Kyushu University Academic Staff Educational and Research Activities Database
List of Presentations
Tomoyuki Tsuchiya Last modified date:2021.06.25

Associate Professor / Department of Multicultural Society / Faculty of Languages and Cultures

1. Tomoyuki Tsuchiya, Extracting and Analyzing English Multi-word Expressions with Slots: A case study of 'take', NLP, 2021.03.
2. Tomoyuki Tsuchiya, Formulaic Quotations in Japanese SNS, Symposium "Formulaicity in Interactional Discourse", 2021.03.
3. Tomoyuki Tsuchiya, Towards the Annotation of Formulaic Expressions in Spoken Corpora, The 15th Workshop on Linguistics of Spoken Language(話し言葉の言語学第15回ワークショップ), 2018.12.
4. Tomoyuki Tsuchiya, Processing Conventionalized Sequences, No. 150 Shonan Meeting “Learning to communicate: Challenges in language learning by AI, robots and humans”, 2019.02, [URL].
5. Huiyong Li, Hiroaki Ogata, Tomoyuki Tsuchiya, Yubun Suzuki, Satoru Uchida, Hiroshi Ohashi, Shinichi Konomi, Using learning analytics to support computer-assisted language learning, 25th International Conference on Computers in Education, ICCE 2017, 2017.01, Computer-assisted language learning (CALL) is often used as an approach to foreign language teaching and learning in higher education. The CALL course is offered at a national university in Japan to allow freshman students to perform self-regulated learning with e-learning materials for the purpose of developing language skills. However, as novice self-regulated learners, freshman students have low self-regulation skills and they are more likely to obtain lower achievement. In addition, it is difficult for instructors to grasp students' learning situation due to the large amount of evaluation work. Therefore, in this research, a total of 7,413,397 learning logs were analyzed, which were collected from 2,499 students' learning interactions in the CALL course. After that, a learning support system for freshman students is proposed. The system is provided for students and instructors through the learning dashboard. On the one hand, students can conduct self-monitoring and reflect their behaviors in a visual way. On the other hand, instructors can identify learning behavioral patterns and grasp individual learning situation to provide one-on-one instructions..
6. Tomoyuki Tsuchiya, Euphemistic Use of NPs in Japanese Proverbs, Referentiality Workshop, 2018.09, [URL], Abusive nouns (e.g. 馬鹿 baka for ‘fool/stupid’) in Japanese proverbs are often replaced by pronouns (e.g. 何とか nantoka for ‘something’) in daily conversation. For Euphemistic purposes, the speaker replaces the original words, which represent unpleasant ideas, with other words, perhaps to avoid the addressee from directly recognizing these unpleasant ideas. However, unpleasant ideas in conventionalized and shared expressions can easily be recognized regardless of the replacement, since the addressee is able to restore the original expression and its meaning. I will introduce textual data from a Japanese web-archived corpus (JpTenTen) and compare proverbs with euphemisms to ones without euphemisms, and also introduce other relevant examples..
7. Christopher Haswell, Yoshiko Matsumura, Satoru Uchida, Tkahiro Otsu, Tasuke Okamoto, Toshihiro Shimizu, Keiko Shimojo, Daisuke Yokomori, Tsuchiya Tomoyuki, Encouraging Student Engagement through Authenticity, 大学英語教育学会九州・沖縄支部第28回研究大会, 2016.07.