 | MIYANAGA ShojiGeneral Education Division Associate Professor | ||
Last Updated :2024/04/19
Researcher Information
J-Global ID
Research Interests
- Teaching English to Speakers of Other Languages Applied Linguistics English for Specific Purposes
Research Areas
Academic & Professional Experience
- 2018/04 - Today Kindai UniversityFaculty of ArchitectureAssociate Professor
- 2016/04 - 2017/03 KindaiUniversityFaculty of ArchitectureLecturer
Education
Published Papers
- Genre-based Approach to Japanese-to-English Translation Part 1: Genre Theory, Focusing on ESPShoji MiyanagaLao TESOL Conference Proceedings: Selected Papers (2016 - 2017) 75 - 80 2018/01 [Refereed][Invited]
This article provides a brief introduction to genre theory, focusing on English for specific purposes (ESP), and a summary of the first session of my two-part presentation at 2017 LaoTESOL - the second session described the application of genre theory to translation into a non-native language. First, I will introduce the definitions of genre, as well as three schools of genre studies, including ESP. Next, I will discuss how genre theory can aid second language learning in ESP contexts with examples of analysis of authentic academic texts in terms of rhetorical conventions, as well as the genre-based approach that is used in the Japanese-to-English translation course where I teach. Finally, I will explore how genre theory has been and can be applied to research in the fields of applied linguistics and TESOL. - Genre-based Approach to Translation Part 2: Application of Genre Theory in ESP ContextsShoji Miyanaga; Atsuko MisakiLao TESOL Conference Proceedings: Selected Papers (2016 - 2017) 81 - 89 2018/01 [Refereed][Invited]
This article describes how we apply genre theory to the Japanese-to-English translation course offered at an English language school in Osaka, Japan. First, we will briefly introduce the basics of the translator trainee course. Next, taking a specific example of email, we will describe the process of our genre-based approach to Japanese-to-English translation. The process involves OCHA (observe, classify, hypothesize, and apply) analysis of the source text in Japanese from the PAIL (purpose, audience, information, and language features) viewpoint, followed by move analysis of target texts of the same genre, corpus analysis using students’ self-created corpora, and in-class discussion with peers and the instructor. Based on the discussion and feedback, students rewrite the assignment. This cycle of genre analysis, move analysis, corpus analysis, in-class discussion, and rewriting of assignment drafts from a variety of genres helps the students develop learner autonomy, which can lead to dealing effectively with real-world translation situations. - Self-corrections of Genre-related Errors in Japanese-to-English Translation DraftsShoji MiyanagaProceedings of The 2nd International Symposium on Innovative Teaching and Research in ESP UEC Tokyo 2015 17 - 21 2016/02Difficulties with Japanese-to-English translation faced by native Japanese-speaking translators can be roughly categorized into linguistic difficulties and difficulties that are related to the genre of the translation job. Therefore, they need to acquire skills to identify such genre-specific features. This study compared the first and final drafts prepared by five translator trainees to investigate which genre-related features they could improve/correct. The genre dealt with was the press release. Among the five genre-related features of press releases examined, two features, ordering of the title and subtitle and the verb tense in the first sentence of the lead, were very likely to be self-corrected. The use of the third person to refer to the company that issued the press release was unlikely to be self-corrected. The results also suggested that students’ awareness of genre-related features did not differ depending on the duration of enrollment in the translation course.
- Shoji MiyanagaKinki University Center for Liberal Arts and Foreign Language Education Jounral (Foreign Language Edition) 近畿大学全学共通教育機構教養・外国語教育センター 6 (1) 57 - 72 2185-6982 2015/07 [Refereed]
[Abstract]Genre analysis has been playing a central role in ESP pedagogy since the 1990s, and studies on genre theory and on the practice of genre pedagogy have often been published. However, few qualitative studies concerning genre have been carried out in the field of ESP, and there are very few studies about teachers who use an approach that is based on genre analysis. This study aimed to examine how these teachers became aware of genre, how their awareness evolved over time, and ultimately how this has influenced their practice. To that end, the author interviewed three ESP instructors, who use a genre-analysis-based approach when teaching university undergraduate and graduate students. The results of the interviews indicate that the three ESP teachers were aware of genre to some extent through their academic and/or professional background before they became ESP teachers and that their ways of describing their awareness of genre have largely been influenced by their professional background.著者専攻: 応用言語学 - Students' perceptions of native and non-native speaking instructors of English and learner autonomyShoji MiyanagaTemple University Japan Studies in Applied Linguistics 87 68 - 77 2013/10
- A genre-based approach to Japanese-to-English translation for a professional training courseAtsuko Misaki; Shoji Miyanaga; Masako Terui; Judy NoguchiTaiwan International ESP Journal 42 (2) 81 - 96 2012/12 [Refereed]
A genre-based approach is being used for a professional training course for Japanese to-English translation in Japan. This paper will describe the scope, theoretical rationale and procedures of the course, which uses concepts and linguistic tools from work in ESP. They include an awareness of genres to properly situate the target text in its context, the move analysis of target texts in the same genre to identify framework structures, and the use of dedicated corpora, often self-created, to acquire the appropriate terminology and phrasing for the target texts. With learner autonomy as the ultimate goal, participants are urged to use the OCHA (observe, classify, hypothesize and apply) approach, to become aware of how to continue improving their language skills after they leave the course. For each assignment, participants consider the genre characteristics of the source as well as the target text: purpose, audience, information and language features (PAIL). In class, the drafts that have been turned in are discussed together with the issues that arose during the translation process and in the final text. Corpora are created with the reference materials found by the students and used to identify suitable words and expressions for the translated text.
Conference Activities & Talks
- In-class Activities in a Japanese-to-English Translation Course during the Pandemic [Not invited]Shoji Miyanaga57th RELC International Conference 2023/03The COVID-19 pandemic has added to the concerns that language teachers feel about their in-class activities, and since its beginning language teachers have been faced with the redefinition of classroom. To design a course, teachers need to think about which teaching context will be more viable and effective for their teaching, face-to-face, real-time online, a hybrid of them, or on-demand. The translation course reported in this paper, a genre-based Japanese-to-English translation course for university undergraduate students in Japan, has been taught in a real-life classroom while social distancing between students has been maintained for prevention of infection since September 2020, nine months after the first outbreak of COVID-19, when online and on-demand contexts were the mainstream in universities in Japan. This paper discusses its in-class activities, including peer review which was easy to do in a pre-pandemic face-to-face classroom, that use online tools so as to encourage students to participate in the activities in the difficult situation.
- ジャンル分析を応用した 日英翻訳の授業における 授業活動に関する考察 [Not invited]宮永 正治日本メディア英語学会 第11回（通算第63回）年次大会 2021/10
- ジャンル分析に基づく学部学生への専門英語のライティング指導 [Not invited]宮永 正治第 3 回 JAAL in JACET(日本応用言語学会)学術交流集会 2020/12
- Raising genre awareness in a Japanese-to-English translator training class [Not invited]Shoji Miyanaga; Atsuko Misaki; Judy Noguchi53RD RELC INTERNATIONAL CONFERENCE 2019/03
- A Genre-based Approach to Teaching the Science Research Article [Not invited]Shoji Miyanaga; Atsuko Misaki; Judy NoguchiJAAL in JACET 2018 2018/12
- ESP-based genre awareness for interpretation and translation [Invited]Shoji Miyanaga; Atsuko Misaki; Judy Noguchi2018 Lao TESOL Post-conference Workshop 2018/02
- An ESP Approach to Teaching Writing of Science Research Article Abstracts [Invited]Shoji Miyanaga2018 Lao TESOL Conference, Responding to Challenges of English Language Teaching for EFL Learners 2018/02
- Exploring Collaboration Among Instructors of ESP, EAP, and Project-based English: Three Different Approaches to Developing Global Communicative Competence [Not invited]Shoji Miyanaga; Miho Yamashita; Yukie KondoJACET Kansai Chapter 2017 Fall Conference 2017/11
- Genre-based Approach to Translation Part 2 Application of Genre Theory in ESP Contexts [Invited]Shoji Miyanaga; Atsuko MisakiLao TESOL 2017, Advancing Excellence in English Language Teaching through ICT 2017/02
- Genre-based Approach to Translation Part 1 Genre Theory: Focusing on ESP [Invited]Shoji MiyanagaLao TESOL 2017, Advancing Excellence in English Language Teaching through ICT 2017/02
- Genre-based Approach to Translation Part 2Application of Genre Theory in ESP Contexts [Invited]Shoji Miyanaga; Atsuko MisakiLao TESOL 2017 Pre-conference Workshop 2017/02
- リコール社告に表れる 言語が持つ文化的差異 の英訳の取り組み [Not invited]宮永正治; 三崎敦子; 野ロジュディー日本メデイア英語学会 第6回(通算第58回)年次大会 2016/10
- ESP Approach to Contextualized Writing: Perspectives from Advanced Learner Translations [Not invited]Shoji Miyanaga; Atsuko Misaki; Masako Terui; Judy Noguchi72 2015/08
- Self-corrections of Genre-related Errors in Japanese-to-English Translation Drafts [Not invited]Shoji MiyanagaShoji Miyanaga 2015/02
- Students' Perceptions of Native and Non-native Speaking Instructors and Learner Autonomy [Not invited]Shoji MiyanagaInternational Association of Applied Linguistics World Congress 2014 2014/08
- Case Studies of Japanese Translators in Training: Tracing the Development of the English Article System [Not invited]Masako Terui; Shoji Miyanaga; Atsuko Misaki; Judy Noguchinternational Association of Applied Linguistics World Congress 2014 2014/08
- A Genre-based Approach to Translator Training in Japan [Not invited]Shoji Miyanaga; Masako Terui; Atsuko Misaki; Judy NoguchiThe 3rd Conference of Asia-Pacific LSP and Professional Communication Association Conference 2012/03
- 大阪大学工学部における専門英語教育の開拓：1. 開発 [Not invited]宮永 正治OSAKA UNIVERSITY ESP SYMPOSIUM 大学教育のフロンティア～専門教育課程からの挑戦～ 2008/11
Research Grants & Projects
- Japan Society for the Promotion of Science：Grants-in-Aid for Scientific ResearchDate (from‐to) : 2016/04 -2020/03Author : Miyanaga ShojiThis study aims to analyze the rhetorical structures, expressions, and grammar peculiar to specific genre texts using corpora that consist of translation drafts made by Japanese-to-English translation trainees and those that consist of texts of the same genres originally written in English. The study is also aimed at applying the findings from such analysis to English education for undergraduate and graduate students who study in their own fields. Specifically, we examined linguistic features of CEO messages and press releases to identify what errors the translation trainees made and how they corrected the errors.
- Japan Society for the Promotion of Science：Grants-in-Aid for Scientific ResearchDate (from‐to) : 2013/04 -2016/03Author : TERUI Masako; NOGUCHI Judy; MIYANAGA Shoji; MISAKI AtsukoAcquiring English language skills to cope with the globalization of communication is a challenging endeavor. As one possible solution, we conducted research on how the application of a genre-based approach, an underlying concept of English for Specific Purposes (ESP), might help English language learners refine their language skills. For the research, we analyzed Japanese-to-English translation data from translation trainees studying at an English-language school in Japan and interviews with U.S. graduate school students majoring in interpretation and translation. Our findings indicate the benefits of such a method, especially for professional training to refine the usage of a second language.