ONO Masumi

写真a

Affiliation

Faculty of Law Keio University (Hiyoshi)

Position

Associate Professor

External Links

Career 【 Display / hide

  • 2014.04
    -
    2015.03

    早稲田大学, グローバルエデュケーションセンター, 助教

  • 2015.04
    -
    2018.03

    慶應義塾大学, 法学部, 専任講師

  • 2018.04
    -
    Present

    Keio University, Faculty of Law, Associate Professor

Academic Background 【 Display / hide

  • 2005.03

    筑波大学, 第二学群 比較文化学類, 地域主専攻 文化地理学

    University, Graduated

  • 2005.04
    -
    2007.03

    筑波大学大学院, 教育研究科, 教科教育専攻 英語教育コース 修士

    Graduate School, Completed

  • 2007.10
    -
    2008.10

    エセックス大学大学院, 言語言語学研究科, 応用言語学と異文化コミュニケーション 修士

    英国, Graduate School, Completed

  • 2008.10
    -
    2012.10

    エセックス大学大学院, 言語言語学研究科, 応用言語学 博士

    英国, Graduate School, Completed

Academic Degrees 【 Display / hide

  • 学士(比較文化), 筑波大学, Coursework, 2005.03

  • 修士(教育学), 筑波大学大学院, Coursework, 2007.03

  • 修士(応用言語学と異文化コミュニケーション), エセックス大学大学院, Coursework, 2008.10

  • 博士(応用言語学), エセックス大学大学院, Coursework, 2012.10

 

Research Areas 【 Display / hide

  • Foreign language education (Applied Linguistics, English Language Education)

Research Keywords 【 Display / hide

  • Second Language Writing, Genre Studies, Academic Writing, English for Academic Purposes

 

Books 【 Display / hide

  • はじめての英語まるごと辞典:絵辞典+和英+英和

    卯城祐司(監修), 星野由子, 上野真悠子, 大野真澄, 小木曽智子, 神村幸蔵, 木村雪乃, 佐々木大和, 佐藤彩香, 清水遥, 鈴木はる代, 鈴木健太郎, 髙木修一, 田中菜採, 田山享子, 中川知佳子, 名畑目真吾, 濱田彰, 土方裕子, 細田雅也, 森好伸(分担執筆), くもん出版, 2019,  Page: 575

  • 「ジャンルに基づく学術論文の指導」水本篤(編著)『ICTを活用した英語アカデミック・ライティング指導―支援ツールの開発と実践―』

    大野真澄, 金星堂, 2017

    Scope: 第5章 (pp. 62-77)

  • 「要約指導を補助するツールとしてのルーブリックの活用」水本篤(編著)『ICTを活用した英語アカデミック・ライティング指導―支援ツールの開発と実践―』

    山西博之・大野真澄, 金星堂, 2017

    Scope: 第8章 (pp. 92-106)

  • レポート・論文をさらによくする「書き直し」ガイド―大学生・大学院生のための自己点検法29

    佐渡島紗織・坂本麻裕子・大野真澄(編著), 大修館書店, 2015

  • "A genre analysis of Japanese and English introductory chapters of literature Ph.D. theses" In Berkenkotter, C., Bhatia, V. K., & Gotti, M. (Eds.). Insights into academic genres

    Ono, M., Bern: Peter Lang, 2012

    Scope: (pp. 191-214)

Papers 【 Display / hide

  • Holistic and analytic assessments of the TOEFL iBT® integrated writing task

    Ono, M., Yamanishi, H., & Hijikata, Y.

    Japan Language Testing Association Journal (The Japan Language Testing Association)   ( 22 ) 65 - 88 2019

    Research paper (scientific journal), Joint Work, Accepted

  • Developing a scoring rubric for L2 summary writing: a hybrid approach combining analytic and holistic assessment

    Yamanishi, H., Ono, M., & Hijikata, Y.

    Language Testing in Asia (SpringerOpen)  9 ( 13 ) 1 - 22 2019

    Research paper (scientific journal), Joint Work, Accepted

     View Summary

    © 2019, The Author(s). Background: In our research project, we have developed a scoring rubric for a second language (L2) summary writing for English as a foreign language (EFL) students in Japanese universities. This study aimed to examine the applicability of our five-dimensional rubric, which features both analytic and holistic assessments, to classrooms in the EFL context. The examination especially focused on a newly added, optional overall quality dimension and two paraphrasing dimensions: paraphrase (quantity) and paraphrase (quality). Methods: Six teacher raters evaluated 16 summaries written by Japanese EFL university student writers using our new rubric. The scoring results were quantitatively compared with the scoring results of a commonly used rubric developed by the Educational Testing Service (ETS). For the qualitative examination, the teacher raters’ retrospective comments on our five-dimensional rubric were analyzed. Results: The quantitative examination demonstrated positive results as follows: (a) adding the optional overall quality dimension improved the reliability of our rubric, (b) the overall quality dimension worked well even if it was used alone, (c) our rubric and the ETS holistic rubric overlapped moderately as L2 summary writing assessments, and (d) the two paraphrasing dimensions covered similar but different aspects of paraphrasing. However, the quantitative analysis using the generalizability theory (G theory) simulated that the reliability (generalizability coefficients) of the rubric was not high when the number of raters decreased. The qualitative examination of the raters’ perceptions of our rubric generally confirmed the quantitative results. Conclusion: This study confirmed the applicability of our rubric to EFL classrooms. This new type of rating scale can be characterized as a “hybrid” approach that offers the user a choice of analytic and holistic measures depending on individual purposes, which can enhance teachers’ explicit instructions.

  • A matter of facts: L2 writers’ use of evidence and evaluation in biographical essays

    Myskow, G. & Ono, M.

    Journal of Second Language Writing (Elsevier)  41   55 - 70 2018

    Research paper (scientific journal), Joint Work, Accepted,  ISSN  10603743

     View Summary

    © 2018 Elsevier Inc. This paper explores the evaluative language used in high- and low-graded historical biography essays in a CLIL-based university course. The biography genre, marked by an inductive informational structure where authors’ views becomes apparent only after evidence is presented, is a discourse-type that has received less attention in the literature than deductively-patterned argumentative genres. The study examines explicit evaluations in the genre's concluding stage and implicit realizations used as evidence in support of them, providing insight into the underlying rhetorical mechanisms that enable evaluations of historical actors to appear to arise ‘naturally’ from a seemingly dispassionate set of facts. The study found little difference between high- and low-graded essays in their preferences for evaluative subtypes (e.g., ethics/competence-based judgments) and no difference in their selections of positive/negative loadings. The findings suggest that what is more important than the types of evaluations writers use is how evidence is mobilized in support of them and how it is assimilated with evaluations in particular grammar patterns. A pedagogical framework, called ‘FACTS’ is proposed to familiarize writers with options for presenting evidence in support of claims and develop a deeper understanding of how evidence and evaluation collaborate to advance writers’ views.

  • Construing emotion in academic writing: L2 writers’ use of affect in historical explanation essays

    Myskow, G. & Ono, M.

    Writing & Pedagogy (Equinox Publishing)  10 ( 1-2 ) 191 - 219 2018

    Research paper (scientific journal), Joint Work, Accepted,  ISSN  17565839

     View Summary

    © 2018, EQUINOX PUBLISHING. Writing about historical change involves advancing causal explanations that show how events impact people and how their emotions contribute to historical outcomes such as wars and revolutions. This study uses Martin and White’s (2005) Appraisal framework to examine how the language of emotion (Affect), an overlooked feature of historical discourse, is used by L2 writers of an under-examined genre, the Factorial Explanation. The study was conducted in a content-based, political-history course for 63 upper-intermediate learners of English at a Japanese university. Results show that while writers made extensive use of the Affect categories Positive Inclination and Negative Satisfaction, which were often realized as adjectives and verbs, nominal formulations for building cohesion were infrequent. Writers also tended to intensify Affect resources by construing feelings as static attributes rather than destabilizing forces of change. The paper makes recommendations for teaching genre-specific language features to aid learners in construing the emotion of history.

  • Refining a Provisional Analytic Rubric for L2 Summary Writing Using Expert Judgment

    Yamanishi, H. & Ono, M.

    Language Education & Technology (The Japan Association for Language Education & Technology)  55   23 - 48 2018

    Research paper (scientific journal), Joint Work, Accepted

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Papers, etc., Registered in KOARA 【 Display / hide

Reviews, Commentaries, etc. 【 Display / hide

  • 「学びの連携」プロジェクト公開セミナー 効果的な論文指導を目指して―日本語論文編/英語論文編―

    Ono Masumi

    CLAアーカイブズ (慶應義塾大学教養研究センター)  35   1 - 45 2018

    Lecture materials etc. (seminar, tutorial, course, lecture and others), Single Work

  • (自著紹介)『レポート・論文をさらによくする「書き直し」ガイド―大学生・大学院生のための自己点検法29』

    佐渡島紗織・坂本麻裕子・大野真澄

    初年次教育学会誌 (初年次教育学会)  9 ( 1 ) 2 2017

    Book review and document introduction, etc., Joint Work

  • (書評)中谷安男著『大学生のためのアカデミック英文ライティング―検定試験対策から英文論文執筆まで』

    Ono Masumi

    英語教育 (大修館書店)  65 ( 5 ) 90 2016

    Book review and document introduction, etc., Single Work

  • ライティングにおける〈正確さ〉と〈流暢さ〉をどう育てるか

    大野 真澄

    英語教育 (大修館書店)  62   29 - 31 2013

    Introduction and explanation (others), Single Work

Presentations 【 Display / hide

  • Linguistic challenges of inductive discourse: Analysis of L2 writers’ historical discussion essays

    Ono, M., & Myskow, G.

    12th Symposium on Writing Centers in Asia (Osaka University) , 2020.02, Oral Presentation(general), Writing Centers Association of Japan

  • Emoji(絵文字)と言語文化―効果的なコミュニケーションを目指して―

    大野真澄

    慶應義塾大学法学部大阪模擬講義 (慶應義塾大学大阪シティキャンパス) , 2019.06, Public discourse, seminar, tutorial, course, lecture and others, 慶應義塾大学

  • FACTS matter: Connecting evidence and evaluation in the historical biography genre

    Myskow, G., & Ono, M.

    11th Symposium on Writing Centers in Asia (Sophia University) , 2019.02, Oral Presentation(general), Writing Centers Association of Japan

  • 効果的な論文指導を目指して―英語論文編―

    Ono Masumi

    学びの連携プロジェクト 第1回公開セミナー (Keio University) , 2017.12, Public discourse, seminar, tutorial, course, lecture and others, Keio University

  • テクノロジーを利用したジャンルに基づく英語論文ライティング指導の効果

    Atsushi Mizumoto & Masumi Ono

    第43回全国英語教育学会島根研究大会 (島根大学) , 2017.08, Oral Presentation(general), 全国英語教育学会

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Research Projects of Competitive Funds, etc. 【 Display / hide

  • Written Genres in CLIL-based University Level History Courses: A Study of Their Language and Instruction

    2018.04
    -
    2022.03

    MEXT,JSPS, Grant-in-Aid for Scientific Research, 大野 真澄, Grant-in-Aid for Scientific Research (C), Principal Investigator

  • 第二言語ライティング授業におけるピア文章検討の実践とその効果に関する研究

    2015
    -
    2016

    慶應義塾大学, Keio Gijuku Academic Development Funds, 大野真澄, Research grant, Principal Investigator

  • 自己フィードバックとピア・フィードバックが大学生の学術的文章作成力にもたらす効果

    2014.04
    -
    2015.03

    早稲田大学, 早稲田大学特定課題研究助成費, 大野真澄, Research grant, Principal Investigator

  • 日本人大学生を対象とした技能統合型英文要約タスクの評価尺度の開発

    2014
    -
    2015

    日本学術振興会, Grant-in-Aid for Scientific Research, 山西博之, Research grant, Co-investigator

  • 大学学術的文章作成授業履修者の文章作成力向上と付与されたコメントの関連

    2014
    -
    2015

    日本学術振興会, Grant-in-Aid for Scientific Research, 佐渡島紗織, Research grant, Co-investigator

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Awards 【 Display / hide

  • The Japan Association for Developmental Education Best Paper Award

    Sadoshima, S., Sakamoto, M., Uto, N., Watari, H., Ono, M., Sotomura, E., & Nakashima, K., 2019.08, The Japan Association for Developmental Education, Exploring the structure of academic writing ability by factor analysis

    Type of Award: Celebration by Official journal of a scientific society or Academic Journal

  • University of Tsukuba Master's Program in Education Student Excellence Award

    2007.03, University of Tsukuba

 

Courses Taught 【 Display / hide

  • ENGLISH 3

    2020

  • ENGLISH 1

    2020

  • ENGLISH (INTENSIVE)

    2020

  • ADVANCED STUDY OF HUMANITIES 2

    2020

  • ADVANCED STUDY OF HUMANITIES 1

    2020

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