Atsuko Moriyama
Language Assistant in Japanese
- Japanese Studies, Asian Studies
- School of Literatures, Languages and Cultures
- University of Edinburgh
Contact details
- Tel: +44 (0)131
- Email: atsuko.moriyama@ed.ac.uk
Address
- Street
-
Room 4.08
40 George Square - City
- Edinburgh
- Post code
- EH8 9JX
Background
Dr Atsuko Moriyama (B.A. Waseda University, M.Ed. Chiba University, M.Sc. and Ph.D. The University of Edinburgh in Applied Linguistics) is a full-time teaching staff of Asian Studies and currently teaches Japanese language courses to all year levels. Before taking up this position, she supervised master dissertations in MSc TESOL and MSc in Language Teaching at Moray House School of Education (2017-2019). She has almost 24 years of experience as a language teacher (Japanese and English) in Japan and UK. Throughout her teaching career, she has been motivated to practise research-informed teaching.
Dr Moriyama has been awarded external grants for her research and teaching, including the Grant-in-Aid for Scientific Research (KAKENHI) awarded by The Japan Society for the Promotion of Science for her classroom-based study (2012-2015) and the Student Exchange Support Program Scholarships awarded by the Japan Student Services Organization for five intercultural communication courses she developed and/or coordinated for students at Chiba University and those at its sister universities and other universities around the world. She is the leader of BATJ () project "Developing locally-based communities for Japanese language teachers in the UK", which is awarded by BATJ.
Responsibilities & affiliations
The British Association for Teaching Japanese as a Foreign Language (BATJ)
The British Association for Applied Linguistics (BAAL)
Undergraduate teaching
Japanese Language Lower Intermediate (Main Textbook Class & Writing Class)
Foundation Japanese Language 1
Research summary
My research interests include second language acquisition (particulary grammar acquisition), academic writing, sociolinguistics, intercultural competence acquisition, and English and Japanese language education, including application of corpus resources in classrooms for student-centred learning.
Conference details
The 4th JADE Kanto-Koshinetsu Chapter Conference (2016). The Japan Association for Developmental Education (JADE). Edogawa University (Tokyo, Japan).
The 3rd JADE Kanto-Koshinetsu Chapter Conference (2013). The Japan Association for Developmental Education. Nihonbashi Gakkan University (Tokyo. Japan).
The International Academy of Technology, Education and Development (IATED), iCERI 2014: 7th International Conference of Education, Research and Innovation. The Barceló Renacimiento Hotel (Sevilla, Spain).
The 11th Asia TEFL International Conference (2013) The Ateneo de Manila University (Manila: The Philippines).
The British Association for Applied Linguistics (BAAL), The 2013 BAAL Conference. Heriot-Watt University (Edinburgh, UK).
The JACET 51 International Convention (2012). The Japan Association for College English Teachers (JACET). Aichi Prefectural University (Nagoya, Japan).
The 15th JABAET Conference (2009). The Japan-Britain Association of English Teachers (JABAET). Dokkyo University (Saitama, Tokyo).
The Japan Association of Language Teaching (JALT). The JALT 24th Annual International Conference on Language Teaching (Omiya, Japan).
Invited speaker
Moriyama, A. (2013) Developing EFL learners' awareness of pragmatically-appropriate language use through sociolinguistic surveys and video-conferencing. The University of the Philippines Open University. Lecture Series: Let's Talk it Over“ organised by The Faculty of Management and Development Studies (Los Banos: The Philippines).
Participant
Sato, N. & Moriyama, A. (2015) Exploring collaborative instruction to teach paragraph writing in Japanese and English by a teacher of Japanese and a teacher of English (In Japanese). The Japan Association for Developmental Education (JADE), The 4th JADE Kanto-Koshinetsu Chapter Conference. Edogawa University (Tokyo, Japan).
Sato, N. & Moriyama, A. (2014) Teaching paragraph writing to undergraduates: a possibility of collaborative instruction by a teacher of Japanese and a teacher of English (In Japanese). The 3rd JADE Kanto-Koshinetsu Chapter Conference. The Japan Association for Developmental Education. Nihonbashi Gakkan University (Tokyo. Japan).
Moriyama, A. (2014) Can language-related episodes (LREs) facilitate L2 questions development?, The International Academy of Technology, Education and Development (IATED), iCERI 2014: 7th International Conference of Education, Research and Innovation. The Barceló Renacimiento Hotel (Sevilla, Spain).
Moriyama, A. (2013) Effects of peer feedback on the production of modified output: a study of English question formation acquisition. The 11th Asia TEFL International Conference, The Ateneo de Manila University (Manila: The Philippines).
Moriyama, A. (2013) Effects of a linguistic survey experience on EFL learners' awareness of pragmatically appropriate language use. The British Association for Applied Linguistics (BAAL), The 2013 BAAL Conference. Heriot-Watt University (Edinburgh, UK).
Moriyama, A. (2012) Effective ways of motivating learners to keep trying out lately-acquired English question forms beyond lesson. The Japan Association for College English Teachers (JACET), The JACET 51 International Convention, Aichi Prefectural University (Nagoya, Japan).
Moriyama, A. (2009) Effects of form-focused instruction to promote noticing the gap on learners’ L2 development: a study of English interrogative acquisition in the classroom. The Japan-Britain Association of English Teachers (JABAET). The 15th JABAET Conference, Dokkyo University (Saitama, Tokyo).
Iwa, A. (1998) The effects of communication strategy training on Japanese high school students in Oral Communication classes. The Japan Association of Language Teaching (JALT). The JALT 24th Annual International Conference on Language Teaching (Omiya, Japan).
Papers delivered
Moriyama, A. (2013) Benefits of teacher modelling using thinking-aloud protocol and manuscripts written in L1 and L2. (In Japanese). The Japan Association for Developmental Education. 8:2, pp.40-47. The Japan Association for Developmental Education (JADE).
Moriyama, A. (2012) Effective ways of motivating learners to keep trying out lately-acquired English question forms beyond lesson. The JACET 51 International Convention Proceedings, pp.198-203. The Japan Association for College English Teachers (JACET).
Iwa*, A. , Enomono, M., Otani, K., Shimano, K., & Tsuchiya. S. (1998) Overlapping phenomena in the Japanese Map Task Corpus. Technical Report of IEICE, SP98-70, pp.15-21. The Institute of Electronics, information and Communication Engineers. (* "Iwa” is Dr Moriyama's previous surname)
Peer-reviewed Articles
Moriyama, A. (2016) The effects of instruction intended to facilitate peer assistance on the production of collaborative dialogues and the second language acquisition. Report of the Grant-in-Aid for Scientific Research (No. 24520609), Ministry of Education, Science, Sports and Culture of Japan. https://kaken.nii.ac.jp/file/KAKENHI-PROJECT-24520609/24520609seika.pdf
Moriyama, A. (2013) Benefits of teacher modelling using thinking-aloud protocol and manuscripts written in L1 and L2. (In Japanese). The Japan Association for Developmental Education. 8:2, pp.40-47. The Japan Association for Developmental Education (JADE).
Moriyama, A. (2012) Effective ways of motivating learners to keep trying out lately-acquired English question forms beyond lesson. The JACET 51 International Convention Proceedings, pp.198-203. The Japan Association for College English Teachers (JACET).
Iwa*, A. , Enomono, M., Otani, K., Shimano, K., & Tsuchiya. S. (1998) Overlapping phenomena in the Japanese Map Task Corpus. Technical Report of IEICE, SP98-70, pp.15-21. The Institute of Electronics, information and Communication Engineers. (* "Iwa” is Dr Moriyama's previous surname)
Textbook
Moriyama, A. (2004) Contributed to the textbook titled “Writing in the Humanities” authored by Anderson, K., Lynch, T., & Benson, C. (2004). I wrote a sample essay in English using the four-part organization of Chinese/Japanese wiring — introduction, development, turn, and conclusion ("ki-syo-ten-ketsu" danraku-writing style), which is commonly used among Japanese and Chinese.