The right and natural sense of Language includes Literature, just as Literature includes the study of language of literary works.
JRR Tolkien
学歴 Education
英国リーズ大学教養学部（美術 / 英文学）学士号
英国キングスカレッジロンドン社会科学（応用言語学）修士号
英国ウォーリック大学社会科学（応用言語学）博士号
B. A. in Fine Art and English Literature, University of Leeds
M. A. in Applied Linguistics, King’s College, London
Ph. D.in Applied Linguistics, University of Warwick
専門分野 Research Interests
Applied Linguistics
- Authenticity in language learning
- Motivation
- Content & language integrated learning
- Second Language Identities
Literature
- Mythology in literature
- Critical Theory
- The Beat Generation
- Speculative Fiction
Profile
I completed my PhD in Applied Linguistics and ELT in 2017, focusing on authenticity and motivation from an international perspective. I am particularly interested in sociolinguistics, language and identity, language teacher education and the psychology of language learning. I have recently begun researching into the effect of digital media on language, and I am interested in social justice. I have an eclectic mix of interests and I try to be passionate about everything I do.
Links
You can download most of my research papers from researchgate.net
Richard Stephen Pinner on ResearchGate
You can view my academic profile on Academia.edu here
Please also visit my blog at www.uniliterate.com
You can watch my keynote speech at the FAAPI conference in Argentina from 2017 here
担当科目について Classes Taught
Discussion and Presentation 1 and 2. Writing Workshop 1 and 2 and Advanced Academic English 1 and 2. Lecture course Special Topics in Language Studies. Specialist Seminars on Language and Identity and Language and Digital Media. Teaching Certification courses. I also teach post-graduate courses on the MA in TESOL, focusing on materials development.
The aim of my classes is to promote a better understanding of how to approach literature in a second language and to learn the critical academic skills needed to study at university level. For each class I assign various short texts and poems. Students can choose topics that most interest them to do project work on. I aim to make my classes motivating and empowering for students.
主要業績 Selected Publications
Peer Reviewed Journal Articles
Pinner, R. S. (2018). Re-learning from experience: using autoethnography for teacher development. Educational Action Research, 26(1), 91-105. doi: 10.1080/09650792.2017.1310665
Lowe, R., & Pinner, R. (2016). Finding the Connections Between Native-speakerism and Authenticity. Applied Linguistics Review, 7(1), 27-52. doi:10.1515/applirev-2016-0002
Pinner, R. S. (2016). Using self-assessment to maintain motivation in a dynamic classroom environment: An exploratory practice inquiry of one Japanese university speaking course. Asian Journal of Applied Linguistics, 3(1), 27-40.
Pinner, R. S. (2016). The nature of authenticity in English as a foreign language: a comparison of eight inter-related definitions. ELTWO Journal, 9(1), 78-93.
Pinner, R. S. (2016). Constructing and managing transportable identities on social networking sites. Explorations in Teacher Education, 23(2), 2-5.
Pinner, R. S. (2016). Trouble in paradise: Self-assessment and the Tao. Language Teaching Research, 20(2), 181-195. doi: 10.1177/1362168814562015
Pinner, R. S. (2014). The authenticity continuum: Towards a definition incorporating international voices. English Today, 30(4), 22-27. doi: 10.1017/S0266078414000364
Pinner, R. S. (2014). The Authenticity Continuum: Empowering international voices. English Language Teacher Education and Development, 16(1), 9 – 17.
Pinner, R. S. (2013). Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL Journal, 15(4), 138 – 159.
Ikeda, M., Pinner, R. S., Mehisto, P., & Marsh, D. (2013). Editorial: CLIL in Japan. International CLIL Research Journal, 2(1), 1- 3.
Pinner, R. S. (2013). Authenticity and CLIL: Examining authenticity from an international CLIL perspective. International CLIL Research Journal, 2(1), 44 – 54.
Pinner, R. S. (2012). Teachers’ attitudes to and motivations for using CALL in and around the language classroom. Procedia-Social and Behavioral Sciences, 34, 188-192.
Pinner, R. S. (2012). Examining Authenticity and Motivation from an International Perspective. JACET ESP Annual Report, 14, 26 -35.
Pinner, R. S. (2011). A Two Year Cross-Section of Student Use of Self-Access eLearning. Studies in self-access learning, 2(3), 30 -34.
Books and Research Monographs
Pinner, R.S. (forthcoming 2018). Social Authentication and Motivational Synergy: A narrative of language teaching. London: Routledge.
Pinner, R.S. (forthcoming 2018). Augmented Communication: The effect of digital devices on face-to-face interactions. Basingstoke: Palgrave Macmillan.
Pinner, R. S. (2016). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters.
Edited Book Chapters
Fogal, G., & Pinner, R. S. (2019). Exploring literary texts as a tool for developing L2 oral proficiency. In C. Jones (Ed.), Literature, Spoken Language and Speaking Skills in Second Language Learning. Cambridge: Cambridge University Press.
Pinner, R. S., & Ushioda, E. (2019). Personalisation and Professionalism: managing the relationship between teachers and learners as people. In R. Lowe & L. Lawrence (Eds.), Duoethnography in English language teaching: Research, reflection, and classroom application. Bristol: Multilingual Matters.
Pinner, R. S. (2015). Authenticity in a Global Context: Learning, Working and Communicating with L2 teachers of English. In J. Angouri, T. Harrison, S. Schnurr, & S. Wharton (Eds.), Learning, Working and Communicating in a Global Context (pp. 135-139). London: Scitsiugnil Press for the British Association for Applied Linguistics.
Pinner, R. S. (2012). Unlocking Literature through CLIL. In S. Izumi, M. Ikeda & Y. Watanabe (Eds.), CLIL: New Challenges in Foreign Language Education (Vol. 2, pp. 91-129). Tokyo: Sophia University Press.
Pinner, R. S. (2010). Setting up Self-Access through eLearning. In T. Pattison (Ed.), IATEFL Conference Selections: 44th International Conference (Vol. 2010, pp. 178 – 180): IATEFL Publications.
Pinner, R. S. (2010). Teachers’ Attitudes and Motivations for Using CALL in and around the Language Classroom. In A. Aerts, J. Colpaert, & M. Oberhofer (Eds.), Motivation and Beyond (pp. 145-147). Antwerp: Linguapolis, Universiteit Antwerpen
Vetted Papers and Methodology Articles
Pinner, R. S. (2016). A rose by any other name: A contemporary assessment of the scope of Linguistic Relativity Hypothesis. English Literature and Language, 53(1), 13-28
Pinner, R. S. (2016). The smart way to use Smartphones in the language classroom. Modern English Teacher, 25(3), 43-45
Pinner, R. S. (2016). Understanding Meaning: Defining expectations in vocabulary teaching. Lingua, 27(1), 12-38
Pinner, R. S. (2016). Give few thy voice: why language teachers should learn to love our larynxes. English teaching professional, 104 (May), 51-52
Pinner, R. S. (2015). Marching to the Beat: Music as a catalyst to the development and popularity of the Beat Generation. English Literature and Language, 52(1), 33-48.
Pinner, R. (2015). The Quest for “real” Authenticity in EFL. Modern English Teacher, 25(1), 73-75.
Pinner, R. S. (2014). What Is The Difference Between an LMS and a VLE? [available at https://elearningindustry.com/difference-between-lms-and-vle]
Pinner, R. S. (2014). Collaboration, sub-creation, inspiration and evolution in fantasy literature. English Literature and Language, 51, 23-38
Pinner, R. S. (2013). Literature and Second Languages: Transcending Linguistic Barriers. English Literature and Language, 50(1), 65 – 75.
Pinner, R. S. (2011). VLE or LMS: Taxonomy for Online Learning Environments. CALL Review, 2011(Summer), 5 – 9.
Pinner, R. S. (2011). Teaching with social networks. Modern English teacher, 20(3), 37-39.
Pinner, R. S. (2011). Making the most of moodle. English Teaching Professional(73), 64-66.
Pinner, R. S. (2011). The importance of instructional technology in language teaching. Modern English Teacher, 20(1), 42-45.
Pinner, R. S. (2010). Stuck in a rut: adding a dash of culture to help motivate students to progress. Modern English Teacher, 19(4), 33-35.
Pinner, R. S. (2010). Regular peer-tutorials as a way of encouraging self-assessment and an alternative to traditional portfolios. Independence(49), 13 – 16.
Pinner, R. S. (2009). ELT and the global recession. ELT Journal, 63(4), 390-392.
Invited Papers
Pinner, R. (2015). Authenticity as a Continuum [Blog post for Cambridge University Press based on an article in English Today]. Retrieved from http://cup.linguistlist.org/journals/authenticity-as-a-continuum/#
Pinner, R. (2015). What we talk about when we talk about Authenticity [Invited guest post for popular EFL blog]. Retrieved from http://malingual.blogspot.jp/2015/02/what-we-talk-about-when-we-talk-about.html
Theses and Others
Pinner, R. S. (2017). Social Authentication and the Synergies Between Teacher and Student Motivation: A narrative of teaching at a Japanese university. (Doctoral Thesis), University of Warwick, Warwick.
Pinner, R. S. (2010). Teachers’ attitudes to and motivations for using CALL in and around the language classroom. (Master’s Dissertation) King’s College, London.
Pinner, R. S. (2003). Female Oppression & the Reversal of Feminine Symbols: Interpreting the Artistic Portrayal of the Minotaur. (Bachelor of Arts), University of Leeds.
