Details of the Researcher

PHOTO

Takumi Uchihara
Section
Graduate School of International Cultural Studies
Job title
Associate Professor
Degree

  • Ｐｈ．Ｄ．（ウエスタン大学）

  • Ｍ．Ａ．（レディング大学）

e-Rad No.
10905847

Research History 5

  • 2025/04 - Present
    Tohoku University　Graduate School of International Cultural Studies Department of Applied Linguistics　Associate Professor

  • 2024/04 - Present
    東北大学　応用認知神経科学センター（兼務）

  • 2023/04 - Present
    東北大学　加齢医学研究所 人間脳科学研究分野（兼務）

  • 2023/04 - 2025/03
    Tohoku University　Graduate School of International Cultural Studies　Senior Assistant Professor

  • 2021/04 - 2023/03
    Waseda University　Faculty of Science and Engineering

Education 4

  • University of Western Ontario

    2016 - 2021

  • University of Reading

    2014 - 2015

  • Waseda University

    2009 - 2014

  • Southern Oregon University

    2010 - 2011

Professional Memberships 2

  • 全国英語教育学会（JASELE）

    2024 - Present

  • Japan Second Language Acquisition Research Forum

    2017 - Present

Research Interests 1

  • Second Language Acquisition, Vocabulary Acquisition, Vocabulary Assessment, Pronunciation Learning, TESOL, Applied Linguistics

Research Areas 2

  • Humanities & social sciences / Foreign language education / Second Language Acquisition

  • Humanities & social sciences / Foreign language education / Vocabulary Learning and Teaching

Awards 4

  1. Waseda Research Award: High-Impact Publication

    2023/02　Waseda University

  2. Language Learning Dissertation Grant

    2019/01

  3. EuroSLA Student Stipends Award

    2018/09　European Second Language Association (EuroSLA)

  4. Excellence in Graduate Teaching Award

    2017　University of Western Ontario

Papers 33

  1. The Roles of Vocabulary Size, Word Part Knowledge, and Semantic Transparency in Vocabulary Learning Through the Word Part Technique International-journal Peer-reviewed

    Gaia Oikawa, Masato Sugawara, Takumi Uchihara

    International Journal of Applied Linguistics　2025/10/06

    Publisher: Wiley

    DOI： 10.1111/ijal.70017 　

    ISSN： 0802-6106

    eISSN： 1473-4192

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    ABSTRACT This study investigated the influence of learner‐ and word‐related variables on L2 vocabulary learning through the word part technique (WPT), a morphological mnemonic designed to strengthen form–meaning associations through knowledge of affixes and stems. Forty‐eight Japanese university EFL learners employed the WPT to study 16 low‐frequency English words and rated the semantic transparency of the target items. In addition, learners’ vocabulary size and word part knowledge were assessed. Learning outcomes were measured through meaning recall and recognition tests administered immediately after the treatment and two weeks later. The results revealed a complex interplay of learner‐ and item‐related variables in the effectiveness of the WPT: (a) learners with greater word part knowledge recognized the word meanings more accurately at both the immediate and delayed posttests; (b) learners with larger vocabulary sizes were more likely to benefit from the WPT, particularly for meaning recall in the immediate posttest and meaning recognition in the delayed posttest; and (c) semantically transparent words were recalled more accurately immediately after the learning session. Importantly, learners with greater vocabulary were more adept at leveraging their prior knowledge of word parts and benefited more from the WPT. These findings highlight the conditions under which the WPT can be most effectively implemented while individual differences and lexical characteristics are considered.

  2. Timing matters for interactive task-based learning International-journal Peer-reviewed

    Yuichi Suzuki, Takayuki Nozawa, Takumi Uchihara, Sachiko Nakamura, Atsuko Miyazaki, Hyeonjeong Jeong

    Studies in Second Language Acquisition　1-26　2025/10/06

    Publisher: Cambridge University Press (CUP)

    DOI： 10.1017/s0272263125101290 　

    ISSN： 0272-2631

    eISSN： 1470-1545

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    Abstract To investigate the effects of vocabulary practice timing on lexical learning and neural processing during communication tasks, we engaged 80 Japanese learners of English (40 pairs) in information-gap tasks with vocabulary practice in the pre-task or post-task phase. Learning of verb-noun combinations was orally assessed through translation and narrative tasks one week later. To quantify neural coupling between participants during task-based interaction, hyperscanning with fNIRS was used to measure inter-brain synchronization (IBS). Results showed that pre-task vocabulary practice led to greater learning, while post-task practice resulted in higher IBS in the brain region underlying language processing. Better vocabulary practice performance predicted more automatic use of multiword expressions in the post-task condition. IBS in the brain regions underlying social cognition and language processing predicted multiword learning. These findings reveal how practice timing influences neural synchronization and language acquisition, highlighting the importance of balancing lexical learning with communication processes in task-based language teaching.

  3. Automatized phonological vocabulary knowledge as L2 cognitive fluency: Testing the declarative–automatized integrative model in L2 speech production International-journal International-coauthorship Peer-reviewed

    Kotaro Takizawa, Kazuya Saito, Yui Suzukida, Satsuki Kurokawa, Takumi Uchihara

    Applied Linguistics　2025/07/07

    Publisher: Oxford University Press (OUP)

    DOI： 10.1093/applin/amaf042 　

    ISSN： 0142-6001

    eISSN： 1477-450X

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    Abstract Prior studies developed a lexicosemantic judgment task (LJT) to assess automatized phonological vocabulary knowledge, which reflects the accurate, prompt, and stable access to L2 phonological vocabulary knowledge in contexts. Automatized vocabulary knowledge has been shown to strongly predict general listening ability. Shifting the focus on automaticity in speech production, the current study explored the role of automatized vocabulary knowledge as a measure of L2 cognitive fluency predicting L2 utterance fluency (UF) in spontaneous speech. A total of 210 university students took a multiple-choice vocabulary test and the LJT to assess the declarative and automatized aspects of phonological vocabulary knowledge, respectively. UF was measured as articulation rate and mid/end-clause silent pause ratio, elicited through picture narrative and personal opinion tasks, each presenting differential lexical demands. Memory-based cognitive aptitude was also considered. Mixed-effects regression analyses revealed that automatized vocabulary knowledge, rather than the declarative counterpart, underlies fluent speech performance free of undue pauses. Task effects were identified, indicating that automatized vocabulary knowledge is sensitive to the lexical demands of speech tasks.

  4. High variability phonetic training (HVPT): A meta-analysis of L2 perceptual training studies International-journal Peer-reviewed

    Takumi Uchihara, Michael Karas, Ron I. Thomson

    Studies in Second Language Acquisition　1-34　2025/06/04

    Publisher: Cambridge University Press (CUP)

    DOI： 10.1017/s0272263125100879 　

    ISSN： 0272-2631

    eISSN： 1470-1545

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    Abstract This meta-analysis of 79 studies evaluates the effectiveness of high variability phonetic training (HVPT) for the development of second language (L2) speech perception and explores learner-related and methodological variables that influence training effects. The overall medium-to-large effects of HVPT on L2 speech perception support the effectiveness of HVPT, for both pretest-posttest comparison (g = 0.92, k = 96) and treatment-control comparison (g = 0.67, k = 32), confirm long-term retention of perception gains, and, to some extent, indicate generalization of learning to novel stimuli. Training effects are influenced by several key variables (length of L2 learning, response labels, type of training task, type of testing task, total training time, target phones, and number of talkers). The findings provide compelling evidence to support the efficacy of HVPT for L2 perceptual learning and suggest circumstances under which training effects are optimized.

  5. Cumulative Testing for L2 Vocabulary Learning: The Impact of Retrieval Practice and Proficiency Peer-reviewed

    Ryo Maie, Gaia Oikawa, Ying Chen, Takumi Uchihara

    TESOL Quarterly　2025/04/03

    Publisher: Wiley

    DOI： 10.1002/tesq.3391 　

    ISSN： 0039-8322

    eISSN： 1545-7249

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    Abstract Cumulative tests have been shown to enhance second language (L2) vocabulary learning by incrementally incorporating both new and previously learned materials in daily or weekly quizzes. In this study, we investigated the role of three factors that could impact the effectiveness of cumulative testing: (a) study time and (b) spaced practice (review counts) to prepare for the test, and (c) L2 proficiency. We assigned Japanese university students from two intact classes to the cumulative (n = 44) or noncumulative (n = 44) group. They studied 100 words for weekly quizzes over a semester, with 10 items introduced in each class. The cumulative group was tested simultaneously on newly and previously studied words, while the noncumulative group was tested on the most recent set of 10 items. Students prepared for quizzes using online flashcards tracking the number of practice trials and review counts. Posttest results showed that the cumulative group outperformed the noncumulative group, but this advantage depended on the amount of practice and L2 proficiency. Specifically, the cumulative group showed superiority only with an increasing amount of practice, especially among those students with lower L2 proficiency. Surprisingly, the two groups did not differ in the overall study time, indicating that students in the cumulative group did not increase study time but strategically chose which previously studied words to review. Our findings demonstrated not only whether but why cumulative tests work better than noncumulative tests.

  6. Incidental Vocabulary Acquisition Through Captioned Viewing: A Meta‐Analysis International-journal Peer-reviewed

    Satsuki Kurokawa, Aung Myo Hein, Takumi Uchihara

    Language Learning　2024/12/10

    Publisher: Wiley

    DOI： 10.1111/lang.12697 　

    ISSN： 0023-8333

    eISSN： 1467-9922

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    Abstract Second language (L2) viewing with captions (i.e., L2 on‐screen text) is now a proliferating as well as promising area of L2 acquisition research. The goal of the present meta‐analysis was to examine (a) the relationship between captioned viewing and incidental vocabulary learning and (b) what variables related to learners, treatment, methodology, and vocabulary tests moderate the captioning effect. Synthesizing 89 effect sizes from 49 primary studies (i.e., independent experiments), we fitted a multilevel meta‐analysis model with restricted maximum likelihood estimation to calculate the overall effect size based on a standardized mean difference of gain scores between captioned viewing and uncaptioned viewing groups. The results showed a medium effect of captioning on L2 vocabulary learning, g = 0.56, p <.001. Moderator analysis indicated moderating effects of instructional level, target audience of video materials, and administration of vocabulary pretest. These results are discussed with the aim of guiding future research and language learning through viewing.

  7. Experiential, perceptual, and cognitive individual differences in the development of declarative and automatized phonological vocabulary knowledge International-journal International-coauthorship Peer-reviewed

    Kazuya Saito, Takumi Uchihara

    Bilingualism: Language and Cognition　1-17　2024/10/02

    Publisher: Cambridge University Press (CUP)

    DOI： 10.1017/s1366728924000609 　

    ISSN： 1366-7289

    eISSN： 1469-1841

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    Abstract The present study explores the influence of individual differences in experience, perceptual acuity, and working memory on the development of both declarative and automatized aspects of L2 phonological vocabulary knowledge. A total of 486 Japanese English-as-a-foreign-language (EFL) students took part in two vocabulary tests designed to measure declarative (meaning recognition) and automatized knowledge (lexicosemantic judgement task). Their performance was tied to the quantity and quality of their EFL experience, as well as their scores in auditory processing and working memory. While several significant, modest correlations between experience, aptitude, and vocabulary outcomes were observed, certain predictor variables were uniquely associated with either declarative or automatized vocabulary performance. Specifically, individuals with more extensive, typically language-focused EFL training and greater working memory demonstrated higher levels of declarative knowledge. Conversely, those who pursued extracurricular practice outside the classroom – exposing themselves to auditory materials and/or participating in study-abroad experiences – showed a more automatic execution of vocabulary knowledge.

  8. Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words International-journal International-coauthorship Peer-reviewed

    Takumi Uchihara, Kazuya Saito, Satsuki Kurokawa, Kotaro Takizawa, Yui Suzukida

    Language Learning　2024/08/21

    Publisher: Wiley

    DOI： 10.1111/lang.12668 　

    ISSN： 0023-8333

    eISSN： 1467-9922

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    Abstract This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.

  9. Arbitrary choices, arbitrary results: Three cases of multiverse analysis in L2 research International-journal Peer-reviewed

    Ryo Maie, Masaki Eguchi, Takumi Uchihara

    Research Methods in Applied Linguistics　3　(2)　100124-100124　2024/08

    Publisher: Elsevier BV

    DOI： 10.1016/j.rmal.2024.100124 　

    ISSN： 2772-7661

  10. The Impact of Lexical Bundle Length on L2 Oral Proficiency International-journal Peer-reviewed

    Dan Hougham, Jon Clenton, Takumi Uchihara, George Higginbotham

    Languages　9　(7)　232-232　2024/06/26

    Publisher: MDPI AG

    DOI： 10.3390/languages9070232 　

    eISSN： 2226-471X

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    Lexical bundles (LBs) are crucial in L2 oral proficiency, yet their complexity in terms of length is under-researched. This study therefore examines the relationship between longer and shorter LBs and oral proficiency among 150 L2 learners of varying proficiency levels at a UK university. Through the analysis of oral presentation data (scores ranging from intermediate to advanced) and employing a combined text-internal and text-external approach (two- to five-word bundles), this study advances an innovative text-internal LB refinement procedure, thus isolating the unique contribution of LB length. Robust regression, dominance analysis, and random forest statistical techniques reveal the predictive power of bigram mutual information (MI) and longer three-to-five-word sequences on higher proficiency scores. Our results show that learners using higher MI score bigrams tend to perform better in their presentations, with a strong positive impact on scores (b = 14.38, 95% CI [8.01, 20.76], t = 4.42; dominance weight = 58.63%). Additionally, the use of longer three-to-five-word phrases also contributes to better performance, though to a lesser extent (dominance weight = 18.80%). These findings highlight the pedagogical potential of a nuanced approach to the strategic deployment of LBs, particularly bigram MI, to foster oral proficiency. Suggestions for future LB proficiency research are discussed in relation to L2 speech production models.

  11. Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency International-journal Peer-reviewed

    Dan Hougham, Jon Clenton, Takumi Uchihara

    System　121　103243-103243　2024/04

    Publisher: Elsevier BV

    DOI： 10.1016/j.system.2024.103243 　

    ISSN： 0346-251X

  12. Does perceptual high variability phonetic training improve L2 speech production? A meta-analysis of perception-production connection International-journal International-coauthorship Peer-reviewed

    Takumi Uchihara, Michael Karas, Ron I. Thomson

    Applied Psycholinguistics　2024

    Publisher: Cambridge University Press

    DOI： 10.1017/S0142716424000195 　

    ISSN： 0142-7164

    eISSN： 1469-1817

  13. How effective is second language incidental vocabulary learning? A meta-analysis International-journal International-coauthorship Peer-reviewed

    Stuart Webb, Takumi Uchihara, Akifumi Yanagisawa

    Language Teaching　1-20　2023/01/13

    Publisher: Cambridge University Press (CUP)

    DOI： 10.1017/s0261444822000507 　

    ISSN： 0261-4448

    eISSN： 1475-3049

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    Abstract There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect sizes and a total sample size of 2,771 participants (1,517 in experimental groups vs. 1,254 in control groups). Results showed large overall effects for incidental vocabulary learning on first and follow-up posttests. Mean proportions of target words learned ranged from 9–18% on immediate posttests, and 6–17% on delayed posttests. Incidental L2 vocabulary learning gains were similar across reading (17%, 15%), listening (15%, 13%), and reading while listening (13%, 17%) conditions on immediate and delayed posttest. In contrast, the proportion of words learned in viewing conditions on immediate posttests was smaller (7%, 5%). Findings also revealed that the amount of incidental learning varies according to a range of moderator variables including learner characteristics (L2 proficiency, institutional levels), materials (text type and audience), learning activities (spacing, mode of input), and methodological features (approaches to controlling prior word knowledge).

  14. Individual differences in L2 listening proficiency revisited: Roles of form, meaning, and use aspects of phonological vocabulary knowledge International-journal International-coauthorship Peer-reviewed

    Kazuya Saito, Takumi Uchihara, Kotaro Takizawa, Yui Suzukida

    Studies in Second Language Acquisition　2023

    DOI： 10.1017/S027226312300044X 　

    ISSN： 0272-2631

    eISSN： 1470-1545

  15. The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach Peer-reviewed

    Takumi Uchihara, Masaki Eguchi, Jon Clenton

    Language Teaching Research　2022/09/14

    DOI： 10.1177/13621688221122138 　

    ISSN： 1362-1688

    eISSN： 1477-0954

  16. Frequency of Exposure Influences Accentedness and Comprehensibility in Learners’ Pronunciation of Second Language Words Peer-reviewed

    Takumi Uchihara, Stuart Webb, Kazuya Saito, Pavel Trofimovich

    Language Learning　2022/08/30

    DOI： 10.1111/lang.12517 　

  17. Is it possible to measure word-level comprehensibility and accentedness as independent constructs of pronunciation knowledge? Peer-reviewed

    Takumi Uchihara

    Research Methods in Applied Linguistics　1　(2)　100011-100011　2022/08

    Publisher: Elsevier {BV}

    DOI： 10.1016/j.rmal.2022.100011 　

  18. How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary? Peer-reviewed

    Takumi Uchihara

    TESOL QUARTERLY　2022/07

    DOI： 10.1002/tesq.3176 　

    ISSN： 0039-8322

    eISSN： 1545-7249

  19. The role of spoken vocabulary knowledge in second language speaking proficiency Peer-reviewed

    Takumi Uchihara, Jon Clenton

    The Language Learning Journal　1-18　2022/06/06

    Publisher: Informa {UK} Limited

    DOI： 10.1080/09571736.2022.2080856 　

  20. Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words? Peer-reviewed

    TAKUMI UCHIHARA, STUART WEBB, KAZUYA SAITO, PAVEL TROFIMOVICH

    The Modern Language Journal　2022/05/31

    DOI： 10.1111/modl.12775 　

  21. The effects of talker variability and frequency of exposure on the acquisition of spoken word knowledge Peer-reviewed

    Takumi Uchihara, Stuart Webb, Kazuya Saito, Pavel Trofimovich

    Studies in Second Language Acquisition　2021/06/21

    DOI： 10.1017/S0272263121000218 　

  22. To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association Peer-reviewed

    Takumi Uchihara, Masaki Eguchi, Jon Clenton, Kristopher Kyle, Kazuya Saito

    Language and Speech　65　(2)　311-336　2021/05/27

    DOI： 10.1177/00238309211013865 　

    ISSN： 0023-8309

    eISSN： 1756-6053

  23. The Relationship Between Utterance and Perceived Fluency: A Meta-Analysis of Correlational Studies Peer-reviewed

    Shungo Suzuki, Judit Kormos, Takumi Uchihara

    MODERN LANGUAGE JOURNAL　2021/05

    DOI： 10.1111/modl.12706 　

    ISSN： 0026-7902

    eISSN： 1540-4781

  24. Efficacy of Multimodal Glossing on Second Language Vocabulary Learning: A Meta-analysis Peer-reviewed

    Nasrin Ramezanali, Takumi Uchihara, Farahnaz Faez

    TESOL QUARTERLY　55　(1)　105-133　2021/03

    DOI： 10.1002/tesq.579 　

    ISSN： 0039-8322

    eISSN： 1545-7249

  25. Silence: A duoethnography Peer-reviewed

    Karas, Michael, Uchihara, Takumi

    Journal of Silence Studies in Education　1　(1)　64-75　2021

    DOI： 10.31763/jsse.v1i1.5 　

  26. How Effective Are Intentional Vocabulary-Learning Activities? A Meta-Analysis Peer-reviewed

    Stuart Webb, Akifumi Yanagisawa, Takumi Uchihara

    MODERN LANGUAGE JOURNAL　104　(4)　715-738　2020/12

    DOI： 10.1111/modl.12671 　

    ISSN： 0026-7902

    eISSN： 1540-4781

  27. Investigating the role of vocabulary size in second language speaking ability Peer-reviewed

    Takumi Uchihara, Jon Clenton

    LANGUAGE TEACHING RESEARCH　24　(4)　540-556　2020/07

    DOI： 10.1177/1362168818799371 　

    ISSN： 1362-1688

    eISSN： 1477-0954

  28. To What Extent Are Multiword Sequences Associated With Oral Fluency? Peer-reviewed

    Parvaneh Tavakoli, Takumi Uchihara

    LANGUAGE LEARNING　70　(2)　506-547　2020/06

    DOI： 10.1111/lang.12384 　

    ISSN： 0023-8333

    eISSN： 1467-9922

  29. How do different forms of glossing contribute to L2 vocabulary learning from reading? A meta-regression analysis Peer-reviewed

    Akifumi Yanagisawa, Stuart Webb, Takumi Uchihara

    Studies in Second Language Acquisition　42　(2)　411-438　2020/05

    DOI： 10.1017/S0272263119000688 　

    ISSN： 0272-2631

    eISSN： 1470-1545

  30. Connecting language proficiency to teaching ability: A meta-analysis Peer-reviewed

    Farahnaz Faez, Michael Karas, Takumi Uchihara

    LANGUAGE TEACHING RESEARCH　2019/09

    DOI： 10.1177/1362168819868667 　

    ISSN： 1362-1688

    eISSN： 1477-0954

  31. The Effects of Repetition on Incidental Vocabulary Learning: A Meta-Analysis of Correlational Studies Peer-reviewed

    Takumi Uchihara, Stuart Webb, Akifumi Yanagisawa

    LANGUAGE LEARNING　69　(3)　559-599　2019/09

    DOI： 10.1111/lang.12343 　

    ISSN： 0023-8333

    eISSN： 1467-9922

  32. Exploring the relationship between productive vocabulary knowledge and second language oral ability Peer-reviewed

    Takumi Uchihara, Kazuya Saito

    LANGUAGE LEARNING JOURNAL　47　(1)　64-75　2019

    DOI： 10.1080/09571736.2016.1191527 　

    ISSN： 0957-1736

    eISSN： 1753-2167

  33. Roles of Vocabulary Knowledge for Success in English-Medium Instruction: Self-Perceptions and Academic Outcomes of Japanese Undergraduates Peer-reviewed

    Takumi Uchihara, Tetsuo Harada

    TESOL QUARTERLY　52　(3)　564-587　2018/09

    DOI： 10.1002/tesq.453 　

    ISSN： 0039-8322

    eISSN： 1545-7249

Show all ︎Show first 5

Misc. 3

  1. Teaching English vocabulary under the new normal - From the perspectives of learning strategies and vocabulary testing Invited

    Nakata, Uchihara

    English Education　69　(10)　68-69　2020

  2. Vocabulary knowledge and self-perceptions: A study of Japanese undergraduates in EMI Invited

    Uchihara

    English Education [英語教育]　67　(6)　68-69　2018

  3. Lessons from Western's symposium on teaching and learning vocabulary in another language Invited

    Uchihara, Yanagisawa

    Contact　67　(6)　68-69　2017

Books and Other Publications 5

  1. Researching Incidental Vocabulary Learning in a Second Language

    Teng, M. F. & Uchihara, T.

    Routledge　2024/08

    ISBN: 9781032219868

  2. Building the Self-Efficacy Beliefs of English Language Learners and Teachers New Perspectives for Research, Teaching and Learning

    Michael Karas, Takumi Uchihara, Farahnaz Faez

    Routledge　2024

  3. The Routledge handbook of materials development for language teaching

    Uchihara, Takumi, Webb, Stuart

    Routledge　2022

    ISBN: 9780815382577

  4. Vocabulary and the four skills : pedagogy, practice, and implications for teaching vocabulary

    Uchihara, Saito, Clenton

    Routledge　2021

    ISBN: 9780367249977

  5. Vocabulary and the four skills : pedagogy, practice, and implications for teaching vocabulary

    Uchihara

    Routledge　2021

    ISBN: 9780367249977

Presentations 21

  1. Assessment and acquisition of employable phonological vocabulary knowledge Invited

    Uchihara, Takumi

    2024/10/13

  2. How is phonological vocabulary knowledge learned in foreign language? Invited

    Takumi Uchihara

    Language Research Centre Seminar Series at Swansea University　2023/10

  3. Multiword sequences in dialogic task performance across levels of proficiency International-presentation International-coauthorship

    Tavakoi, P., Uchihara, T., Mazhurnaya, S., & Smyth, P.

    European Second Language Association (EuroSLA)　2023/09

  4. Task engagement and comprehensibility development: A longitudinal study of video-mediated intercultural exchange International-presentation International-coauthorship Invited

    Akiyama, Y., Nakamura, S., Uchihara, T., & Saito, K.

    Association of American Applied Linguistics Conference (AAAL)　2023/03

  5. Defining and testing spoken vocabulary knowledge in second language Invited

    Takumi Uchihara

    Colloquium Series at Research Center for Language, Brain and Cognition　2023/01

  6. English vocabulary assessment and learning for L2 listening Invited

    Takumi Uchihara

    2022/12

  7. Second language spoken vocabulary acquisition and assessment Invited

    Uchihara, Takumi

    2022/11/26

  8. Assessing second language spoken vocabulary knoweldge Invited

    Uchihara, Takumi

    Japan Association for Language Education and Technology (LET), Methodology Special Interest Group　2022/07/09

  9. Second language spoken vocabulary acquisition and instruction Invited

    Uchihara, Takumi

    2022/06

  10. High Variability Phonetic Training (HVPT): A meta-analysis

    Uchihara, Takumi, Karas, Michael, Thomson, Ron

    Pronunciation in Second Language Learning and Teaching (PSLLT) conference　2021/06

  11. How should we teach vocabulary? Implications from meta-analytic reviews of L2 vocabulary learning studies Invited

    Uchihara, Takumi

    Applied Linguistics Research Circle Weekly Talk at the University of Reading, UK　2021/01

  12. To what extent does mode of input affect the learning of pronunciation of second language words? Invited

    Uchihara, Takumi

    ESRC-JSLARF Symposium　2020/10

  13. A Meta-analytic review of the effect of glosses on vocabulary learning

    Yanagisawa, Webb, Uchihara

    Vocab@Leuven　2019/07

  14. A meta-analytic review of the relationship between frequency of encounters and incidental vocabulary learning

    Uchihara, Webb, Yanagisawa

    Vocab@Leuven　2019/07

  15. To what extent do glosses contribute to vocabulary learning?: A meta-regression analysis

    Yanagisawa, Uchihara

    American Association of Applied Linguistics (AAAL)　2019/03

  16. Frequency of encounters and incidental vocabulary learning: A meta-analysis

    Uchihara, Yanagisawa

    American Association of Applied Linguistics (AAAL)　2019/03

  17. The effectiveness of incidental vocabulary learning: A meta-analysis

    Uchihara, Webb, Yanagisawa

    European Language Association (EuroSLA)　2018/09

  18. Connecting language proficiency to teaching ability: A meta-analysis

    Faez, Karas, Uchihara

    American Association of Applied Linguistics (AAAL)　2018/03

  19. Relationships of vocabulary size with self-perceptions and academic outcomes in English-medium instruction: A case of EFL undergraduate students in Japan

    Uchihara & Harada

    2017/08

  20. Word association and L2 spoken vocabulary use: An investigation of the relationship between response type and lexical sophistication

    Eguchi & Uchihara

    European Language Association (EuroSLA)　2017/08

  21. Investigating the potential relationships between L2 speaking performance and productive vocabulary

    Uchihara, Saito, & Clenton

    American Association of Applied Linguistics (AAAL)　2017/03

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Research Projects 6

  1. 偶発的語彙習得の神経基盤の解明：脳イメージングによる文脈類推学習効果の検証

    内原 卓海, Jeong Hyeonjeong

    Offer Organization: 日本学術振興会

    System: 科学研究費助成事業

    Category: 基盤研究(B)

    Institution: 東北大学

    2024/04 - 2028/03

  2. Investigating IELTS Writing Task Score Influences: An Exploration of the Relationships Between Vocabulary, Multiword Expressions, and Writing Proficiency

    Offer Organization: Japan Society for the Promotion of Science

    System: Grants-in-Aid for Scientific Research

    Category: Grant-in-Aid for Scientific Research (B)

    Institution: Hiroshima University

    2024/04 - 2027/03

  3. Investigating Multiword Sequence and Speaking Fluency Influences in High-stakes Assessments

    Offer Organization: Japan Society for the Promotion of Science

    System: Grants-in-Aid for Scientific Research

    Category: Grant-in-Aid for Scientific Research (C)

    Institution: Hiroshima University

    2022/04 - 2025/03

  4. Mapping the spoken vocabulary knowledge of second language (L2) learners of English

    CLENTON JONATHAN, Fraser Simon, 内原 卓海

    Offer Organization: 日本学術振興会

    System: 科学研究費助成事業

    Category: 基盤研究(C)

    Institution: 広島大学

    2022/04 - 2025/03

  5. Exploring the validity of productive vocabulary tests for second language learners

    Offer Organization: Japan Society for the Promotion of Science

    System: Grants-in-Aid for Scientific Research

    Category: Grant-in-Aid for Early-Career Scientists

    Institution: Waseda University

    2022/04 - 2024/03

  6. Second Language Spoken Vocabulary Acquisition and Individual Differences: Cross-Sectional and Longitudinal Studies

    Offer Organization: Japan Society for the Promotion of Science

    System: Grants-in-Aid for Scientific Research

    Category: Grant-in-Aid for Research Activity Start-up

    Institution: Waseda University

    2021/08 - 2023/03

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Teaching Experience 2

  1. Teaching Pronunciation　University of Western Ontario

  2. Teaching and Learning Vocabulary　University of Western Ontario

Academic Activities 20

  1. The Journal of Asia TEFL editorial board member

    2022 - Present

    Activity type: Peer review

  2. The Modern Language Journal

    2021 - Present

  3. Studies in Second Language Learning and Teaching

    2021 - Present

  4. Applied Linguistics

    2020 - Present

  5. Language Learning

    2020 - Present

  6. Journal of Multilingual and Multicultural Development

    2020 - Present

  7. Language Awareness

    2020 - Present

  8. System

    2020 - Present

  9. Applied Psycholinguistics

    2020 - Present

  10. TESOL Journal

    2020 - Present

  11. The Annual Conference of the American Association for Applied Linguistics

    2019 - Present

  12. Studies in Second Language Studies

    2019 - Present

  13. Journal of French Language Studies

    2019 - Present

  14. New Sounds

    2019 - Present

  15. Language Teaching Research

    2019 - Present

  16. Canadian Modern Language Review

    2019 - Present

  17. SAGE Open

    2017 - Present

  18. TESOL Quarterly

    2017 - Present

  19. TESOL Quaterly editorial board member

    2022/03/01 - 2025/03/31

    Activity type: Peer review

  20. Strand Coordinator of the Vocabulary and Lexical Studies for the American Association for Applied Linguistics (AAAL) 2023

    Activity type: Academic society, research group, etc.

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Other 2

  1. Teaching License (English) in public junior high schools in Japan

  2. Teaching License (English) in public high schools in Japan