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Keiko Hattori


FacultyGeneral Education Division
PositionAssociate Professor
Commentator Guide
Last Updated :2019/09/04

Research Activities

Research Areas

  • Linguistics, Foreign language education
  • Linguistics, Japanese language education
  • Education, Sociology of education

Published Papers

  • The Relationship between G-TELP Scores and the English Courses Students Registered, keiko Hattori, Yumi Hasegawa, Memoirs of The Faculty of Biology-Oriented Science and Technology of Kindai University, (39), 39 - 46, Feb. 2017 , Refereed
  • Multilingual and multicultural teaching materials in language teaching in Japan, keiko Hattori, CAJLE2015, Sep. 2015 , Refereed
  • 〈Research Notes〉 A Survey to Facilitate Students' Attendance of Language Space : For Better Schedule of Language Space, 長谷川 由美, 服部 圭子, 坂田 直樹, 近畿大学生物理工学部紀要 = Memoirs of the Faculty of Biology-Oriented Science and Technology of Kinki University, 近畿大学生物理工学部紀要 = Memoirs of the Faculty of Biology-Oriented Science and Technology of Kinki University, 33, 25 - 33, Mar. 01 2014
    Summary:[要旨]ランゲージスペース(以下LSとする)の学生参加率の向上を目的とし、2つの調査を行った。 1つは学生を対象にしたLSに参加可能な曜日・時間帯に関するオンラインアンケート, もう1つは履修登録状況のデータによる空き時間の調査である。 両調査結果の相関係数がある程度高かったため, 今後は履修状況の調査を行うことで, 学生の参加可能な時間帯を割り出すことが可能であることがわかった。 また, 1限・5限を中心に学生がLSに参加可能であることが判明したが, 多くの学生が遠方より通学している現実を鑑みると, これらの時間帯にLSを実施することが本当に参加者の増加を促すかどうかという点においては, 今後さらに調査を重ねる必要がある。 今回の調査結果を踏まえて, 今後も様々な学生が参加しやすい時間帯にLSを設定しすることを検討して行くとともに, 平成26年4.月度からの1年生対象科目である「総合英語1、2」と「基礎英語1, 2」受講者へのLS参加必修化に備える必要がある。 [Abstract] To increase the number of students participating in "Language Space," two surveys were conducted to determine which periods they are more likely to come: a) an on-line questionnaire asking students which periods they can come; b) analysis of 15'- and 2nd- year students' registration data. The results show that the two surveys show the similar tendency, indicating that students' registration information is relatively useful data for grasping students' overall probability to participate in LS. However, the results showing that l'`- and 5t- periods are good for students should be carefully interpreted because these periods may be possible but may not be feasible for students to come to LS, since many students commute long distance. This is virtually the first attempt to grasp students' probability to participate in LS. Its activities have not been necessarily conducted now on the periods this study found students are likely to come, but in the future, we may have to arrange LS schedule based on students' weekly schedules.
  • Extra Curricular Activities of Language and Culture at a Life Science Department : A Report on B.O.S.T. "Language Space" Activities, 服部 圭子, 近畿大学教養・外国語教育センター紀要. 外国語編, 近畿大学教養・外国語教育センター紀要. 外国語編, 3(2), 155 - 167, 2013
    Summary:著者専攻: 言語文化教育学
  • Development of Teaching Material for Japanese Migration Studies and its Practical Application(2)Practical Reports on Application of "Nihon-Burajiru Imin Karuta", 服部 圭子, 大舩 ちさと, 中山 京子, JICA横浜海外移住資料館研究紀要, JICA横浜海外移住資料館研究紀要, 7, 63 - 90, Mar. 2012 , Refereed
  • Intercultural/transcultural education in a Learning Community ---An observation from meetings among Japanese and exchange students ---, keiko Hattori, )Application of Theory of Language and Culture Education - How to Develop Perspectives of Language and Culture, 2012 , Refereed
  • Critical issues on international education in a perspective of the local Japanese language education: a viewpoint of languages for the daily lives, 服部 圭子, International education, International education, 16, 74 - 82, Jun. 2010 , Refereed
  • Comparison of Native Speaker and Non-Native Speaker in Research Presentations and Its Pedagogical Implications:: a Case Study of Oral Presentation by Japanese Researcher, Book of Abstracts:XV11 European Symposium on Languages for Specific Purposes, 2010 , Refereed
  • Corpus building as Part of Collaborative Language Learning in Life Sciences., Partnerships in Action:Research, Practice & Training,Inaugural Conference of the Asia-Pacific Rim LS, Dec. 2008

Books etc

  • Science Frontiers: Developing Your English with National Geographic, keiko Hattori, Joint Editor,   2015 11 , 4863122896
  • Methods of Critical Discourse Analysis, Joint Translation,   2010 11 , 978-4-88303-276-1

Conference Activities & Talks

  • Elements necessary for living together in a multicultural society: from the viewpoints of community development and the participants in a supporting activity for international residents, keiko Hattori, International Pragmatics Association (IPrA),   2019 06
  • Analysis of Teacher's Manual of English Textbooks for University Students and their Trends, keiko Hattori, Yumi Hasegawa, Yayoi Yamashita,   2018 08 30
  • 어학 유학 경험자가 가지는 한국 재유학의 의의 -한국어 전공 학생을 대상으로 한 PAC분석 결과를 중심으로-, Sakawa Yasuhiro, keiko Hattori, Takechi Kaoruko, Takahashi Tokomo,   2018 07 07 , 招待有り
  • ESP materials and instructor manuals for undergraduate and graduate students in life sciences , keiko Hattori,   2017 10 14 , 招待有り
  • Analysis of LINE Chat Interaction as part of Multi-Modal Communication, keiko Hattori, Noriko Okamoto, International Pragmatics Association (IPrA),   2017 07 18
  • A Study of “Shadowing” and Visual-SpatialLearners, Kaoruko Takech・Keiko Hattori, JACET 55th International Convention,   2016 09
  • (JACET ESP(関西)研究会), keiko Hattori,   2016 08
  • Extracurricular English Activities at Kinki University, Faculty of Biology-Oriented Science and Technology, keiko Hattori, Naom Backes Kamimura, JACET Kansai ESP sig,   2016 07 18
  • Multilingual and Multicultural Situation in Japan, keiko Hattori,   2016 02 , 招待有り
  • Shadowing Training for EFL Learners and Their Brain Imaging, kaoruko Takechi・keiko Hattori, TESL Canada 2015,   2015 10
  • Developing web contents for raising linguistic awareness of Japanese language support volunteers, keiko Hattori,   2015 08
  • Multilingual and multicultural teaching materials in language teaching in Japan, keiko Hattori,   2015 08 , 招待有り
  • Multi-modal Communication in Japnese using LINE, keiko Hattori, Noriko Okamoto, AILA 2014 Congress,   2014 08
  • Material development for science students:Trials and challenges to be ESP teachers, keiko Hattori,   2014 02 , 招待有り
  • The Mutual Understanding of East Asian EIU through the development of co-textbook, keiko Hattori, Geon-Soo Han,   2011 11
  • Curriculum Development in Communicative Competence and ESp, Kamimura Backes naomi, Hattori Keiko, suehiro Miki,   2009 03


  • A handbook on Global Competence, keiko Hattori,   2019 03
  • 〈Research Notes〉The Relationship between G-TELP Scores and the English Courses Students Registered, 服部 圭子, 長谷川 由美, 近畿大学生物理工学部紀要 = Memoirs of the Faculty of Biology-Oriented Science and Technology of Kindai University, 39, 39, 46,   2017 02 ,
  • 〈Research Notes〉Establishing an Extensive Reading Program: Challenges and Benefits, Kimura Julia, Backes Kamimura Naomi, Hattori Keiko, 近畿大学教養・外国語教育センター紀要. 外国語編, 5, 1, 131, 145,   2014 07 , Refereed,
  • Conference overseas: The 9th annual conference for International Education in Korea, 服部 圭子, International education, 15, 193, 201,   2009 06 , 招待有り,

Research Grants & Projects

  • Ministry of Education, Culture, Sports, Science and Technology, Grants-in-Aid for Scientific Research(基盤研究(C)), Curriculum design and materials development for learning about migration among countries including Japan, Korea, and Brazil, Keiko HATTORI, The purpose of this research is to develop a curriculum model of comprehensivemulticultural education under the theme of 'international migration' as well as to make teaching materials useful for school setting from elementary schools to universities and for museums. First, classifications of teaching materials are reviewed. Second, key concepts for migration study are extracted. Third, actual materials,'reading materials' and 'KARUTA', are developed. Based on the fact that both Korean and Japanese migrated to Brazil in theirhistory, the research was conducted by interviewing a Japanese-Brazilian and a Korean-Brazilian to begin with. Then, non-Japanese people living in Japan were also interviewed, who contributed to develop reading materials. In addition,'KARUTA' was created for children with Brazilian background both in Japan and Brazil. Lastly, both of thesematerials were used at high schools, universities, and at the educational settings in the society in Korea, Japan and Brazil.


Social Contribution

  • NICK, Presenter,   1998  - 2009