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東京女子大学

准教授

キンバリー クラッセン

Kimberly Klassen

現代教養学部 国際英語学科 国際英語専攻

研究キーワード

second language reading / vocabulary acquisition / proper names

研究分野

Applied linguistics (lexical studies)

研究テーマ

I am interested in how a second language reader's vocabulary knowledge impacts their reading comprehension. In particular, my research has looked at the extent to which unfamiliar proper names might present a burden to the second language reader.

コメント

Developing critical reading skills should be a priority for students: reading is the main channel that students acquire new knowledge, not only while studying in university but also after graduation, in their future careers and lives as citizens. As a teacher and researcher, I am interested in helping students improve their academic reading skills in a second language, and the most effective methods for researching and teaching second language reading. Because vocabulary knowledge plays such a vital role in reading comprehension, I am interested in researching the impact of vocabulary knowledge on comprehension. My research focuses on the effect of unfamiliar proper names on reading comprehension, and the types of knowledge that proper names entail, that is, lexical and world knowledge.

  • 主な担当授業・演習
    • Introduction to English Language Teaching
    • Second Language Research Methods
    • Classroom English Seminar
  • 所属学協会・プロジェクト
    • Japan Association of Language Teachers (JALT)
    • Canadian Association of Applied Linguistics (CAAL)
    • American Association for Applied Linguistics (AAAL)
    • International Association for the Psychology of Language Learning (IAPLL)
    • International Council for Onomastic Sciences (ICOS)
  • 書籍等出版物(単著・共著)
    • "Proper name theory and implications for second language reading" (single, Language Teaching, 2022)
    • "Second language readers’ use of context to identify proper names" (single, The Reading Matrix, 2021)
    • "Curriculum design from theory to practice: Preparing Japanese students to study abroad using content-based language teaching" (co-authored, The Curriculum Journal, 2021)
    • "The effect of cultural familiarity on reading comprehension: An approximate replication of Erten & Razi (2009)" (single, Reading Psychology, 2020)