Ian NAKAMURA (Professor Emeritus)
|Professor Emeritus E-mail: email@example.com|
I grew up in California: Berkeley, San Francisco, Oakland, Alamo (near Walnut Creek), Santa Barbara, and San Diego. I then lived in London and Honolulu before arriving in Japan, many years ago, to teach English.
Ph.D. Applied Linguistics (2007) Lancaster University, UK
M.A. TESOL (1995) School for International Training, USA
B.A. Art History (1973) University of California at Santa Barbara, USA
A.S. Food Service Management (1980) Kapiolani Community College, USA
Conversation Analysis for Language Teachers
Reflective Practice for Professional Development
Giving Feedback and Responding to it
Heightening Awareness of Pragmatics
Nakamura, I. (2017). Ian Nakamura Vignette (Japan). In S. Mann & S. Walsh (Eds.). Reflective practice in English language teaching: Research-based principles and practices (pp. 236-238). London: Routledge.
Nakamura, I. (2017). How celebrity guest chat shows and interviews are expanding the ways we talk, listen, and interact. BAAL 2016 Conference Proceedings, 20-31.
Nakamura, I. (2016). From ‘What do you want to learn in this class?’ to ‘What did you learn in this class?’ Exploring before and after implications of students’ responses. Bulletin of Institute for Education and Student Services, 1, 107-122.
Nakamura, I. (2016). Some conversational challenges of talking to children on the radio: The case of the Chris Evans Breakfast Show. BAAL 2015 Conference Proceedings, 131-144.
Nakamura, I. (2016). Exploring, reflecting, and taking action through forms of ‘practitioner research’ and why professional development through research is essential for teachers and teaching. Kobe City University of Foreign Studies Journal of Research Institute, 53, 131-158.
Nakamura, I. (2015). Learning and working for meaningful communication in interviews: Making a transition from the teacher’s questions to the student’s questions and why it matters. BAAL 2014 Conference Proceedings, 101-114.
Maruyama, I., Okunishi, Y., & Nakamura. I. (2015). Learning of practical grammar from VOA English, Eihōsha.
Nakamura, I. (2014). Exploring social patterns of actions in yes/no questions-responses: From practice of form to real-life consequences. BAAL 2013 Conference Proceedings, 337-346.
Nakamura, I. (2013). Reflective practice for professional development: A preliminary consideration of what we can learn about teaching from movies about teachers. Bulletin of Higher Education, Okayama University, 9, 155-167.
Nakamura, I. (2013). Doing CA: How to organize and participate in data sessions. JALT Pragmatics SIG Newsletter, 41, 3-8.
Nakamura, I. (2012). Reflections on learning from a study leave: One year later. Bulletin of Higher Education, Okayama University, 8, 151-161.
Nakamura, I. (2012). Interview with Alan Firth by Ian Nakamura. Pragmatics Matters, JALT Pragmatics SIG Newsletter, 39, 4-9.
Nakamura, I. (2010). Formulations in teacher-student talk: Looking back for future talk. In T. Greer (Ed.).Observing talk: Conversation analytic studies of second language interaction (pp. 29-42). JALT Pragmatic Special Interest Group Publication.
Nakamura, I. (2010). Yes/no questions as conversational expanders: Their effects on discourse and identity-in-interaction. The Language Teacher, (34), 3, 9-13.
Nakamura, I. (2010). Formulation as evidence of understanding in teacher-student talk. ELT Journal, 64, 2, 125-134.
Nakamura, I. (2008). Understanding how teacher and student talk with each other: An exploration of how ‘repair’ displays the co-management of talk-in-interaction. Language Teaching Research, 12 (2), 265-283.
Oct. 2013: Learning in social interactions: Yes/no questions-responses. JALT International Conference at Kobe.
Sep. 2013: Exploring social patterns of actions in yes/no questions-responses: From practice of form to real-life consequences. BAAL Annual Conference at Heriot-Watt University, Edinburgh, UK.
Oct. 2012: Contingency based questions: Making a difference. JALT International Conference at Hamamatsu.
Sep. 2012: Are interview questions agenda based or contingency informed? BAAL Annual Conference at Southampton University, UK.
Nov. 2011: Growing awareness of how responses are co-managed. JALT International Conference at Tokyo.
Jul. 2011: Local practices in co-managing talk between a student and teacher. BAAL. Special Interest Group in Language Learning & Teaching Conference. Aston University, Birmingham, UK.
Sep. 2010: Exploring repetition of task as a co-accomplished social interaction. BAAL Annual Conference at Aberdeen, UK.
Aug. 2010: Fluency, accuracy, and complexity: How a native speaker’s language changes through repetition of task. Japan Society of English Language Education (JASELE) National Conference at Kansai University.
Jul. 2010: Interactional insights into the repetition of task: An exploration of student-led interviews of a teacher. Pragmatics and Language Learning International (PLL) Conference at Kobe University.
Professional and Academic Affiliations
JALT (Japan Association for Language Teaching)
BAAL (British Association of Applied Linguistics)
CASELE (Chugoku Academic Society of English Language Education)
JASELE (Japan Society of English Language Education)
Invited Lecturer on presentation-discussion skills and discourse analysis of classroom interactions
External Examiner for M.A. theses on reflective practice for teacher development and analysis of classroom interactions
Reviewer of proposals for conferences, publications, and awards