeko
  This research consists of two parts: The building of transcribed data of actual simultaneous interpretation and their theoretical analysis. We recorded the presidential debates between the two candidates in fall, 2000 broadcast on NHK and CNN in Japan with simultaneous interpretation into Japanese. The audio stereo recordings were then transcribed in a way both the original English and its Japanese interpretation are reproduced literally with their temporal occurrences synchronized. The audio records were also analyzed by the computer software called DigiOn Sound Light to measure the time delays observed in comparing counterpart expressions in the original speech and its translation. It was found out that the average gap between the original nouns and their interpretations was 1.6 seconds while the comparable figure for verbs was 3.9 seconds. We analyzed the delays both quantitatively and qualitatively to examine the cognitive-linguistic properties of simultaneous interpretation. One dimension of measurement is the actual time consumed between the end of an expression in the original speech and the onset of its translation uttered by the interpreter. In addition to this measurement we took into consideration two other kinds of distance between such two points in time: information density and relativized burden. The former takes note of the number of words or units of information between the two points. The latter furthermore includes the syntactic, semantic, and pragmatic nature of those expressions found between the two points. Long delays are characterized by light relativized burden, which may enable relatively long holding of incoming information on the part of the interpreter., Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, 2000 -2001, Coinvestigator, Grant-in-Aid for Scientific Research (C), Osaka Prefecture University