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个人简介
Areas of Expertise
English as a lingua franca
Intercultural communication and pragmatics
Multimodality and multimodal analysis
Gesture and second language learning/development
Humor, laughter, and politeness work
Materials use in L2 classroom interactions
Applying complex dynamic system theory for classroom discourse
Yumi Matsumoto is an expert on English as a lingua franca — a shared language used among speakers with different linguistic and cultural backgrounds. She is particularly interested in how multilingual speakers use multimodal communication practices — such as gestures, laughter, and actions — to resolve miscommunication. Matsumoto is also interested in “seeing” how second language teachers develop professionally through the lens of sociocultural theory.
Professional Biography
Yumi Matsumoto is an applied linguist and second language teacher educator. In her research and teaching, she examines and illustrates the interactional strategies of so-called non-native English speakers that enable them to communicate successfully in multilingual, intercultural contexts. Her primary area of expertise is English as a lingua franca (ELF), an interactional practice in which interlocutors from various linguistic and cultural backgrounds use English as a tool for communication in intercultural contexts. Before getting her Ph.D. in applied linguistics from Pennsylvania State University, she taught English as a foreign language at secondary schools in Japan for about five years.
Research Interests and Current Projects
Dr. Matsumoto’s major research interests include ELF pragmatics, intercultural communication, gestures and second language learning/development, and humor construction. In her doctoral dissertation, entitled Multimodal Communicative Strategies for Resolving Miscommunication in Multilingual Writing Classrooms, she developed a multimodal orientation to the conceptualization of ELF by conducting multimodal analysis of ELF academic discourse. Her primary objectives in this area of research are to (a) illuminate how multilingual students and instructors use miscommunication as a space for negotiating understanding and differences; (b) develop an alternative, positive view of multilingual speakers and interactional competence; and (c) uncover the pedagogical implications of this work for (language) teacher education inside the U.S. and at a global level.
Dr. Matsumoto also investigates the roles of various multimodal interactional resources in second language classroom interactions, including student and teacher use of gestures, other embodied actions (e.g., gaze and body posture), laughter/smile, and language learning and teaching materials. Employing linguistic ethnography as methodology, she closely analyzes how students and teachers in multilingual classroom contexts coordinate multimodal interactional resources for learning and teaching, and how those resources can contribute to achieving understanding among students and teachers and thus lead to students’ second language development. Her goals in this research area are to demonstrate the complex process by which students and teachers engage in classroom interactions and to examine the possible relationship between students’ actions in classroom interactions and L2 development/learning longitudinally.
Dr. Matsumoto is currently investigating students’ and teachers’ co-construction of humor in multilingual classroom interactions, highlighting the complex, emergent, and unpredictable nature of humorous interactions by employing concepts from complexity dynamic systems theory. She is also studying multilingual students’ materials use (especially smartphones) for their own communicative and learning purposes, underscoring learner agency.
English as a lingua franca
Intercultural communication and pragmatics
Multimodality and multimodal analysis
Gesture and second language learning/development
Humor, laughter, and politeness work
Materials use in L2 classroom interactions
Applying complex dynamic system theory for classroom discourse
Yumi Matsumoto is an expert on English as a lingua franca — a shared language used among speakers with different linguistic and cultural backgrounds. She is particularly interested in how multilingual speakers use multimodal communication practices — such as gestures, laughter, and actions — to resolve miscommunication. Matsumoto is also interested in “seeing” how second language teachers develop professionally through the lens of sociocultural theory.
Professional Biography
Yumi Matsumoto is an applied linguist and second language teacher educator. In her research and teaching, she examines and illustrates the interactional strategies of so-called non-native English speakers that enable them to communicate successfully in multilingual, intercultural contexts. Her primary area of expertise is English as a lingua franca (ELF), an interactional practice in which interlocutors from various linguistic and cultural backgrounds use English as a tool for communication in intercultural contexts. Before getting her Ph.D. in applied linguistics from Pennsylvania State University, she taught English as a foreign language at secondary schools in Japan for about five years.
Research Interests and Current Projects
Dr. Matsumoto’s major research interests include ELF pragmatics, intercultural communication, gestures and second language learning/development, and humor construction. In her doctoral dissertation, entitled Multimodal Communicative Strategies for Resolving Miscommunication in Multilingual Writing Classrooms, she developed a multimodal orientation to the conceptualization of ELF by conducting multimodal analysis of ELF academic discourse. Her primary objectives in this area of research are to (a) illuminate how multilingual students and instructors use miscommunication as a space for negotiating understanding and differences; (b) develop an alternative, positive view of multilingual speakers and interactional competence; and (c) uncover the pedagogical implications of this work for (language) teacher education inside the U.S. and at a global level.
Dr. Matsumoto also investigates the roles of various multimodal interactional resources in second language classroom interactions, including student and teacher use of gestures, other embodied actions (e.g., gaze and body posture), laughter/smile, and language learning and teaching materials. Employing linguistic ethnography as methodology, she closely analyzes how students and teachers in multilingual classroom contexts coordinate multimodal interactional resources for learning and teaching, and how those resources can contribute to achieving understanding among students and teachers and thus lead to students’ second language development. Her goals in this research area are to demonstrate the complex process by which students and teachers engage in classroom interactions and to examine the possible relationship between students’ actions in classroom interactions and L2 development/learning longitudinally.
Dr. Matsumoto is currently investigating students’ and teachers’ co-construction of humor in multilingual classroom interactions, highlighting the complex, emergent, and unpredictable nature of humorous interactions by employing concepts from complexity dynamic systems theory. She is also studying multilingual students’ materials use (especially smartphones) for their own communicative and learning purposes, underscoring learner agency.
研究兴趣
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HARVARD EDUCATIONAL REVIEWno. 4 (2022): 486-507
TheEmbodied Work of Teaching (2019): 181-197
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