This historical linguistic inquiry has as its main purpose the development of a serious debate on the tendency for a linguistic form or structure to revert to a historically antecedent model and remake itself in its older image. The undertaking is ambitious enough to advance the following line-up of propositions: 1. the paper takes an analytical look at a distinct number of hard facts adducible in support of the view that the above-synopsized tendency, termed remaking, is a dynamic and pervasive driving force motivating language change; 2. based on the scrutiny of marked examples available to observation, the paper argues that the same tendency is ineluctably accountable for the uninterrupted revitalization of language and its perpetual vibrancy and reasons that this movement towards self-regeneration innate in language should be defined as language-internal creativity surviving through time; 3. it is maintained that almost like a design feature, the tendency in question is intrinsic to language and is set in motion whenever the need for it is felt. Amid the plurality of comparable postulates and proposals already known to the realm of historical linguistics, the contention here is unmatched in the extent to which it stresses and dilates on the incrementally procreative regeneration (spiral development) recognizable in the predominant type of recurrence of antecedent models.

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In the Japanese university context, student and faculty acceptance of technology is a rather underresearched field. Due to this lack of research and our universityʼs move towards promoting e-learning, this project aimed to examine the reception of the learning management system (LMS), officially known as Manaba, currently in place at Ritsumeikan Asia Pacific University. Although the current LMS has only been in place for two years, it was necessary to analyze student and staff perceptions of its utilization in order to improve its implementation in the future. Therefore, to understand student and faculty perceptions of the LMSʼs use, a quantitative survey was designed and modified from the Technology Acceptance Model (TAM), the most widely used model to classify a userʼs technological acceptance. The quantitative TAM survey, consisting of 17 questions, was distributed to 446 students and 16 English lecturers based on the categories of perceived selfefficacy, perceived enjoyment/ease of use, perceived usefulness, and behavioral intention of the LMS. The results of the survey indicated students and lecturers leaned favorably toward accepting the new technology in place. We believe these results offer valuable insights for universities seeking to effectively implement an LMS for homework and assessment purposes.

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The application of corpus linguistics to the collection and study of learner-produced texts offers a wealth of possibilities for linguistic inquiry that are limited only by the inquisitiveness of the language researcher. Furthermore, the field of learner corpus research has the capacity to shed light on largely unknown aspects of the process by which language learners acquire a target language. This article will describe the design, collection, and initial analysis of a pilot corpus of writing produced by Japanese EFL learners studying in a tertiary English program in Japan. The writings that comprise the first phase of the corpus were collected in the Fall semester of 2018 and the Spring semester of 2019 at Ritsumeikan Asia Pacific University (APU) in Japan and consist of all the writing assignments that a selected group of students were required to complete throughout each semester. The primary objectives of this project are to investigate the process of language acquisition by Japanese students through the exploitation of a learnersʼ corpus (Kennedy, 1998) and to produce a resource for investigating gaps in the studentsʼ interlanguage in order to address them in course curricula (Nesselhauf, 2004, Granger, 2002). The topics of discussion will include a description of the process of corpus design and text collection, a discussion of word frequencies in comparison with a native English corpus (LOCHNESS), and a discussion of the word coverage of the New General Service List (NGSL) and the New Academic Word List (NAWL). The findings from the coverage data of the two word lists suggest that students might benefit from curriculum that focuses on words from the NGSL that are outside of its most frequent 1000 words, and an increased emphasis on the teaching of the academic vocabulary included in the NAWL.

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[in Japanese]

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[in Japanese]

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