東北大学研究者紹介

研究者詳細

ホーム

日本語 English

ウチハラ　タクミ

内原　卓海

Takumi Uchihara

所属

大学院国際文化研究科　国際文化研究専攻　応用言語研究講座

職名

准教授

学位

Ｐｈ．Ｄ．（ウエスタン大学）
Ｍ．Ａ．（レディング大学）

researchmap

https://researchmap.jp/takumiuchihara

J-GLOBAL ID

202101010437500699

e-Rad 研究者番号

10905847

ORCID

https://orcid.org/0000-0003-4476-534X

経歴 5

2025年4月～継続中

東北大学　大学院国際文化研究科応用言語研究講座　准教授
2024年4月～継続中

東北大学　応用認知神経科学センター（兼務）
2023年4月～継続中

東北大学　加齢医学研究所人間脳科学研究分野（兼務）
2023年4月～ 2025年3月

東北大学　大学院国際文化研究科応用言語研究講座　講師
2021年4月～ 2023年3月

早稲田大学　理工学術院英語教育センター　講師（任期付き）

学歴 4

University of Western Ontario

2016年～ 2021年
University of Reading

2014年～ 2015年
早稲田大学

2009年～ 2014年
Southern Oregon University

2010年～ 2011年

所属学協会 2

全国英語教育学会（JASELE）

2024年～継続中
Japan Second Language Acquisition Research Forum

2017年～継続中

研究キーワード 1

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

研究分野 2

人文・社会 / 外国語教育 /
人文・社会 / 外国語教育 /

受賞 4

早稲田大学リサーチアワード国際研究発信力

2023年2月　早稲田大学
Language Learning Dissertation Grant

2019年1月
EuroSLA Student Stipends Award

2018年9月　European Second Language Association (EuroSLA)
Excellence in Graduate Teaching Award

2017年　University of Western Ontario

論文 31

Automatized phonological vocabulary knowledge as L2 cognitive fluency: Testing the declarative–automatized integrative model in L2 speech production 国際誌国際共著査読有り

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

Applied Linguistics　2025年7月7日
出版者・発行元： 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.
High variability phonetic training (HVPT): A meta-analysis of L2 perceptual training studies 国際誌査読有り

Takumi Uchihara, Michael Karas, Ron I. Thomson

Studies in Second Language Acquisition　1-34　2025年6月4日
出版者・発行元： 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.
Cumulative Testing for L2 Vocabulary Learning: The Impact of Retrieval Practice and Proficiency 査読有り

Ryo Maie, Gaia Oikawa, Ying Chen, Takumi Uchihara

TESOL Quarterly　2025年4月3日
出版者・発行元： 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.
Incidental Vocabulary Acquisition Through Captioned Viewing: A Meta‐Analysis 国際誌査読有り

Satsuki Kurokawa, Aung Myo Hein, Takumi Uchihara

Language Learning　2024年12月10日
出版者・発行元： 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.
Experiential, perceptual, and cognitive individual differences in the development of declarative and automatized phonological vocabulary knowledge 国際誌国際共著査読有り

Kazuya Saito, Takumi Uchihara

Bilingualism: Language and Cognition　1-17　2024年10月2日
出版者・発行元： 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.
Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words 国際誌国際共著査読有り

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

Language Learning　2024年8月21日
出版者・発行元： 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.
Arbitrary choices, arbitrary results: Three cases of multiverse analysis in L2 research 国際誌査読有り

Ryo Maie, Masaki Eguchi, Takumi Uchihara

Research Methods in Applied Linguistics　3　(2)　100124-100124　2024年8月
出版者・発行元： Elsevier BV
DOI： 10.1016/j.rmal.2024.100124 　

ISSN：2772-7661
The Impact of Lexical Bundle Length on L2 Oral Proficiency 国際誌査読有り

Dan Hougham, Jon Clenton, Takumi Uchihara, George Higginbotham

Languages　9　(7)　232-232　2024年6月26日
出版者・発行元： 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.
Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency 国際誌査読有り

Dan Hougham, Jon Clenton, Takumi Uchihara

System　121　103243-103243　2024年4月
出版者・発行元： Elsevier BV
DOI： 10.1016/j.system.2024.103243 　

ISSN：0346-251X
Does perceptual high variability phonetic training improve L2 speech production? A meta-analysis of perception-production connection 国際誌国際共著査読有り

Takumi Uchihara, Michael Karas, Ron I. Thomson

Applied Psycholinguistics　2024年
出版者・発行元： Cambridge University Press
DOI： 10.1017/S0142716424000195 　

ISSN：0142-7164

eISSN：1469-1817
How effective is second language incidental vocabulary learning? A meta-analysis 国際誌国際共著査読有り

Stuart Webb, Takumi Uchihara, Akifumi Yanagisawa

Language Teaching　1-20　2023年1月13日
出版者・発行元： 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).
Individual differences in L2 listening proficiency revisited: Roles of form, meaning, and use aspects of phonological vocabulary knowledge 国際誌国際共著査読有り

Kazuya Saito, Takumi Uchihara, Kotaro Takizawa, Yui Suzukida

Studies in Second Language Acquisition　2023年

DOI： 10.1017/S027226312300044X 　

ISSN：0272-2631

eISSN：1470-1545
The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach 査読有り

Takumi Uchihara, Masaki Eguchi, Jon Clenton

Language Teaching Research　2022年9月14日

DOI： 10.1177/13621688221122138 　

ISSN：1362-1688

eISSN：1477-0954
Frequency of Exposure Influences Accentedness and Comprehensibility in Learners’ Pronunciation of Second Language Words 査読有り

Takumi Uchihara, Stuart Webb, Kazuya Saito, Pavel Trofimovich

Language Learning　2022年8月30日

DOI： 10.1111/lang.12517 　
Is it possible to measure word-level comprehensibility and accentedness as independent constructs of pronunciation knowledge? 査読有り

Takumi Uchihara

Research Methods in Applied Linguistics　1　(2)　100011-100011　2022年8月
出版者・発行元： Elsevier {BV}
DOI： 10.1016/j.rmal.2022.100011 　
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary? 査読有り

Takumi Uchihara

TESOL QUARTERLY　2022年7月

DOI： 10.1002/tesq.3176 　

ISSN：0039-8322

eISSN：1545-7249
The role of spoken vocabulary knowledge in second language speaking proficiency 査読有り

Takumi Uchihara, Jon Clenton

The Language Learning Journal　1-18　2022年6月6日
出版者・発行元： Informa {UK} Limited
DOI： 10.1080/09571736.2022.2080856 　
Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words? 査読有り

TAKUMI UCHIHARA, STUART WEBB, KAZUYA SAITO, PAVEL TROFIMOVICH

The Modern Language Journal　2022年5月31日

DOI： 10.1111/modl.12775 　
The effects of talker variability and frequency of exposure on the acquisition of spoken word knowledge 査読有り

Takumi Uchihara, Stuart Webb, Kazuya Saito, Pavel Trofimovich

Studies in Second Language Acquisition　2021年6月21日

DOI： 10.1017/S0272263121000218 　
To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association 査読有り

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

Language and Speech　65　(2)　311-336　2021年5月27日

DOI： 10.1177/00238309211013865 　

ISSN：0023-8309

eISSN：1756-6053
The Relationship Between Utterance and Perceived Fluency: A Meta-Analysis of Correlational Studies 査読有り

Shungo Suzuki, Judit Kormos, Takumi Uchihara

MODERN LANGUAGE JOURNAL　2021年5月

DOI： 10.1111/modl.12706 　

ISSN：0026-7902

eISSN：1540-4781
Efficacy of Multimodal Glossing on Second Language Vocabulary Learning: A Meta-analysis 査読有り

Nasrin Ramezanali, Takumi Uchihara, Farahnaz Faez

TESOL QUARTERLY　55　(1)　105-133　2021年3月

DOI： 10.1002/tesq.579 　

ISSN：0039-8322

eISSN：1545-7249
Silence: A duoethnography 査読有り

Karas, Michael, Uchihara, Takumi

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

DOI： 10.31763/jsse.v1i1.5 　
How Effective Are Intentional Vocabulary-Learning Activities? A Meta-Analysis 査読有り

Stuart Webb, Akifumi Yanagisawa, Takumi Uchihara

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

DOI： 10.1111/modl.12671 　

ISSN：0026-7902

eISSN：1540-4781
Investigating the role of vocabulary size in second language speaking ability 査読有り

Takumi Uchihara, Jon Clenton

LANGUAGE TEACHING RESEARCH　24　(4)　540-556　2020年7月

DOI： 10.1177/1362168818799371 　

ISSN：1362-1688

eISSN：1477-0954
To What Extent Are Multiword Sequences Associated With Oral Fluency? 査読有り

Parvaneh Tavakoli, Takumi Uchihara

LANGUAGE LEARNING　70　(2)　506-547　2020年6月

DOI： 10.1111/lang.12384 　

ISSN：0023-8333

eISSN：1467-9922
How do different forms of glossing contribute to L2 vocabulary learning from reading? A meta-regression analysis 査読有り

Akifumi Yanagisawa, Stuart Webb, Takumi Uchihara

Studies in Second Language Acquisition　42　(2)　411-438　2020年5月

DOI： 10.1017/S0272263119000688 　

ISSN：0272-2631

eISSN：1470-1545
Connecting language proficiency to teaching ability: A meta-analysis 査読有り

Farahnaz Faez, Michael Karas, Takumi Uchihara

LANGUAGE TEACHING RESEARCH　2019年9月

DOI： 10.1177/1362168819868667 　

ISSN：1362-1688

eISSN：1477-0954
The Effects of Repetition on Incidental Vocabulary Learning: A Meta-Analysis of Correlational Studies 査読有り

Takumi Uchihara, Stuart Webb, Akifumi Yanagisawa

LANGUAGE LEARNING　69　(3)　559-599　2019年9月

DOI： 10.1111/lang.12343 　

ISSN：0023-8333

eISSN：1467-9922
Exploring the relationship between productive vocabulary knowledge and second language oral ability 査読有り

Takumi Uchihara, Kazuya Saito

LANGUAGE LEARNING JOURNAL　47　(1)　64-75　2019年

DOI： 10.1080/09571736.2016.1191527 　

ISSN：0957-1736

eISSN：1753-2167
Roles of Vocabulary Knowledge for Success in English-Medium Instruction: Self-Perceptions and Academic Outcomes of Japanese Undergraduates 査読有り

Takumi Uchihara, Tetsuo Harada

TESOL QUARTERLY　52　(3)　564-587　2018年9月

DOI： 10.1002/tesq.453 　

ISSN：0039-8322

eISSN：1545-7249

︎全件表示 ︎最初の5件までを表示

MISC 3

新しい日常における英語語彙指導ー学習方略指導と語彙テストの観点から招待有り

Nakata, Uchihara

英語教育　69　(10)　68-69　2020年
Vocabulary knowledge and self-perceptions: A study of Japanese undergraduates in EMI 招待有り

Uchihara

English Education [英語教育]　67　(6)　68-69　2018年
Lessons from Western's symposium on teaching and learning vocabulary in another language 招待有り

Uchihara, Yanagisawa

Contact　67　(6)　68-69　2017年

書籍等出版物 5

Researching Incidental Vocabulary Learning in a Second Language

Teng, M. F. & Uchihara, T.

Routledge　2024年8月

ISBN: 9781032219868
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年
The Routledge handbook of materials development for language teaching

Uchihara, Takumi, Webb, Stuart

Routledge　2022年

ISBN: 9780815382577
Vocabulary and the four skills : pedagogy, practice, and implications for teaching vocabulary

Uchihara, Saito, Clenton

Routledge　2021年

ISBN: 9780367249977
Vocabulary and the four skills : pedagogy, practice, and implications for teaching vocabulary

Uchihara

Routledge　2021年

ISBN: 9780367249977

講演・口頭発表等 21

運用可能な音声語彙知識の測定と習得招待有り

内原卓海

第20回ことばの科学会オープンフォーラム2024「語彙研究の新展開」　2024年10月13日
How is phonological vocabulary knowledge learned in foreign language? 招待有り

Takumi Uchihara

Language Research Centre Seminar Series at Swansea University　2023年10月
Multiword sequences in dialogic task performance across levels of proficiency 国際会議国際共著

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

European Second Language Association (EuroSLA)　2023年9月
Task engagement and comprehensibility development: A longitudinal study of video-mediated intercultural exchange 国際会議国際共著招待有り

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

Association of American Applied Linguistics Conference (AAAL)　2023年3月
Defining and testing spoken vocabulary knowledge in second language 招待有り

Takumi Uchihara

Colloquium Series at Research Center for Language, Brain and Cognition　2023年1月
リスニングのための英語語彙力測定と学習とは？招待有り

内原卓海

2022年度第1回講演会宮城教育大学英語教育運営部会　2022年12月
第二言語音声語彙習得と評価招待有り

内原卓海

電子情報通信学会：思考と言語研究会　2022年11月26日
第２言語音声語彙力の測定招待有り

内原卓海

2022年7月9日
第２音声語彙習得と教授招待有り

内原卓海

JACET SLA 研究会　2022年6月
High Variability Phonetic Training (HVPT): A meta-analysis

Uchihara, Takumi, Karas, Michael, Thomson, Ron

Pronunciation in Second Language Learning and Teaching (PSLLT) conference　2021年6月
How should we teach vocabulary? Implications from meta-analytic reviews of L2 vocabulary learning studies 招待有り

Uchihara, Takumi

Applied Linguistics Research Circle Weekly Talk at the University of Reading, UK　2021年1月
To what extent does mode of input affect the learning of pronunciation of second language words? 招待有り

Uchihara, Takumi

ESRC-JSLARF Symposium　2020年10月
A Meta-analytic review of the effect of glosses on vocabulary learning

Yanagisawa, Webb, Uchihara

Vocab@Leuven　2019年7月
A meta-analytic review of the relationship between frequency of encounters and incidental vocabulary learning

Uchihara, Webb, Yanagisawa

Vocab@Leuven　2019年7月
To what extent do glosses contribute to vocabulary learning?: A meta-regression analysis

Yanagisawa, Uchihara

American Association of Applied Linguistics (AAAL)　2019年3月
Frequency of encounters and incidental vocabulary learning: A meta-analysis

Uchihara, Yanagisawa

American Association of Applied Linguistics (AAAL)　2019年3月
The effectiveness of incidental vocabulary learning: A meta-analysis

Uchihara, Webb, Yanagisawa

European Language Association (EuroSLA)　2018年9月
Connecting language proficiency to teaching ability: A meta-analysis

Faez, Karas, Uchihara

American Association of Applied Linguistics (AAAL)　2018年3月
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年8月
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年8月
Investigating the potential relationships between L2 speaking performance and productive vocabulary

Uchihara, Saito, & Clenton

American Association of Applied Linguistics (AAAL)　2017年3月

︎全件表示 ︎最初の5件までを表示

共同研究・競争的資金等の研究課題 6

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

2024年4月～ 2028年3月
Investigating IELTS Writing Task Score Influences: An Exploration of the Relationships Between Vocabulary, Multiword Expressions, and Writing Proficiency

提供機関：Japan Society for the Promotion of Science

制度名：Grants-in-Aid for Scientific Research

研究種目：Grant-in-Aid for Scientific Research (B)

研究機関：Hiroshima University

2024年4月～ 2027年3月
Investigating Multiword Sequence and Speaking Fluency Influences in High-stakes Assessments

提供機関：Japan Society for the Promotion of Science

制度名：Grants-in-Aid for Scientific Research

研究種目：Grant-in-Aid for Scientific Research (C)

研究機関：Hiroshima University

2022年4月～ 2025年3月
Mapping the spoken vocabulary knowledge of second language (L2) learners of English

CLENTON JONATHAN, Fraser Simon, 内原卓海

2022年4月～ 2025年3月
Exploring the validity of productive vocabulary tests for second language learners

提供機関：Japan Society for the Promotion of Science

制度名：Grants-in-Aid for Scientific Research

研究種目：Grant-in-Aid for Early-Career Scientists

研究機関：Waseda University

2022年4月～ 2024年3月
第二言語音声語彙習得と個人差要因の関係の調査：横断・縦断研究

内原卓海

提供機関：Japan Society for the Promotion of Science

制度名：Grants-in-Aid for Scientific Research

研究種目：Grant-in-Aid for Research Activity Start-up

研究機関：Waseda University

2021年8月～ 2023年3月

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2021年度では音声語彙力の測定方法の妥当性を検証するために予備調査を実施した。日本人英語学習者によって発話された英単語を特に語彙ストレス（word stress)に焦点を当てて分析を実施した。これまでの第二言語語彙研究では、音声語彙の重要性は認識されつつも、測定方法に関しては具体的な議論がなされていない。特に意味を覚えた単語がどの程度正確に発音されているか検証することは実際のコミュニケーション下で「使える語彙力」を測定するためにも必要である。発音の正確さの中でもストレスはこれまでの発音研究で重要な音声特徴の一つとして報告されているため、本予備研究では語彙ストレス（word stress)に焦点を当てた。Lee, Guion, & Harada (2006)を参照し、日本人英語学習者による英単語発話を４つの観点（vowel quality, intensity, pitch, duration)に着目して音響分析を実施した。以上４点は英語のストレスの正確さを決定づける重要な音声特徴として報告されている。音響分析経験のある研究補助者と共にPraat（音響分析ソフト）を使用して、音声サンプルのデータ処理・音響分析を実施した。すべての音響分析は2022年4月に完了した。現在、学習者の英語熟達度や単語の知識と音響分析結果との関係を調査するための統計分析を実施している。本予備研究によって「意味を知っている」単語がどの程度正確に発音することができるのかを明らかにすることができる。本研究結果をもとに次年度（2022年）では、実際に筆記語彙知識と音声語彙知識の関係を調査する際に役立てる。

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担当経験のある科目(授業) 2

Teaching Pronunciation　University of Western Ontario
Teaching and Learning Vocabulary　University of Western Ontario

学術貢献活動 20

TESOL Quaterly editorial board member

2022年3月1日～継続中

学術貢献活動種別: 査読等
The Journal of Asia TEFL editorial board member

2022年～継続中

学術貢献活動種別: 査読等
The Modern Language Journal

2021年～継続中
Studies in Second Language Learning and Teaching

2021年～継続中
Applied Linguistics

2020年～継続中
Language Learning

2020年～継続中
Journal of Multilingual and Multicultural Development

2020年～継続中
Language Awareness

2020年～継続中
System

2020年～継続中
Applied Psycholinguistics

2020年～継続中
TESOL Journal

2020年～継続中
The Annual Conference of the American Association for Applied Linguistics

2019年～継続中
Studies in Second Language Studies

2019年～継続中
Journal of French Language Studies

2019年～継続中
New Sounds

2019年～継続中
Language Teaching Research

2019年～継続中
Canadian Modern Language Review

2019年～継続中
SAGE Open

2017年～継続中
TESOL Quarterly

2017年～継続中
Strand Coordinator of the Vocabulary and Lexical Studies for the American Association for Applied Linguistics (AAAL) 2023

学術貢献活動種別: 学会・研究会等

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その他 2

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