Achieving a certain level of success in foreign language learning requires a lot of study time. It is very difficult to cover all of this in university class time, especially in second languages. Inevitably, autonomous learning outside the classroom is required. This requires motivation. How do the various elements of the teaching and learning environment, such as course content, classroom activities, class format and curriculum, influence the motivation of learners ? This is my first research theme.
And in today’s world, where it is common for people from various linguistic and cultural backgrounds to coexist in one society, it is important to promote mutual understanding in order to avoid cultural friction and social fragmentation. I believe that the plurilingualism and pluriculturalism presented in the CEFR (Common European Framework of Reference for Languages) published in 2001, and the related intercultural education, provide clues for considering this issue. Exploring ways to contextualise these into foreign language education in Japan is another theme of my research.
Simplified curriculum vitae
Education:
B.A. (Integrated Human Studies), Kyoto University, 2006
M.A. (Human and Environmental Studies), Kyoto University, 2008
Ph.D. (Human and Environmental Studies), Kyoto University, 2012
Work Experience:
Apr. 2011 – Mar. 2014, Part-time Lecturer, Konan University, Kyoto University
Apr. 2014 – Mar. 2017, Research Associate, Faculty of Education and Integrated Arts and Sciences, Waseda University
Apr. 2017 – Mar. 2022, Part-time Lecturer, Daito Bunka University, Dokkyo University, etc.
Apr. 2022 – present, Assistant Professor, Research Faculty of Media and Communication, Hokkaido University
Research achievements
・Shinya Hori (2022). “The Stagnation of ELP and Its Prospects after Publication of the CEFR-CV”, Language Teacher Education, Vol.9-2, pp. 1-12
・Shinya Hori, Noriyuki Nishiyama, Mitsuru Ohki (2018). « Objectifs de l’apprentissage du français : étude comparative entre six langues étrangères sur la motivation des étudiants japonais », Les actes du XIVe Congrès mondial de la FIPF 6, pp. 125-136
・OHKI Mitsuru, HORI Shinya (2017). « Les causes du manque de motivation des apprenants japonais de français », Revue japonaise de didactique du français, Vol.12-1, pp. 121-140
・Shinya Hori (2016). “Review of the Theoretical Background of Reflection as a Philosophical Concept : Toward Developing a More Meaningful Paradigm in Japanese Foreign Language Education” , Language Teacher Education, Vol.3-2, pp. 47-52
・Shinya Hori, Takane Yamaguchi (2015). « Satisfaction des besoins psychologiques fondamentaux pour l’apprentissage d’une deuxième langue étrangère et l’auto-efficacité pour l’apprentissage de l’anglais » , Language Teacher Education, Vol.2-2, pp. 117-126
・HORI Shinya, NISHIYAMA Noriyuki (2013). « La pénétration du multilinguisme en Europe : considérations à partir des études d’Eurobaromètre de 2001, 2005 et 2012 », Revue japonaise de didactique du français, Vol.8-2, pp. 33-50
・HORI Shinya (2010). « Reflexion sur les roles de motivation et portfolio pour l’autonomie d’apprenant » , Revue japonaise de didactique du français, Vol.5-1, pp. 201-218
・HORI Shinya (2008). « Application de la théorie de l’autodétermination à l’enseignement du FLE : corrélation entre le degré d’autodétermination et la performance» , Revue japonaise de didactique du français, Vol.3-1, pp. 84-99
Society Affiliation
La Société Japonaise de Didactique du Français, Japan Council on the Teaching of Foreign Languages, Association for e-learning Language Education
