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The functional aspect of consciousness (access consciousness) and its impact on language acquisition and linguistic/nonlinguistic behavior

 

In the field of second language acquisition, understanding the role of consciousness in both learning and the application of acquired knowledge is a pivotal issue that has driven extensive research into conscious and unconscious learning processes and their resulting knowledge. My research endeavors to answer the following foundational questions: What specific factors activate consciousness during learning and knowledge formation? What is the relationship between conscious and unconscious learning and the types of knowledge they each produce? To what extent can language acquisition and processing occur without conscious awareness in a second language? Finally, how does consciousness shape the differences between first and second language acquisition?

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  • Fukuta, J., & Yamashita, J. (2023). The complex relationship between conscious/unconscious learning and conscious/unconscious knowledge: The mediating effects of salience in form–meaning connections. Second Language Research, 39(2), 425–446. doi:10.1177/02676583211044950

  • Fukuta, J., Goto, A., Kawaguchi, Y., Murota, D., Kurita, A. (2018). Syntactically–driven algorithmic processing of PP-attachment ambiguity in a second language. IRAL - International Review of Applied Linguistics in Language Teaching, 56, 253-278. doi:10.1515/iral-2017-0038

  • Fukuta, J. (2016). Potential methodological biases in research on learning without awareness. Applied Linguistics, 31 (1), 121-127 . doi:10.1093/applin/amv022

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Phenomenal aspects of consciousness and human cognition observed through language

 

My research examines the phenomenal aspects of consciousness—how individuals perceive and interpret their experiences from a subjective viewpoint—using methodologies from experimental psychology and psycholinguistics. I am particularly focused on the complex relationship between language and consciousness, exploring the degree to which consciousness and perception are shaped or distinguished by linguistic structures. This work draws on cognitive linguistics, investigating how people mentally represent meanings and abstract concepts; cognitive science research on embodied cognition, which suggests cognition is based in modal representations, mental simulations, bodily states, and context-driven actions; and frameworks like linguistic relativity and thinking-for-speaking, which explore how language influences both verbal and non-verbal cognitive processes. Through this interdisciplinary approach, I aim to illuminate the structure of mental representations in human cognition, highlighting the universal and culturally diverse facets of mind and language.

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  • Embodied Cognition and Linguistic Relativity: Investigating Perceptual Availability in Linguistic Processing. Grant-in-Aid for Young Scientists Joint Research Grant,The Japan Society for the Promotion of Science

  • Tamura, Y., Fukuta, J., Nishimura, Y., Harada, Y., Hara, K., Kato, D. (2019). Japanese EFL learners’ sentence processing of conceptual plurality: An analysis focusing on reciprocal verbs. Applied Psycholinguistics, 40 (1), 59-91. doi: 10.1017/S0142716418000450

  • 福田純也（2018）『外国語学習に潜む意識と無意識』開拓社.

Cognitive philosophical investigation on language and consciousness and ontological discussions of psychological entities

 

Building on the foundational research described above, I have pursued the question, “What does it truly mean to learn a language?” through a philosophical lens. This inquiry, while aimed at deepening our understanding of human cognition, also critically assesses the significance of language education, questioning not only its educational value but also the approaches we use to rigorously investigate abstract, often intangible concepts within psychology and linguistics.

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  • Fukuta, J., Nishimura, Y., & Tamura. Y. (2023). Pitfalls of production data analysis for investigating L2 cognitive mechanism: An ontological realism perspective. Journal of Second Language Studies, 6(1), 95–118. doi:10.1075/jsls.21013.fuk

  • 福田純也（2017）「タスク・ベースの言語指導と教育思想——社会における教育としてのTBLT」松村昌紀（編）『タスク・ベースの英語指導——TBLTの理解と実践』大修館書店

脳のスケッチ
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意識の機能的側面（アクセス意識）とその言語習得・行動への影響

​特に第二言語習得においては、習得時および習得された知識が使用される時点における「意識」の役割が研究分野において中心的な問題として取り扱われ、これまで多くの研究が蓄積されています（意識的・無意識的学習および知識の研究）。意識的・無意識的学習と意識的・無意識的知識がどのようにかかわるのか、第二言語習得において無意識的な言語の習得・処理はどの程度可能・必要なのか、また意識の機能に起因して第一言語の習得と第二言語の習得はどのように異なるのか———これらの問いに答えるような理論を模索しています。

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  • Fukuta, J., & Yamashita, J. (2023). The complex relationship between conscious/unconscious learning and conscious/unconscious knowledge: The mediating effects of salience in form–meaning connections. Second Language Research, 39(2), 425–446. doi:10.1177/02676583211044950

  • Fukuta, J., Goto, A., Kawaguchi, Y., Murota, D., Kurita, A. (2018). Syntactically–driven algorithmic processing of PP-attachment ambiguity in a second language. IRAL - International Review of Applied Linguistics in Language Teaching, 56, 253-278. doi:10.1515/iral-2017-0038

  • Fukuta, J. (2016). Potential methodological biases in research on learning without awareness. Applied Linguistics, 31 (1), 121-127 . doi:10.1093/applin/amv022

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言語を通して覗く意識の現象的側面（現象的意識）

​人が主観的に世界をどのように見ているかという意識の現象的側面を、心理言語学的手法で探究しています。特に、言語と意識内容がどのようにかかわるか、言語体系の異なりに起因して意識内容、認識が（どの程度）異なるのかということに興味を持っています。人が意味や抽象的な概念をどのように心的に表象しているかという言語学的観点からの研究、我々の認知的な情報処理や我々のもつ概念がどのように基盤化（grounded）されているのかという「身体化された認知（embodied cognition）」および「基盤化された認知（grounded cognition）」の認知科学的研究、言語が個人の認知や行動に（どのように）影響するかという「言語相対論」やThinking-for-speakingの研究を通して、人間認知における心的表象の構造に光を当て、心とことばにおける普遍性と文化的多様性を探ろうとしています。​

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  • Embodied Cognition and Linguistic Relativity: Investigating Perceptual Availability in Linguistic Processing. Grant-in-Aid for Young Scientists Joint Research Grant,The Japan Society for the Promotion of Science

  • Tamura, Y., Fukuta, J., Nishimura, Y., Harada, Y., Hara, K., Kato, D. (2019). Japanese EFL learners’ sentence processing of conceptual plurality: An analysis focusing on reciprocal verbs. Applied Psycholinguistics, 40 (1), 59-91. doi: 10.1017/S0142716418000450

  • 福田純也（2018）『外国語学習に潜む意識と無意識』開拓社.

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言語と意識に関わる認知哲学的思索およびそれに基づく心的実在物の存在論的議論

​上述の基礎的研究の結果を踏まえ、「言語を学ぶとはどういうことか」という問いを哲学的な枠組みを用いて探究したいと考えています。この研究内容は、人間認知一般を理解するという目的以外に、言語教育の価値に対する判断や、目に見えない対象をどのように研究していくか（心やことばを扱う際に対象となるものはたいてい目に見えません）という科学哲学的な問いにも関わります。

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  • Fukuta, J., Nishimura, Y., & Tamura. Y. (2023). Pitfalls of production data analysis for investigating L2 cognitive mechanism: An ontological realism perspective. Journal of Second Language Studies, 6(1), 95–118. doi:10.1075/jsls.21013.fuk

  • 福田純也（2017）「タスク・ベースの言語指導と教育思想——社会における教育としてのTBLT」松村昌紀（編）『タスク・ベースの英語指導——TBLTの理解と実践』大修館書店.

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