Masahiro Takimoto
Biographic Data
| ID | 1209905 |
|---|---|
| NAME | Masahiro Takimoto |
| GIVEN NAMES | Masahiro |
| FAMILY NAME | Takimoto |
| SIGNATURE | TAKIMOTO M |
| AFFILIATIONS | Aoyama Gakuin University |
| ORCID | 0000-0003-3007-3326 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Effect of Metonymy and Metaphor Awareness‐Raising on the Acquisition of Focal Differences in Verb Constructions
This study examines the relative effects of a metonymy/metaphor awareness‐raising approach and a non‐metonymy/metaphor awareness‐raising approach on the development of Japanese EFL participants' rhetorical skills, particularly in understanding and applying focus shifts in prepositional and double object constructions involving give‐type and buy & make‐type verbs. The metonymy/metaphor awareness‐raising approach incorporated animated illustrations…
The effects of animated versus static metaphor with 3D images on EFL learners' acquisition of degrees of certainty
A comparative study of animation versus static effects in the spatial concept-based metaphor awareness-raising approach on EFL learners’ cognitive processing of request strategies
This study evaluates the relative effects of two cognitive linguistic approaches – using animated versus static scenes in an illustration based on the spatial concept-oriented metaphor – and a non-cognitive linguistic approach on the Japanese EFL learners’ processing of request strategies with degrees of politeness. The cognitive linguistic approach consisted of applying the metaphor politeness is distance in the teaching of different degrees of …
Investigating the effects of cognitive linguistic approach in developing EFL learners’ pragmatic proficiency
A Corpus-Based Analysis of Hedges and Boosters in English Academic Articles
The present study examined research articles from eight academic disciplines to measure the frequencies and functions of hedges and boosters. The quantitative results showed that hedges exceeded boosters, with philosophy articles showing a significant use of hedges and boosters. The natural science papers were underrepresented in the number of hedges and boosters. Moreover, the results indicated that the choices the writers make seem to be constr…
Assertions and lexical invisibility in EFL learners’ academic essays
Assessing the effects of identical task repetition and task-type repetition on learners' recognition and production of second language request downgraders
The present study explores the relative effectiveness of two types of task repetition for teaching polite request forms to Japanese learners of English: the identical task repetition (the repetition of the same task) and the task-type repetition (the repetition of the same type of task). The performance of a treatment group was compared to the performance of a control group on pre-, post-, and follow-up tests consisting of a discourse completion …
Metapragmatic discussion in interlanguage pragmatics
The Effects of Input-Based Tasks on the Development of Learners' Pragmatic Proficiency
Journal Article The Effects of Input-Based Tasks on the Development of Learners' Pragmatic Proficiency Get access Masahiro Takimoto Masahiro Takimoto Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 30, Issue 1, March 2009, Pages 1–25, https://doi.org/10.1093/applin/amm049 Published: 12 December 2007 Article history Accepted: 01 September 2007 Published: 12 December 2007
Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency
The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks
Metapragmatic discussion in interlanguage pragmatics
The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks
Assessing the effects of identical task repetition and task-type repetition on learners' recognition and production of second language request downgraders
The present study explores the relative effectiveness of two types of task repetition for teaching polite request forms to Japanese learners of English: the identical task repetition (the repetition of the same task) and the task-type repetition (the repetition of the same type of task). The performance of a treatment group was compared to the performance of a control group on pre-, post-, and follow-up tests consisting of a discourse completion …
Assertions and lexical invisibility in EFL learners’ academic essays
Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency
The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks
The Effects of Input-Based Tasks on the Development of Learners' Pragmatic Proficiency
Journal Article The Effects of Input-Based Tasks on the Development of Learners' Pragmatic Proficiency Get access Masahiro Takimoto Masahiro Takimoto Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 30, Issue 1, March 2009, Pages 1–25, https://doi.org/10.1093/applin/amm049 Published: 12 December 2007 Article history Accepted: 01 September 2007 Published: 12 December 2007
Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency
Assessing the effects of identical task repetition and task-type repetition on learners' recognition and production of second language request downgraders
The present study explores the relative effectiveness of two types of task repetition for teaching polite request forms to Japanese learners of English: the identical task repetition (the repetition of the same task) and the task-type repetition (the repetition of the same type of task). The performance of a treatment group was compared to the performance of a control group on pre-, post-, and follow-up tests consisting of a discourse completion …
Metapragmatic discussion in interlanguage pragmatics
A Corpus-Based Analysis of Hedges and Boosters in English Academic Articles
The present study examined research articles from eight academic disciplines to measure the frequencies and functions of hedges and boosters. The quantitative results showed that hedges exceeded boosters, with philosophy articles showing a significant use of hedges and boosters. The natural science papers were underrepresented in the number of hedges and boosters. Moreover, the results indicated that the choices the writers make seem to be constr…
Assertions and lexical invisibility in EFL learners’ academic essays
Investigating the effects of cognitive linguistic approach in developing EFL learners’ pragmatic proficiency
A comparative study of animation versus static effects in the spatial concept-based metaphor awareness-raising approach on EFL learners’ cognitive processing of request strategies
This study evaluates the relative effects of two cognitive linguistic approaches – using animated versus static scenes in an illustration based on the spatial concept-oriented metaphor – and a non-cognitive linguistic approach on the Japanese EFL learners’ processing of request strategies with degrees of politeness. The cognitive linguistic approach consisted of applying the metaphor politeness is distance in the teaching of different degrees of …
The effects of animated versus static metaphor with 3D images on EFL learners' acquisition of degrees of certainty
The Effect of Metonymy and Metaphor Awareness‐Raising on the Acquisition of Focal Differences in Verb Constructions
This study examines the relative effects of a metonymy/metaphor awareness‐raising approach and a non‐metonymy/metaphor awareness‐raising approach on the development of Japanese EFL participants' rhetorical skills, particularly in understanding and applying focus shifts in prepositional and double object constructions involving give‐type and buy & make‐type verbs. The metonymy/metaphor awareness‐raising approach incorporated animated illustrations…
Psychology (10 works) · Linguistics (9 works) · Cognitive psychology (7 works) · Computer Science (7 works) · EFL/ESL Teaching and Learning (7 works) · Language, Metaphor, and Cognition (7 works) · Artificial Intelligence (6 works) · Language, Discourse, Communication Strategies (6 works) · Second Language Acquisition and Learning (5 works) · Test (biology (5 works)