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河合 剛 / KAWAI Goh

河合 剛
職 名:
教授
専 攻:
国際広報メディア専攻
担当分野:
言語習得論

担当授業

マルチメディア言語情報処理論演習

授業内容

Learn and teach using non-native spoken language.

I offer training in 3 areas.
(1) Collect and analyze spoken language and non-verbal behavior. Research outcomes
include (1.1) an online dictionary for learning Japanese pronunciation, and (1.2) a
self-training method for teachers.
(2) Design and evaluate language-learning experiences. Projects include (2.1) flipped
learning of English conversation, and (2.2) training college faculty to teach subject matter
using the English language.
(3) Architect and implement technologies for online learning. Systems developed include
(3.1) a learner management system suited for autonomous or blended learning, and( 3.2)
learning technologies for producing spoken or written language.
See my website http://goh.kawai.com/ for details.

経 歴

Educational background: BA linguistics (University of Tokyo), MA educational technology (International Christian University), PhD information and communication engineering (University of Tokyo).

Vocational background: Xerox PARC, SRI International, University of Tokyo, University of California Santa Cruz, Oregon Health & Science University, Hokkaido University, University of Antwerp.

所属学会

ACL (Association of Computational Linguistics)
ASA (Acoustical Society of America)
ASJ (Acoustical Society of Japan)
CALICO (Computer Assisted Language Instruction Consortium)
IEEE (Institute of Electrical and Electronics Engineers)
IEICE (Institute of Electronics, Information and Communication Engineers)
IPSJ (Information Processing Society of Japan)
ISCA (International Speech Communication Association)
PSJ (Phonetic Society of Japan)
TESOL (Teachers of English to Speakers of Other Languages)

電子メール

goh@kawai.com

研究領域

Educational engineering, with emphasis on written and spoken language processing applied to interactive online systems for learning non-native languages.

研究コラム

 My research areas morphed in the following order:

 
•applied speech recognition technology to learning pronunciation of non-native languages
•expanded speech recognition technology to identify the native language of a person speaking a different language
•computationally modeled pitch contours at the word, phrase, and sentence levels of native and non-native speakers
•applied rhetorical structure theory to assist non-native authors by semi-automatically generating written language
•developed an online language-learning system that simulates telephone calls between student and machine
•developed an online language-learning system for conversation training among classmates
•developed an online language-learning system for conditionally-branching conversations between student and machine
•apply educational technology theories to the design of language-learning environments
 
Throughout my career, I have focused on improving non-native language learning, mostly for acquiring spoken language (plus minor forays in written language), using methods that theoretically might be used to learn any language (although my methods have been used to teach only English and Japanese). 
 
I purchase or develop technolgy only when its use is justified.
 
Recently, I have been redesigning my teaching plan in particular, and my learning environment in general, because I found to my dismay that my students are not interested in learning English language, at least not on an absolute scale of language proficiency. 
 
My students want good grades relative to their peers so that they can advance to better departments, graduate schools, and employers. 
 
Unfortunately most schools and employers indirectly encourage this behavior by accepting a fixed number or percentage of applicants. We should instead accept students exceeding an absolute threshold of demonstrable skills. 
 
While I wait for such a change to happen, I seek methods to concurrently train students in 2 dimensions -- in what students want to accomplish and what I want them to learn.
 
The dichotomy between goals sought by the learner vs goals proposed by the instructor has probably been overlooked by teachers and students. I seek to solve this dilemma using an educational engineering approach -- take the problem apart and reconstruct in improved form.
 
For more details, visit my website: http://goh.kawai.com/.