HONDA Lisa K. (ホンダ リサ)

  • 国際学部 国際学科 グローバル専攻 講師
Last Updated :2023/12/05

コミュニケーション情報 byコメンテータガイド

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  • B.A. (Asian Studies)(University of California at Berkeley)
  • B.A. (Japanese)(University of California at Berkeley)
  • M.A. (Translation and Interpreting)(University of Illinois at Urbana-Champaign)


J-Global ID


  • 通訳論   翻訳論   英語教育   通訳   翻訳   




  • 人文・社会 / 外国語教育 / 翻訳・通訳


  • 2016年04月 - 現在  近畿大学国際学部グローバル専攻Faculty of International Studies講師
  • 2013年04月 - 2016年03月  近畿大学文芸学部英語コミュニケーション学科Faculty of Literature, Arts and Cultural Studies非常勤講師
  • 2009年10月 - 2013年03月  京都大学経営管理大学院教務補佐員
  • 2006年09月 - 2009年08月  Kyoto Consortium for Japanese StudiesStudent Services Coordinator
  • 2002年08月 - 2006年08月  Stanford Japan CenterProgram Assistant
  • 1999年07月 - 2002年08月  大阪府企画調整部国際課Office of International Affairs, Department of Planning and Coordination国際交流員


  •         -   University of Illinois at Urbana-Champaign   College of Liberal Arts and Sciences   School of Literatures, Cultures and Linguistics
  •         -   University of California at Berkeley   College of Letters and Science   Department of Asian Studies
  •         -   University of California at Berkeley   College of Letters and Science   Department of East Asian Languages and Literature


  • 日本通訳翻訳学会   日本英語コミュニケーション学会   



  • Lisa K. Honda
    Journal of International Studies 8 87 - 101 Faculty of International Studies, Kindai University 2023年07月 
    [Abstract] Until the 1980s, the grammar-translation method was the principal method used in foreign language instruction. This method was often criticized because the goal of text translation focusing on grammar, vocabulary or reading comprehension acquisition did not necessarily help students become better communicators. With the transition to a more communicative approach, educational institutions experienced an increase in the number of courses that promoted active learning, including practical translation courses. This paper focuses on the instruction of audiovisual translation and explores the inclusion of subtitling instruction in the classroom. This method of instruction encourages students to critically think about language and cultural problems that arise during translation, and methods to solve them. Through this process of translation, analysis, reflection and retranslation, students will deepen both their cultural and language proficiency to become better communicators.
  • Lisa K. Honda
    Journal of International Studies 1 49 - 66 Faculty of International Studies, Kindai University 2016年11月 
    [Abstract] While the number of conference interpreters in Japan are not few, the number of interpreters who are members of the International Association of Conference Interpreters (AIIC), the only international professional conference interpreting organization in the world, has historically been low. This study looks into the possible reasons for low AIIC membership of interpreters located in Japan, while taking into consideration the distinct characteristics of the conference interpreting industry and structure of interpreter education in Japan. The study also explores the recent changes in interpreter education, formerly highly dependent on agencies and private schools to train professional interpreters, to one that is making a slow shift towards interpreter training and interpreting studies education at higher education institutions. The study also analyzes the findings from a questionnaire sent to AIIC members located in Japan and presents ideas for further discussion.
  • Directionality in Interpreting: Interpreting and Teaching Interpreting into B
    Lisa K. Honda
    University of Illinois at Urbana-Champaign 2015年03月



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