金城学院大学 学術研究データベース
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フリガナアシューロバ ウミダホン
ローマ字ASHUROVA Umidahon
氏名ASHUROVA, Umidahon
所属文学部 / 英語英米文化学科
所属学会法と言語学会 International Association of Forensic Linguistics Independent Learning Association Japan Association for Language Teaching Asian Law and Society Association 
専門分野言語学 教育学 政治学   
研究課題Constraints and Affordances Experienced by International Students in Japan Translation of Legal Documents: Constraints and Affordances Experienced by Multilingual Experts in Asia Scaffolding Students' Initial Self-access Language Learning Experiences 



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受賞年月 受賞名
1995年 1月 全国英語スピーチコンテスト入選者 ウズベキスタン共和国文部省
2000年 3月 外国語教員コンテスト入選者United States Agency for International Development ウズベキスタン部門
2002年 3月 Official Development Assistance 奨学金受給者 日本国際協力機関 ウズベキスタン部門
2014年11月 Best of JALT入選者 全国語学教育学会
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著書名 単著、
出版年月 発行所・発表雑誌等 概要
Creating an L2 Community in an L1 Environment 共著 2007年11月 K. Bradford-Watts (Ed.), JALT 2006 Conference Proceedings, Tokyo, Japan 学生たちが教室外でも積極的に英語を利用することを英語教員は願うものだが学生の多くは周囲の視線が気になる環境では英語利用をためらう傾向にある。現代GPの助成金によって設置された南山大学瀬戸キャンパスのワールドプラザはBringing Language to Life をモットーに、学生たちが英語を受動的に学ぶ者から自然なシチュエーションで英語を積極的に使う者へのステップを踏むことのできる場所である。本論はワールドプラザのプロジェクトの狙いと日本の大学で英語を話すコミュニティを立ち上げる試みを検証するものである。
Building Bridges between In-class and Out-of-class Learning 単著 2011年 6月 Journal of Sugiyama Jogakuen University, 42, Nagoya, Japan, pp. 47-69 近年教育というものは変化しているに相違ないが、学習者が単独で学べると決めつけることができない(Holec, 1980)。多くの日本人学生は言語学習に関する知識が乏しく、英語学習の為に資源の利用法もわからない。学習トレーニング(LT)は有効な手段だと思われ、「指導者がこのような支援をする役割を果たせる」。LTは日本の高等教育機関によって形式が違う。本研究は、LTを三角形式で提供している私立大学を対象とし、学生・教授相互LTの潜在的な役割を調査している。本稿では「LT」を定義し、プロセスとして概観する。次に調査法及び分析結果を説明した上で、 LTは当機関において必要なのか、LTはどのように学生に提示されているのか、当ケースでは、LTがいかなる役割を果たしているのかを論じる。
Autoenthnographies: Sharing Ideas and Experiences 共著 2011年10月 Peer-reviewed Journal of Junior-high and Senior-high Schools SIG, JALT, Tokyo, Japan Autoethnography is a form of autobiographical personal narrative that explores the writer’s experience of life. Autoethnography is now becoming more widely used (through conversational) in performance studies, the sociology of new media, novels, journalism, and communication, and applied fields such as management studies. WE, Vick and Umida, come from as different a background as different can be. It goes without saying, therefore, that we are supposed to have very different personal narratives. As far as our English learning (and now teaching) journeys are concerned, however, we do have a lot in common. We have also shared a lot of common experiences since we met. Yet we think these shared narratives will help us better understand each other and the unique experiences that shape our different, yet similar backgrounds. We hope also they will help us and the reader in the interpretation of some of the issues related to English language learning and teaching.
Testing Reading in Japanese University Context 単著 2012年 6月 Journal of Sugiyama Jogakuen University, 43, Nagoya, Japan, pp. 35-46 現在英語がリングワ・フランカであるため、世界中では毎日数多くの人々が英語を教えたり、検査したり、評価したりしている。グローバル化の結果として英語能力の試験はますます論争の的になっている。本稿では、この現状のなかで日本の大学における読解力の試験を取り上げる。まず、「試験」の種類と一般的な言語学習に対するポジティブとネガティブな影響を明らかにする。次に信頼性と妥当性を説明した上で読解力を測る試験を中心に論じる。そこで本研究の詳細と日本の大学生向けに作られた小規模の読解力の試験について説明する。当試験の各セクションをまず提示し、設問の妥当性と信頼性を批判的に評価する。
Scaffolding Students’ Initial Self-access Language Centre Experiences 共著 2012年 9月 International Journal Studies in Self-Access Learning, Volume 3, Number 3,Chiba, Japan, pp. 237-253 One approach is to carefully scaffold students’ first Self Access Learning Centers' encounters by connecting them with their classroom learning experiences. This paper discusses one such approach developed at a private university in central Japan, which was based upon a two-stage ‘push-pull’ ‘materials-light, people- focused’ strategy. Teachers initially ‘pushed’ their students to visit the SALC by giving them speaking ‘homework’ to be done there. The SALC then also offered interesting interactive events designed to ‘pull’ learners to continue to come. These push-pull activities could be done with few or no materials, and emphasized interaction with people rather than materials. This two-stage, push- pull strategy served as a bridge between the language classroom and a SALC, helping learners make the first steps in their transition from being a ‘classroom English learner’ to becoming a ‘SALC English user’.
Connecting University Classrooms to a Language Interaction Space 共著 2013年 9月 Autonomy in a Networked World- ILA Conference Selections, Wellington, New Zealand, pp. 45-48 In EFL contexts such as Japan class time is insufficient and ‘students do not have ready-made contexts for communication beyond their classrooms’ (Brown 2001:116). There has been a slow but steady response to this challenge in Japan. It began with the introduction of self-access language learning (SALL) in the 1990’s, culminating in the proliferation of self-access centres (SACs) in the 2000’s. These are all well-meaning innovations; for getting students to use English has been central to the overall teaching aims of many teachers in Japan. Therefore, language interaction spaces (LIS) where there is less obstruction from the abundance of resources and more emphasis on meaning-focused, learner-to-learner interactions are increasingly becoming an important part of SALL. This paper will focus on one such space in a Japanese university, which we both helped set up in 2005 as a part of the university’s English program’s pedagogical innovations.
Phraseological Units in Non-related Languages 共著 2014年 6月 Journal Academia Literature and Language of Nanzan University, 95, Nagoya, Japan, pp. 243-252 ナシシオネ(2001)が指摘している通り、話者は語彙を個別に使うわけではなく、ディスコースの枠組みのなかで使い、かつその語彙の意味がディスコースの様々な連語関係によって変化する。いったん語彙化されたらその連語関係は当該言語において特定の意味をもつ慣用句となる。言語学者、特に2,3言語を同時に扱う者にとって、慣用句の逐語的な意味と比喩的な意味の違いは興味深い領域である。本研究は文学でよく使われる英語の慣用句を概観し、英語からロシア語とウズベク語に翻訳される際の特徴を分析するものである。本稿は翻訳における等価の重要さと慣用句の具体的な定義づけから始まる。次に二種類の等価の説明を3言語(例えば、英語、ロシア語とウズベク語)からの事例を通して裏付ける。最後に目標言語における等価の問題への対処法を提案する。筆者はこれらの言語を扱う翻訳者に慣用句の翻訳に関する戦略をもっと綿密に参考にするように論じる。
Fostering Equal Representation for Democracy in the Classroom 共著 2016年 5月 Innovations in Education PanSIG Journal, Nago, Japan, pp.62-72 教室に、デモクラシーを生み出すことは何を意味するだろうか。教室内のやり取りを活発にするためには、どのように生徒間の協力を促しながら、平等な表現の機会を確保できるだろうか。私たちはみんな様々な価値観を育て、生徒にとって均衡のとれた環境を作り、それを維持するための方法を見つけようともがいている。本論文は4者の意見で構成されている。教師が生徒の幅広い意見や視点を育む革新的な活動を作り出す際、経験した成功体験と失敗談を紹介する。
Affordances and Constraints in ELF Environment: Interaction Opportunities for Central Asian students at Japanese Universities 単著 2018年 9月 Research on Humanities and Social Sciences Corresponding to “People Beyond Country Borders” as seen from Central Asia, Tsukuba, Japan, pp. 43-50 In this paper I would like to share my thoughts and opinions on Central Asian students in Japan, their strengths and weaknesses, the opportunities and threats they face, the affordances they are benefiting from and the constraints they are fighting against. In addition, the paper will explore how conditions, policies, values, politics, and attitudes in Japan influence the process of immigration and subsequently affect Central-Asian immigrants. Based on the socio-economic phenomenon of student mobility and drawing insights from the current immigration policy in Japan, this paper will seek answers to several questions on the aforementioned topic.
A Critical Review of the Proposed Changes to the EFL Curriculum in Public Schools in Uzbekistan 共著 2018年11月 Journal Kinjo Gakuin Daigaku Ronshu, Studies in Humanities, Vol. 15, No. 1, Nagoya, Japan, pp 61-73 Starting the year of 2013, English education has become a required course for first-graders in primary schools in Uzbekistan. Such mandates, however, have not been strictly followed in all primary schools around the country. The initiative of introducing English exposure to primary schools and the overall shift in English education throughout the country has followed a top-down approach. However, EFL teachers’ views and beliefs on educational policies in general, and particularly on the English language curriculum they are required to implement, have been neglected. Bearing this in mind that most of the teachers have certain preconceived ideas or beliefs on how to approach English teaching, the present study is an attempt to critically review the revised public-school EFL curriculum and it puts an emphasis on views and beliefs of the teachers involved in this process.
Constraints in Translation of Legal Documents Faced by Uzbek Labor Migrants in Russia 単著 2020年 6月 Academic Journal of Kinjo Yakuin University This paper will start by describing the characteristics of migration. Then, an overview of the immigration policy in Russia towards labor migrants from Uzbekistan will be given. In addition, the paper will provide some insights of the constraints experienced by these migrants and it will focus on the constraints related to Uzbek-Russian translation of legal documents. The translation strategies employed in the process of translating birth certificates of Uzbek citizens will be explored in detail. The paper will conclude by sharing some positive news on recent changes in governmental support of Uzbeks as well as the assistance from compatriots with legal education residing in Russia and other countries.
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題目/演目名等 発表年月 発表学会名等 概要
What’s of Our Profession 2013年 7月 Workshops held at Nagoya and Gifu chapters of Japan Association of Language Teaching
Student Involvement in Self Access Centers 2014年 6月 5th International Conference of Independent Learning Association, Bangkok, Thailand
One Learner, Many Stories 2015年 6月 PanSIG Conference,Kobe, Japan
Before and After English Classes at University 2015年11月 JALT 41st International Conference, Shizuoka, Japan
Before and After Self Access Language Learning 2015年12月 Japan Association for Self Access Learning Conference, Chiba, Japan
Interactive Vocabulary Activities for Democracy in Classrooms 2016年 5月 PanSIG Conference, Nago, Japan In this presentation the effectiveness of a less teacher-centered in teaching vocabulary is revealed. The presenter believes that by analyzing their stories of success and failure and then sharing those experiences with students can help teachers create better classroom environment. The presenter shares with the audience her findings through a semester-long course with vocabulary instructions where specific features of words were introduced step by step and where different teaching resources were employed.
Teacher Training Project in Uzbekistan: Collaborative Workshops for Professional Development 2018年 9月 Sixth International Conference of Independent Learning Association Selections, Kobe, Japan Teachers around the world are collaborating with peers in local and even global contexts to take charge of their own personal development, exchange teaching ideas as part of professional development, and mentor new teachers. The Training of Teachers (ToT) project was initiated by 36 teachers from 12 different districts of Andijan region in Uzbekistan. The ToT sessions were self-directed, inquiry-oriented, experience-based, collaborative, and locally relevant. The authors will share their experience of organizing these training sessions, their stories of success and failure. They will discuss how this project led to several other nationwide professional-development activities among language teachers in Uzbekistan.
Constraints in Translation of Legal Documents Faced by Uzbek Labor Migrants in Russia 2018年12月 Annual Symposium of Language and Law Association, Okayama, Japan Since the year of 2000, two major destinations for Uzbek labor migrants have been Russia and Kazakhstan. According to the Russia’s Federal Migration Service, as of January 2017, 3.2 million Uzbek citizens stay in Russia. By 2010 the proportion of younger migrants (less than 29 years of age) had increased from 25% to 40%; however, these migrants have become less educated and less fluent in Russian. Consequently, the need for Russian-Uzbek translation of legal documents and for community interpreting services has been growing. This paper will give an overview of recent changes and developments in legislation, share insightful comments from translators and interpreters, and discuss the translation-related constraints faced by Uzbek labor migrants in Russia.
The New Crime of Stalking Through Social Media: A Case of Two Uzbek Students 2019年 4月 Research Seminar of Japan Association for Language and Law, Osaka, Japan The amendment of anti-stalking law outlaws someone making repeated and unwanted contact through social media as well as prohibiting loitering near a targeted person’s home or workplace. Under the new law police can issue a restraining order without prior warning in cases where it is deemed an emergency. This particular change may have brought stability into one foreign student’s life. The author will give an overview of crimes involving Uzbek students before turning into the in-depth forensic analysis of one particular case of stalking that involves two students from Uzbekistan. The Uzbek-Japanese translation of text messages will be analyzed paying attention to offender’s use of discourse markers and phraseological units in Uzbek, their substitutes and equivalents in Japanese, as well as the untranslatability of some culturally-set expressions.
Affordances and Constraints Faced by Uzbek Students in Japan 2019年 5月 FLTAL 2019 Conference Proceedings, Tashkent, Uzbekistan Although main destinations for Uzbek students are Russia, USA, Canada, and Europe, there are number of students who pursue their education in Japan. Due to the recent changes in Japan and the situation in Uzbekistan, the number of Uzbek students in Japan has been constantly growing. It started with only 2 in 1998 and reached 1500 in 2018 (Ashurova, 2018). In this paper, the author’s observations on Uzbek students’ presence in Japan over the last decade and on peculiarities of their multilingual and multicultural identities will be shared. The research data collected through online surveys and selected interviews will be presented in the form of sociolinguistic analysis of Uzbek learners’ strengths and weaknesses. The opportunities and threats these students face in EFL environment of Japan, as well as the affordances they benefit from and the constraints they need to overcome will be discussed in detail.
Reflective Analysis of Consecutive Interpretation of Children’s Speech in Legal Interview: One Interpreter’s Stories of Success and Failure 2019年 6月 Korea-Japan Joint Seminar on Law and Language, Seoul, South Korea In this presentation I have mainly discussed the following points: (1) "Gray zones" of legal interpreting and of conducting legal interviews with children; (2) Present study with details on research participants and research methods as well as the research procedure; (3) Research results and discussions from the point of view of child psychology; (4) Reflective analysis of consecutive interpretation during legal interviews with children; (5) Suggestions for future interpretations of children's speech in legal interviews.
Communication Issues of Open Questions in Legal Interviews 2019年 7月 International Conference of International Association on Forensic Linguistics, Melbourne, Australia Past linguistic analyses of legal interpreting proved the interpreter’s influence on the flow of exchanges; their speech styles and lexical choices determined the impressions of jurors; the interpretation of attorney’s questions to a witness influenced the ensuing exchanges (Mizuno 2014, Mizuno 2016). In line with these analyses, our experiments with 37 Japanese-English in the year of 2016 and interpreter-mediated mock legal interviews of six children showed that the interpreting may hinder the intended ambiguity of the open questions; through inappropriate interpreting the ambiguity may be lost and the interpretation may add the elements of ‘leading’. The presenters will share their findings on interpretation and/or misinterpretation of open questions, and how they have influenced the responses from interviewees. Several suggestions will be made on what can be done for training legal interpreters in Japan.
子どもの司法面接の各段階で必要とされる通訳スキルについての考察 2019年11月 法と言語学会2019年度年次大会 NICHDプロトコルに沿った子どもへの司法面接には、挨拶、グラウンドルール説明、ラポール形成、出来事を思い出して話す練習、本題についての会話、クロージングなどの段階が含まれる。各段階で、面接官と通訳者それぞれに特定のスキルが必要とされる。発表者は、この研究プロジェクトの模擬面接に通訳者として参加したが、それを通して様々な通訳スキルの必要性を実感した。会議通訳の時よりも高い言語力、日本語話者である子どもの文化に関する認識、子ども特有の談話に対処する能力などは全ての段階で必要であると同時に、子どもの原発言に忠実であること、ボディーランゲージと表情を中立に保つことも重要であった。事件について子どもが長く発言する際には、迅速なメモ取りと適切に機能するワーキングメモリーの必要性も感じた。本発表では、5つの司法面接の録画データに基づいて、各段階で必要とされる通訳スキルについて議論したい。また、共同研究者である児童心理学の専門家から学んだこと(メモ取りの手順、適切なペーシング、子どもが使用した言葉のエコーイングなど)についても述べたい。
Landlocked and ‘Language-locked’ Stans: Legislation on De-Russification and De-Cyrillization of Central Asia 2019年12月 ALSA Asian Law and Society Association The efforts in post-Soviet republics to restore their titular language to primacy resulted in bitter resentment among speakers of minority languages and re-emergence of ethnic tensions. Whereas certain states chose to recognize minority languages, the others took very liberal approaches in their state legislations. These changes also caused an adverse reaction among Russian media, elites and social networks. Were the de-Russification of the public sector and de-Cyrillization of the alphabet unavoidable in the sequential de-Sovietization process of five Stans? What did the legislative development of linguistic rights in post-Soviet Central Asia look like? The presenter will attempt to analyze the details of so-called language policies in Central Asia seen as a natural attribute of statehood by local governments and as a discrimination of the rights of ethnic Russians living in the former Soviet republics by Russian media and elite.
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