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チャールズ ミューラー

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チャールズ ミューラー 准教授
Charles Mueller


■所属学科:英語文化学科
■メールアドレス: mueller@fujijoshi.ac.jp

専門分野

Second language acquisition

研究テーマ

My research has examined a wide range of SLA topics to include the effects of input frequency on aspects of L2 acquisition and the effectiveness of pedagogical approaches based on insights from cognitive linguistics.

自己紹介

 I received my Ph.D. in Second Language Acquisition at the University of Maryland. My research has been primarily conducted within the usage-based theoretical approach associated with the Cognitive Linguistics tradition. This research background is reflected in the courses I'm currently teaching. In my seminar course on second language acquisition (SLA), we're exploring how SLA has developed during the last 50 years into a rigorous discipline with increasingly solid theoretical foundations. In the Cognitive Linguistics (CL) course, we examine how CL provides insights into language acquisition and use that fit in well with our current understanding of the workings of the mind. In the graduate thesis course for fourth year students, we examine the links between the broader purposes of academic research and the specific rhetorical structures that are characteristic of academic and professional writing.

講義・演習

主な業績

主な論文

ACADEMIC ARTICLES (PEER-REVIEWED)

  1. Mueller, C. M., & Kraus, W. A. (2018, in press). The effects of personalized prompts on Japanese EFL students’ written essays. OnCUE, 11(1).
  2. Mueller, C. M. (2018). Initial Acquisition of Tense-Aspect Morphology in an Artificial Language. Second Language Research. doi:10.1177/026765837750219
  3. Mueller, C. M. (2017). A comparison of introductions in Japanese-authored Japanese articles, Japanese-authored English articles, and articles by English native speakers. JALT Journal, 39(1), 29-56.
  4. Mueller, C. M., & Jacobsen, N. (2016). A comparison of the effectiveness of EFL students’ use of dictionaries and an online corpus for the enhancement of revision skills. ReCALL, 28(1), 3-21.
  5. Mueller, C. M. (2011). English learners’ knowledge of prepositions: Collocational knowledge or knowledge based on meaning. System: An International Journal of Educational Technology and Applied Linguistics, 39(4), 480-490.
  6. Tyler, A., Mueller, C. M., & Ho, V.  (2011). Applying Cognitive Linguistics to learning the semantics of English to, for, and at: An experimental investigation. Vigo International Journal of Applied Linguistics, 8, 122-140.
  7. Mueller, C. M. (2010). Effects of explicit instruction on incidental noticing of metaphorical word sequences during a subsequent reading task. International Journal of English Studies, 10(1), 81-101.
  8. Tyler, A., Mueller, C. M., & Ho, V. (2010). Applying cognitive linguistics to instructed L2 learning: The English modals. AILA Review, 23(1), 30-49.
  9. Mueller, J., & Mueller, C. M. (2009). Style shift in Korean teledramas: A case for the careful consideration of speech style in translation, Forum, 7(2), 215-246.
  10. Mueller, C. M. (2004). Translating far-Eastern philosophical texts: Multiple challenges. Synthesis Philosophica, 19(1), 205-217.
  11. Mueller, C. M. (2003). Tracing the steps of the successful multilingual: A synopsis. Journal for Distinguished Language Studies, 1(1), 65-74. Republished in 2004 in B. L. Leaver & B. Shekhtman (Eds.), Teaching & learning to near-native levels of language proficiency (pp. 93-101). Salinas, CA: MSI Press.
  12. Mueller, C. M. (1992). Songch'ol's radical subitism. Seoul Journal of Korean Studies, 5, 105-126.

ACADEMIC ARTICLES (NON-PEER-REVIEWED)
  1. Mueller, C. M. (2018) Graduate students’ beliefs about learning a second language. The Bulletin of the Faculty of Humanities, Fuji Women’s University, No. 55.
  2. Mueller, C. M. (2017). Maturational age effects on the status and role of formulaic sequences in first and second language learning. The Bulletin of the Faculty of Humanities, Fuji Women’s University, No. 54. 1-55.
  3. Mueller, C. M. (2016). A semantic account of the English preposition FOR based on a Cognitive Linguistics framework. The Bulletin of the Faculty of Humanities, Fuji Women’s University, No. 53, 1-24. Later republished in 2018 in the 50th issue of Collected Articles on English Language (英語学論説資料), published by the Ronsetsu Shiryo Hozonkai (論説資料保存会) in Tokyo, Japan (http://www.ronsetsu.co.jp/).

CONFERENCE PROCEEDINGS
  1. Mueller, C. M. (2016). The semi-collaborative research paper: Development of a writing assignment for a graduate EAP course. In G. N. Lovtsevich (Ed.), Connecting professionally on ELT in Asia: Crossing the bridge to excellence. 14th AsiaTEFL@11th FEELTA International Conference on Language Teaching, Vladivostok, June 30--July 02, 2016 Conference Proceedings (pp. 99-104). Vladivostok, Russia: Far East Public Service Organization of English Language Teachers.

Ph.D. DISSERTATION
  • Comparison of an integrative inductive approach, presentation-and-practice approach, and two hybrid approaches to instruction of English prepositions (2012). University of Maryland, College Park.

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