Atsushi Hasegawa


Assistant Professor, Japanese Language and Linguistics

Moore Hall 356
Phone: (808) 956-8031

Professional Website

Educational Background

  • PhD University of Wisconsin-Madison, Second Language Acquisition (Minor: Japanese)
  • MA Purdue University, Japanese
  • BA University of Tsukuba, Japanese Language & Culture

Research Areas

  • Second Language Acquisition
  • Language Pedagogy
  • Conversation Analysis
  • Social Network Analysis

Selected Bibliography

Hasegawa, A. & Shima, C. (forthcoming). Differential social experiences of international students in a residential hall in Japan. Frontiers: The Interdisciplinary Journal of Study Abroad.

Mori, Y., Hasegawa, A., & Mori, J. (forthcoming). The trends and developments of L2 Japanese research in the 2010s. Language Teaching.

Hasegawa, A. (forthcoming). Developing friendship or practicing Japanese? Differential impacts of language pledge on study abroad students. In N. Kurata & A. J. Carhill-Poza (Eds.), Social networks in language learning and language teaching. London: Bloomsbury.

Hasegawa, A. (2019). The social lives of study abroad: Understanding second language learners’ experiences through social network analysis and conversation analysis. New York: Routledge.

Hasegawa, A. (2018). Understanding task-in-process through the lens of laughter: Activity designs, instructional materials, learner orientations, and interpersonal relationships. The Modern Language Journal, 102(1), 142-161.

Hasegawa, A. (2017). Collaborative orientation to the ‘search for what to say’ in pair work interactions. In Greer, T., Ishida, M., & Tateyama, Y. (Eds.), Interactional competence in Japanese as an additional language (pp. 175-210). Mānoa, HI: University of Hawai‘i, National Foreign Language Resource Center.

Sato, S., Hasegawa, A., Kumagai, Y, & Kamiyoshi, U. (2017). Content-based instruction (CBI) for the social future: A recommendation for critical content-based instruction (CCBI). L2 Journal, 9(3), 50-69.

Mori, J., & Hasegawa, A. (2009). Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events. International Review of Applied Linguistics in Language Teaching, 47(1), 65-94.