Name

HARADA, Tetsuo

Official Title

Professor

Affiliation

(School of Education)

Contact Information

Address・Phone Number・Fax Number

Address
School of Education, Waseda University, 1-6-1 Nishi-Waseda, Shinjuku, Tokyo 169-8050, JAPAN
Phone Number
+81-3-5286-9754
Fax Number
+81-3-5273-4435

URL

Web Page URL

http://www.dept.edu.waseda.ac.jp/eng/professors/tharada/tharada.html

Grant-in-aids for Scientific Researcher Number
60208676

Sub-affiliation

Sub-affiliation

Faculty of Education and Integrated Arts and Sciences(Graduate School of Education)

Affiliated Institutes

学力向上研究所

研究所員 2012-2014

ことばの科学研究所

研究所員 2013-2018

ことばの科学研究所

研究所員 2018-

Educational background・Degree

Educational background

-1984 Waseda University Faculty of Education Department of the English Language and Literature
-1987 University of Tsukuba Graduate School, Division of Education TEFL
-1992 University of London University College London Phonetics
-1993 University of London Institute of Education TESOL
-1999 University of California, Los Angeles Department of Applied Linguistics and TESL Second Language Acquisition

Degree

Ph.D. Coursework University of California, Los Angeles

MA Coursework University College London, University of London

MA Coursework University of Tsukuba

BA Coursework Waseda University English linguistics

Career

2013/09-2014/08University of California, Los AngelesDepartment of LinguisticsVisiting Scholar
2013/09-2013/12University of California, Los AngelesDepartment of Asian Languages and Cultures (ALC)Visiting Professor
2000-2005AssistantProfessorofJapaneseAppliedLinguistics Department of East Asian Languages and Literatures University of Oregon, Eugene
1999-2000VisitingAssistantProfessorofJapaneseAppliedLinguistics Department of East Asian Languages and Literatures University of Oregon, Eugene
1990-1991AssistantProfessor/InstructorofLinguistics Adjunct Instructor Tokyo Rissho Women's Junior College, Tokyo, Japan
1988-1991AssistantProfessor Tokyo Jogakkan Junior College, Tokyo, Japan
1989-1991AssistantProfessor/InstructorofEFL Adjunct Instructor University of Chiba, Chiba, Japan
1988-1991Assistant Professor Tokyo Jogakkan Junior College, Tokyo, Japan
1984-1985Full-time Teacher Fukuoka Senior High School, Saitama, Japan
1993-1996Teaching Assistant/Associate of ESL ESL Service Courses, UCLA
1999-Instructor of Japanese Instructor Department of East Asian Languages and Cultures, UCLA Summer
1998-1999Adjunct Instructor Santa Monica College, California
1998-Adjunct Instructor Glendale Community College, California
1998-Adjunct Instructor CIBER-IMF Program Anderson Graduate School of Management, UCLA
1992-1993Adjunct Instructor Greenwich Community College, London, UK
1992-Adjunct Instructor Department of the Far East, School of Oriental and African Studies University of London, UK
1991-1992Adjunct Instructor Thamesside Adult Education Institute, London, UK
1994-1997Teaching Associate of Japanese Department of East Asian Languages and Cultures, UCLA
2004/08-Instructor of Japanese Pedagogy Adjunct Instructor KCP Japanese Teacher Training Program, Tokyo, Japan
2001/08-Adjunct Instructor International Japanese Education Center (IJEC), Tokyo, Japan August 2001, 2002, 2004
1992-1993Adjunct Instructor Institute of International Education in London, UK Japanese Teacher Training Courses
1990-1991Adjunct Instructor NHK Hoso Kenshu Center, Tokyo, Japan
1990/08-Adjunct Instructor Japan Foundation, Saitama, Japan
1990/05-Adjunct Instructor JAL Academy, Tokyo, Japan
1994-1999Oral Japanese Proficiency Interviewer and Rater CIBER-IMF Program Anderson Graduate School of Management, UCLA
1993-Greenwich Community College, London, UK
1999-Technology Teaching Assistant Consultant of Japanese Office of Instructional Development, UCLA Department of East Asian Languages and Cultures, UCLA

Academic Society Joined

The American Association for Applied Linguistics (AAAL)

The American Council on the Teaching of Foreign Languages (ACTFL) Reviewer of Foreign Language Annals

Teachers of English to Speakers of Other Languages (TESOL)

International Phonetic Association (IPA)

The American Council on Immersion Education (ACIE)

The Association of Teachers of Japanese (ATJ)

California Teachers of English to Speakers of Other Languages (CATESOL)

Teachers of Japanese in Southern California (TJSC)

Confederation in Oregon for Language Teaching (COFLT)

The Association of Teachers of Japanese in Oregon (ATJO)

Others Basic Information

PROFESSIONAL SERVICE 2010 Reviewer of abstracts for INTERSPEECH 2010 Satellite Workshop on Second Language Studies: Acquisition, Learning, Education and Technology 2010 Reviewer of abstracts for the 12th Annual Conference of the Japanese Society for Language Sciences (JSLS), Tokyo, Japan. 2009 Reviewer of World Englishesrr2008rReviewer for the National Science Foundation (NSF) 2007rReviewer of Language Learningrr2004-PresentrReviewer of Foreign Language Annals, the American Council on the Teaching of Foreign Languages. 2003rReviewer of abstracts for the Fifth Annual Conference of the Japanese Society for Language Sciences (JSLS), Kobe, Japan. 2002rOrganizer of the Interview Training for Benchmark IV in the OJOPAr(The Oregon Japanese Oral Performance Assessment) at the University of Oregon. 2001-2002 Reviewer of abstracts for the FLIS (Foreign Language and International Studies) rProfessional Development Grant by the Yamada Language Center at the University of Oregon. 2001rReviewer of abstracts for the J/K (Japanese/Korean Linguistics) Conference, Santa Barbara, CA. 1998 Reviewer of abstracts for the AAAL (American Association for Applied Linguistics) Conference, Seattle, WA. 1997rReviewer of abstracts for the AAAL (American Association for Applied Linguistics) Conference, Orlando, FL.

Research Field

Keywords

Applied Linguistics, Second Language Acquisition, Second Language Phonetics and Phonology, Language Teaching

Grants-in-Aid for Scientific Research classification

Humanities / Linguistics / Foreign language education

Humanities / Linguistics / Linguistics

Humanities / Linguistics / Japanese language education

Cooperative Research Theme Desire

Second Language Speech Learning

Institution:Cooperative research with other research organization of universities, etc.

Immersion Education

Institution:Cooperative research with other research organization of universities, etc.

Content-Based Second Language Instruction

Institution:Cooperative research with other research organization of universities, etc.

Research interests Career

2008-2010L2 Speech Learning in Immersion and Traditional Curriculums

Current Research Theme Keywords:L2 Speech Learning, Childhood Language Memory, Immersion Education, Traditional Foreign Language Curriculum

Individual research allowance

2008-2009Content Based Academic Writing

Current Research Theme Keywords:Sustained Content-Based Instruction, Teaching Writing Skills, Academic Writing

Individual research allowance

2006-2007L2 Speech Learning and Maintenance in Immersion Education

Current Research Theme Keywords:L2 Speech Learning, Childhood Language Memory, Immersion Education

Individual research allowance

2005-2008The Acquisition of L2 Speech in Immersion Programs

Current Research Theme Keywords:Age of Learning, L2 Speech, Immersion Education, Second Language Acquisition, English, Japanese

Individual research allowance

Paper

Developing a content-based English as a foreign language program: Needs analysis and curriculum design at the university level

Harada, T.

The content-based classroom 2017-

Factors affecting successful late learners’ phonemic discrimination between /l/ and /r/ in English

Harada, T.

Proceedings of the 18th International Congress of Phonetic Sciences (ICPhS) 2015-

link

Does early foreign language learning in school affect phonemic discrimination in adulthood?

Harada, T.

Journal of the Acoustical Society of America 136(4) p.21082014-

Effects of early language learning on speech perception: From an ELF perspective

Harada, T.

Waseda Working Papers in ELF (English as a Lingua Franca) 2p.111 - 1222013-

Limited long-term effects of early immersion on L2 segmental timing in adulthood

Harada, T.

Achievements and perspectives in the acquisition of second language speech: New Sounds 2010 Bern, Switzerland: Peter Langp.103 - 1152011/06-

早期外国語教育は音声習得に何をもたらすのか—イマージョン教育からの示唆—

原田哲男

早稲田教育評論 早稲田大学教育総合研究所 第25巻(第1号) p.1 - 142011/03-

Few long-term effects of early immersion on L2 segmental timing in adulthood

Harada, T.

Proceedings of the Sixth International Symposium on the Acquisition of Second Language Speech New Sounds, Poznan, Poland. CD-ROM2010/05-

Limited effects of early language learning in immersion education on L2 pronunciation in adulthood

Harada, T.

生井 健一、深田 嘉昭(編)『言語・文化・教育の融合を目指して— 国際的・学際的研究の視座から —』 開拓社 p.208 - 2212009/10-

Content-Based Instruction (CBI)の理論と実践ー日本の大学における英語リスニング指導を中心にー

原田哲男

『コミュニケーション能力育成再考—ヘンリー・ウィドウソンと日本の応用言語学・言語教育』 村田久美子、原田哲男(編) ひつじ書房 p.151 - 1802008/05-

第二言語における音声習得と早期言語教育への示唆

原田哲男

『音声研究のパラダイム』 今石元久(編) 和泉書院 p.323 - 3422008/03-

The production of voice onset time (VOT) by English-speaking children in a Japanese immersion program

Harada, T.

International Review of Applied Linguistics in Language Teaching (IRAL) 45(4) p.353 - 3782007/12-

Long-term phonological benefits of childhood L2 experience in a Japanese immersion program

Harada, T.

Proceedings of the 16th International Congress of Phonetic Sciences (ICPhS), Saarbrucken, Germany. p.1669 - 16722007/08-

The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program.

Harada, T.

Studies in Second Language Acquisition 28(4) p.601 - 6322006/12-

Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals

Lee, B., Guion, S. G., Harada, T.

Studies in Second Language Acquisition 28(3) p.487 - 5132006/09-

The acquisition of English VOT by early and late Chinese-English bilinguals.

Harada, T.

『教育学研究科紀要』 早稲田大学大学院教育学研究科 (16) p.93 - 1102006/03-

音声教育—海外での教育事情

原田哲男、今石元久

『音声研究入門』 和泉書院 p.114 - 1262005/11-

Early and late Spanish-English bilinguals’ acquisition of English word stress patterns.

Guion, S., Harada, T., Clark, J.J.

Bilingualism: Language and Cognition 7(3) p.207 - 2262004/12-

Acoustic analysis of the production of stressed, unstressed and reduced English vowels by early and late Korean and Japanese learners.

Lee, B., Guion, S. G., Harada, T.

Proceedings of 2004 English Phonology Workshop: The 2004 English Language and Literature Association of Korea (ELLAK) International Conference in Commemoration of the 50th Anniversary. p.72 - 872004/06-

Lost in an academic lecture: The effects of content-based instruction on academic listening skills.

Harada, T.

In J. Frodese & C. Holten (Eds.), The Power of Context in Language Teaching and Learning. Boston: Thomson & Heinle. p.173 - 1842004/04-

Factors affecting stress placement for English non-words include syllabic structure, lexical class, and stress patterns of phonologically similar words.

Guion, S., Clark, J.J., Harada, T., & Wayland, R. P.

Language and Speech. 46(4) p.403 - 4272003/11-

L2 influence on L1 speech in the production of VOT.

Harada, T.

Proceedings of the 15th International Congress of Phonetic Sciences (ICPhS). p.1085 - 10882003/08-

The acquisition of voice onset time by children in a Japanese immersion program.

Harada, T.

In A. James & J. Leather (Eds.), New Sounds 2000: Proceedings of the Fourth International Symposium on the Acquisition of Second-Language Speech. Klagenfurt, Austria: University of Klagenfurt. p.158 - 1652002/11-

Review of the book Teaching pronunciation: A reference for teachers of English to speakers of other languages.

Harada, T.

ORTESOL Quarterly Newsletter 24(3) p.14 - 152002/08-

Network-based Japanese language teaching.

Harada, T.

In S. Matsunaga (Ed.), Proceedings of the Teachers of Japanese in Southern California (TJSC) Workshops. Los Angeles: The Teachers of Japanese in Southern California. p.54 - 612001/09-

The acquisition of segmental timing by children in a Japanese immersion program.

Harada, T.

Unpublished doctoral dissertation, University of California, Los Angeles. 1999/09-

Mishearings of content words by ESL learners.

Harada, T.

The CATESOL Journal. 10(1) p.51 - 701998/09-

Reinforcing content through visuals.

Harada, T.

In D. Brinton & P. Master (Eds.), New ways in content-based instruction. Alexandria, VA: TESOL. p.227 - 2331997/03-

Contrastive and error analysis of English and Japanese consonants: Their implications for the teaching of Japanese as a foreign language.

Harada, T.

Gengo Bunka Kenkyu Kai: Kenkyu Kiyo [Studies in Language and Culture]. (1) p.39 - 661992/03-

Intonation patterns of Japanese learners of English.

Harada, T.

Tokyo Jogakkan Junior College Working Papers. (13) p.10 - 251990/02-

English rhythm and the teaching of pronunciation.

Harada, T.

Tokyo Jogakkan Junior College Working Papers. (12) p.1 - 81989/02-

Accentual patterns of polysyllabic words in American and Japanese English.

Harada, T.

Tokyo Jogakkan Junior College Working Papers. (11) p.1 - 351988/02-

Englishness in the pronunciation of disyllabic words by Japanese speakers.

Harada, T.

Tsukuba English Language Teaching. (8) p.81 - 1031987/03-

リスニングのメカニズム—日本人学生のその実態

原田哲男

早稲田大学英語英文学叢誌 (17) p.22 - 341987-

Lecture And Oral

Effects of two-way immersion instruction on accent, comprehensibility, and voice onset time (VOT)

Harada, T., & Asako Hayashi-Takakura

The 35th Second Language Research Forum (SLRF), Teachers College, Columbia University, New York2016/09

Detail

International conferenceOral presentation(general)

第二言語習得を基盤にした英語による専門科目の授業実践

Harada, T.

英語教育の国際化研究会、早稲田大学Invitation Yes2016/07

Detail

National conferenceSeminar

Pronunciation skills of English-speaking children in a Japanese two-way immersion program

Harada, T., & Asako Hayashi-Takakura

The 8th International Conference on Second Language Speech (New Sounds 2016), Aarhus University, Denmark2016/06

Detail

International conferencePoster presentation

My EMI courses: Implications for the syllabus design of EMI courses in EFL contexts

Harada, T.

The 1st EMI-ELF Workshop: Reflections on EMI practices: EMI, ELF and language education, Waseda University, Tokyo2016/03

Detail

National conferenceSymposium workshop panel(nominated)

外国語としての英語学習は早いほうがよいのか: 音声習得の観点か

Harada, T.

KLA・TALK第14回合同セッション、東京大学駒場Invitation Yes2016/02

Detail

National conferenceOral presentation(invited, special)

Academic and language outcomes in two-way immersion programs in the United States: Implications for early foreign language learning in Japan

Harada, T.

The 1st Colloquium on Language Education in Global and Multilingual Context (LEGMC): The multilingual turn: where to start? Waseda University, TokyoInvitation Yes2015/12

Detail

National conferenceOral presentation(invited, special)

Age of learning may not matter in foreign language learning: The perception of phonemic contrast between English /r/ and /l/

Harada, T.

The International Symposium on Monolingual and Bilingual Speech (ISMBS 2015), Crete, Greece2015/09

Detail

International conferenceOral presentation(general)

Research in monolingual and bilingual speech: Past, present, future

Harada, T.

The International Symposium on Monolingual and Bilingual Speech 2015 (ISMBS 2015), Chania, Crete, Greece2015/09

Detail

International conferenceSymposium workshop panel(nominated)

Factors affecting successful late learners’ phonemic discrimination between /l/ and /r/ in English

Harada, T.

The 18th International Congress of Phonetic Sciences (ICPhS), Glasgow, Scotland, UK2015/08

Detail

International conferencePoster presentation

海外赴任の家族のための学校選び:第二言語習得の立場から

Harada, T.

国際バカロレア (IB) と内容言語統合型学習 (CLIL)―保護者と教師のためのバイリンガル教育シンポジウム―、上智大学国際言語情報研究所2015/05

Detail

National conferenceSymposium workshop panel(nominated)

Part 1 グローバル社会に求められる英語力と教授法 Part 2 早期外国語教育:日英双方向二言語同時教育

Harada, T.

第14回言語文化教育学会大会、早稲田大学Invitation Yes2014/11

Detail

National conferenceSymposium workshop panel(nominated)

Does early foreign language learning in school affect phonemic discrimination in adulthood?

Harada, T.

The 168th Meeting of the Acoustical Society of America, Indianapolis, Indiana2014/10

Detail

International conferencePoster presentation

Early English language learning and phonemic discrimination in adulthood

Harada, T.

The CATESOL Annual Conference, Santa Clara, California2014/10

Detail

International conferencePoster presentation

Phonological development in a dual language program

Harada, T.

The Graduate School of Education, University of California, Los Angeles2014/06

Detail

International conferenceSeminar

Not age but length of learning matters in second language speech learning in a minimal input situation

Harada, T.

The American Association for Applied Linguistics (AAAL), Portland, Oregon2014/03

Detail

International conferencePoster presentation

Not age but length of learning matters in second language speech learning in a minimal input situation

Harada, T.

The Department of Linguistics, University of California, Los Angeles2014/03

Detail

International conferenceSeminar

Later learners’ outperformance over early learners with minimal input in phonemic discrimination

Harada, T.

The Second Language Research Forum (SLRF), Provo, Utah2013/11

Detail

International conferenceOral presentation(general)

Effects of minimal input in childhood on talker differences in second language speech perception

Harada, T., & Kawase, S.

New Sounds: International Symposium on the Acquisition of Second Language Speech, Concordia University, Montreal2013/05

Detail

International conferenceOral presentation(general)

Effects of early language learning on speech perception: From an ELF perspective

Harada, T.

The 2nd Waseda ELF International Workshop: Part 2 Panel: ELF Research and Its Implications for Pedagogy, Waseda University2013/03

Detail

National conferenceOral presentation(invited, special)

Talker differences in speech perception by early English learners in a minimal input situation

Harada, T.

The American Association for Applied Linguistics (AAAL), Dallas, Texas2013/03

Detail

International conferenceOral presentation(general)

Effects of early English learning in a minimal input situation on phonemic perception

Harada, T., & Sato, K.

The 22nd Annual Conference of the European Second Language Association (EuroSLA), Adam Mickiewicz University, Poznan, Poland2012/09

Detail

International conferenceOral presentation(general)

Effects of minimal exposure to English in early childhood on phonemic perception

Harada, T., & Sato, K.

The 4th Annual Conference on Pronunciation in Second Language Learning and Teaching (PSLLT), Simon Fraser University, Vancouver, British Columbia, Canada2012/08

Detail

International conferencePoster presentation

ELF and future directions for SLA research

The 1st Waseda ELF International Workshop, Tokyo, Japan2011/08

Detail

National conferenceOral presentation(general)

Effects of input enhancement and corrective feedback on the development of grammatical morphemes by Japanese EFL learners

Suzuki, N., & Harada, T.

The 16th World Congress of Applied Linguistics (AILA), Beijing Foreign Studies University, China2011/08

Detail

International conferenceOral presentation(general)

No pronunciation advantage for early learners over late learners

Harada, T.

The 20th Annual Conference of the European Second Language Association (Eurosla), University of Modena and Reggio Emilia, Italy2010/09

Detail

International conferenceOral presentation(general)

Few long-term effects of early immersion on L2 segmental timing in adulthood

The Sixth International Symposium on the Acquisition of Second Language Speech New Sounds2010/05

Detail

International conferenceOral presentation(general)

Academic writing in content-based language teaching through technology (CoBaLTT)

Harada, T.

The American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention and World Languages Expo2009/11

Detail

International conferenceOral presentation(general)

No pronunciation advantage for immersion learners over late L2 learners

Harada, T.

The Second Language Research Forum2009/10

Detail

International conferenceOral presentation(general)

Limited effects of early language learning on second language speech production

Harada, T.

The 157th Meeting of the Acoustical Society of America2009/05

Detail

International conferencePoster presentation

Content-based academic writing instruction through online discussions in an EFL setting

The 1st Philippine International English Language Conference2009/01

Detail

International conferenceOral presentation(general)

Effects of childhood exposure to a second language on the production of voice onset time and closure duration

Harada, T.

The 156th Meeting of the Acoustical Society of America2008/11

Detail

International conferencePoster presentation

The retention of segmental timing in Japanese by English-speaking immersion graduates

Harada, T.

The 2nd International Workshop on Language and Speech Science2008/09

Detail

International conferenceOral presentation(general)

Long-term phonological benefits of childhood L2 experience in a Japanese immersion program

Harada, T.

The 16th International Congress of Phonetic Sciences (ICPhS)2007/08

Detail

International conferencePoster presentation

Long-term effects of an immersion program on the production of Japanese VOT by English-speaking adults

Harada, T.

The American Association for Applied Linguistics (AAAL) Annual Conference2007/04

Detail

International conferenceOral presentation(general)

The long-term retention of phonetic categories by Japanese immersion graduates

Harada, T.

The 4th Joint Meeting of the Acoustical Society of America and the Acoustical Society of Japan (ASA/ASJ)2006/11

Detail

International conferencePoster presentation

To what extent can L2 speakers acquire L2 pronunciation?

Harada, T.

The Symposium for the 2006 English Phonetic Society of Japan (EPSJ) Kanto Chapter Conference2006/06

Detail

National conferenceOral presentation(invited, special)

Acoustic analysis of the production of stressed, unstressed and reduced English vowels by early and late Korean and Japanese learners.

Lee, B., Harada, T., & Guion, S. G.

The English Language and Literature Association of Korea (ELLAK) International Conference2004/06

Detail

International conferenceOral presentation(general)

Age of acquisition effects on English stress in Japanese-English bilinguals

Harada, T.

The AAAL Conference2004/05

Detail

International conferenceOral presentation(general)

L2 influence on L1 speech in the production of VOT

Harada, T.

The 15th International Congress of Phonetic Sciences (ICPhS)2003/08

Detail

International conferenceOral presentation(general)

L2 influence on L1 VOT in Japanese English bilinguals

Harada, T.

The 13th World Congress of Applied Linguistics (AILA) 20022002/12

Detail

International conferenceOral presentation(general)

L2 influence on L1 speech in the production of VOT

Harada, T.

The Pacific Second Language Research Forum (PacSLRF)2001/10

Detail

International conferenceOral presentation(general)

The acquisition of segmental timing by Japanese immersion children: Degree of perceived foreign accent

Harada, T.

The 2001 AAAL Conference2001/02

Detail

International conferenceOral presentation(general)

Perceived degree of foreign accent in Japanese immersion children

Harada, T.

The Second Language Research Forum2000/09

Detail

International conferenceOral presentation(general)

The acquisition of voice onset time by children in a Japanese immersion program

Harada, T.

The Fourth International Symposium on the Acquisition of Second-Language Speech, New Sounds2000/09

Detail

International conferenceOral presentation(general)

Non-native speaking English teachers: challenges, resources, and experiences

Harada, T.

The TESOL Annual Convention2000/03

Detail

International conferenceSymposium workshop panel(public)

The acquisition of geminates by children in a Japanese immersion program

Harada, T.

The AAAL Conference, Vancouver2000/03

Detail

International conferenceOral presentation(general)

Teaching Japanese pronunciation communicatively

Harada, T.

The TJSC Spring Workshop1998/04

Detail

International conferenceOral presentation(keynote)

Mishearings of content words by ESL learners

Harada, T.

The TESOL Annual Convention1998/03

Detail

International conferenceOral presentation(general)

Is there a critical period for acquiring aspiration? The acquisition of voice onset time (VOT) by Chinese speakers of English

Harada, T.

The TESOL Annual Convention1997/03

Detail

International conferenceOral presentation(general)

How does the adjunct model affect academic listening skills? In case of the UCLA summer advanced English program (AEP)

Harada, T.

The Los Angeles Area Regional CATESOL Conference1996/11

Detail

International conferenceOral presentation(general)

An analysis of mishearings by ESL learners

Harada, T.

The Southern California ESL Teaching Conference1996/02

Detail

International conferenceOral presentation(general)

Theme-based oral communication activities through closed captions

Harada, T.

The Los Angeles Area Regional CATESOL Conference1995/11

Detail

International conferenceOral presentation(general)

Research Grants & Projects

Grant-in-aids for Scientific Research Adoption Situation

Research Classification:

The acquisition and retention of second language speech sounds in immersion education and traditional foreign language education

Allocation Class:¥4420000

Research Classification:

The Acquisition of L2 Speech Sounds in Early Language Learning : Linguistic and Cognitive-Psychological Aspects

Allocation Class:¥2950000

Research Classification:

Research on Phonological Acquisition Strategies and Pronunciation Learning Systems

2006-2008

Allocation Class:¥5390000

Research Classification:

Short- and long-term effects of the amount of input in early foreign language learning on phonemic discrimination

2011/-0-2014/-0

Allocation Class:¥5070000

Research Classification:

The Use of English as a Lingua Franca (ELF) in Academic and Business Contexts in Japan – An analysis of its use and implications for language education

2011/-0-2015/-0

Allocation Class:¥8060000

Research Classification:

Productive Skills in Japanese and English among Children in Bilingual Programs: For the Development of Advanced Global Human Resources

2019/-0-2022/-0

Allocation Class:¥4420000

On-campus Research System

Special Research Project

幼児期から始める外国語教育の形態であるイマージョン教育での発音習得

2005

Research Results Outline: 最近幼児期から算数や理科等の学科目を外国語で教えるイマージョン教育が日本でも脚光を浴びるようになった。幼児期から外国語を始める理由に、児童が言語音声 最近幼児期から算数や理科等の学科目を外国語で教えるイマージョン教育が日本でも脚光を浴びるようになった。幼児期から外国語を始める理由に、児童が言語音声に対して大人より敏感であることが挙げられるが、5歳前後の早い時期から第二言語に触れても、明らかに外... 最近幼児期から算数や理科等の学科目を外国語で教えるイマージョン教育が日本でも脚光を浴びるようになった。幼児期から外国語を始める理由に、児童が言語音声に対して大人より敏感であることが挙げられるが、5歳前後の早い時期から第二言語に触れても、明らかに外国語訛りが残るとされる研究結果もある。臨界期説は、目標言語が話されている国で、多くの言語のインプットがある場合で、インプットが限られているような外国語教育にそのまま当てはまるとは限らない。臨界期説の多くの研究は、自然な環境で言語を学ぶ場合で、イマージョン教育等の教室内で集中して学ぶ場合の音声習得は、明らかにされていない。目標言語に触れる量が多いイマージョン教育でも、自然な環境での言語習得と比べると、インプットの量やその質が異なるため、早期外国語教育の形態であるイマージョン教育に於いての外国語の音声習得過程を明らかにする必要がある。 本研究はイマージョン教育に於ける発音習得の研究を行い、英語を母語とする児童は、音声的には日本語的な特徴を完全に習得することはできないが、母語である英語の類似音とは範疇的に区別し、日本語と英語の別の音声体系を構築できることを確認した。日本語イマージョンの児童が発話した日本語と英語の語頭の/p, t, k/のVoice Onset Time (VOT)と日本語の促音の持続時間を音響分析した。さらに、促音に関しては母語話者による発音評価テストを行った。 VOTの習得に関しては、VOT の値が最も短いのが日本語母語話者の小学生、次に短いのが日本語イマージョンの教師(英語とのバイリンガル話者)、そして一番長いのが日本語イマージョンの児童であった。しかし、日本語イマージョンの児童は、英語と日本語の /p, t, k/ の特徴を確実に区別していて、しかもこの能力は既に1年生(学習時間1600時間)でほぼできあがっていた。また、イマージョンの児童の促音の閉鎖持続時間に関しては、促音と非促音が共に母語話者より長くなる傾向にあるため、その対立は必ずしも明瞭ではないが、音響的には促音と非促音の区別がなされていた。さらに、イマージョンの児童の促音の発音を日本語母語話者に評価しもらった結果、音響的には促音がある場合とない場合の区別ができているが、明らかに母語話者よりも評定が低く、母語話者が促音があるかないかを判定するのに困難を伴った場合もあった。さらに、学年間(1年生、3年生、5年生)に統計的に有意差がなく、幼稚園から5年生までの6年間の約4000時間を越えたインプットでも決して十分であるとは言えないようである。すなわち、音声的にまったく母語話者(monolingual speakers)と同じくなることはなく、Flege (2002) の完全なバイリンガルはいない(No perfect bilinguals)という説にも繋がる。しかしながら、早期学習や多量のインプットにより、母語と外国語の音声を少なくとも個人の音声体系の中で区別できるようになる可能性があるのは、早期言語教育の大きな貢献であろう。 現在,英語イマージョン教育に於ける日本語を母語とする児童の発音データーとイマージョン教育の幼稚園・小学校を卒業して大学に進学した学生がどの程度イマージョンプログラムで習得した音声が維持できているかのデーターも分析中である。

英語による専門科目の授業(EMI)における学生と教員のサポート

2017

Research Results Outline:最近早稲田大学も含めて様々な大学で専門科目を英語で開講する大学が急増しているが、本研究は学生と教員の両方に焦点を当て、前者は実際に英語による専門科目の最近早稲田大学も含めて様々な大学で専門科目を英語で開講する大学が急増しているが、本研究は学生と教員の両方に焦点を当て、前者は実際に英語による専門科目の授業(English medium instruction = EMI)を履修している学生の語彙力...最近早稲田大学も含めて様々な大学で専門科目を英語で開講する大学が急増しているが、本研究は学生と教員の両方に焦点を当て、前者は実際に英語による専門科目の授業(English medium instruction = EMI)を履修している学生の語彙力とEMIに参加した学生の方略(ストラティジ)を調べた。後者は、EMIに関する講演を依頼された際に、様々な教員側の問題点を、質疑応答や討論を通して探った。先行研究のEMIに必要な語彙力と比較すると、学生の語彙力はかなり不足しているが、様々なストラティジを使って乗り切っていることが判明した。一方、EMIを担当する専門科目の教員は、従来の英語教育からEMIへの移行プロセスを学び、EMI授業に向けて意識改革する必要がある。

Dual Language Programs(双方向二言語教育)の基礎調査研究-早期英語教育への示唆-

2015

Research Results Outline:本研究では、双方向二言語教育(Two-Way Immersion: TWI)に在籍する両言語の児童が、1)目標言語、2)母語、3)教科を十分に学習する本研究では、双方向二言語教育(Two-Way Immersion: TWI)に在籍する両言語の児童が、1)目標言語、2)母語、3)教科を十分に学習することができるのかを文献調査により明らかにした。TWIプログラムは、一般に従来のイマージョン教育より...本研究では、双方向二言語教育(Two-Way Immersion: TWI)に在籍する両言語の児童が、1)目標言語、2)母語、3)教科を十分に学習することができるのかを文献調査により明らかにした。TWIプログラムは、一般に従来のイマージョン教育よりも効果があり、母語も目標言語も十分に習得でき、教科学習にも成功すると言われている(Lessow-Hurley, 2012)。たとえば、スペイン語と英語のTWIの研究報告の多くは、言語教育と教科教育の両面に於いて、スペイン語話者にも英語話者にも効果的だとしている(e.g., Cazabon, Nicoladis, & Lambert, 1998; Genesee et al., 2006: Lindholm-Leary, 2001; Lindholm-Leary & Block, 2010; Thomas & Collier, 2002)。さらに、両言語の児童は、母語による学習能力も優れていると報告されている(Lindholm-Leary, 2001)。一方、アジア言語に関しては韓国語(Sohn & Merrill, 2008)と中国語(Padilla, et al., 2013)のTWIの例がほとんどで、残念なことに日本語と英語の体系的な事例研究はなかった。

英語ディグリー・プログラム実現のためのファカルティ・ディベロプメントの基礎研究

2016

Research Results Outline:ファカルティー・ディベロップメントの方法論を構築するために、今年度は、英語による専門科目の授業に4人の大学院生をファシリテーターとして参加させて、 教ファカルティー・ディベロップメントの方法論を構築するために、今年度は、英語による専門科目の授業に4人の大学院生をファシリテーターとして参加させて、 教員として何が必要かを、授業を通して経験してもらった。学期の半ばには、 授業 についての詳細なアンケ...ファカルティー・ディベロップメントの方法論を構築するために、今年度は、英語による専門科目の授業に4人の大学院生をファシリテーターとして参加させて、 教員として何が必要かを、授業を通して経験してもらった。学期の半ばには、 授業 についての詳細なアンケートを 実施し、一部の学生にはインタビューを実施した。 その結果、EMIを担当する教員が意識しなくてはならない問題がいくつか明らかになった。1)非英語圏で英語を媒介語として授業を行う場合、教員は学生の不安をいかに抑えるかを考慮する必要があり、2)内容理解や英語力の発達を考えると、授業中に行うタスクの順序(タスク・シークエンス)が重要であることが判明した。

英語による専門科目の授業(EMI)で要求される音声語彙力の量的質的研究

2018

Research Results Outline:本研究は、英語による専門科目の授業(EMI)を受講している学生の「読んで理解できる語彙力」と「聞いて理解できる音声語彙力」を測定した。一般的に、学術的本研究は、英語による専門科目の授業(EMI)を受講している学生の「読んで理解できる語彙力」と「聞いて理解できる音声語彙力」を測定した。一般的に、学術的な内容の英語を聞いて理解するには、最低4,000から5,000語程度のワードファミリーを音声語彙と...本研究は、英語による専門科目の授業(EMI)を受講している学生の「読んで理解できる語彙力」と「聞いて理解できる音声語彙力」を測定した。一般的に、学術的な内容の英語を聞いて理解するには、最低4,000から5,000語程度のワードファミリーを音声語彙として理解できる必要がある(Dang & Webb, 2014)。日本の大学のEMIの受講生の語彙力を把握するために、学部学生35名を対象に両者の語彙力を測定した。とくに音声語彙力は2,000語レベルでも正答率が90%以下で、講義の理解に要求されるレベルをかなり下回っていることが分かった。詳細は、Uchihara & Harada (2018)を参照。

Foreign Countries Research Activity

Research Project Title: 早期外国語教育のインプット量が音声習得に与える長期的・短期的影響

2013/08-2014/07

Affiliation: カリフォルニア大学(アメリカ)

Lecture Course

Course TitleSchoolYearTerm
Seminar in English Language and Literature I-1 FSchool of Education2019spring semester
Seminar in English Language and Literature I-2 FSchool of Education2019fall semester
Seminar in English Language and Literature II-1 FSchool of Education2019spring semester
Seminar in English Language and Literature II-2 FSchool of Education2019fall semester
Overseas Internship ASchool of Education2019summer
Overseas Internship BSchool of Education2019spring
Introduction to LinguisticsSchool of Education2019spring semester
Experimental PhoneticsSchool of Education2019fall semester
Advanced PhoneticsSchool of Education2019fall semester
Overseas Academic Exchange AGraduate School of Education2019spring semester
Overseas Academic Exchange BGraduate School of Education2019fall semester
Methods of Teaching English as a Foreign Language (M-1)Graduate School of Education2019spring semester
Methods of Teaching English as a Foreign Language (M-2)Graduate School of Education2019fall semester
Methods of Teaching English as a Foreign Language (M1-1)Graduate School of Education2019spring semester
Methods of Teaching English as a Foreign Language (M1-2)Graduate School of Education2019fall semester
Methods of Teaching English as a Foreign Language (M2-1)Graduate School of Education2019spring semester
Methods of Teaching English as a Foreign Language (M2-2)Graduate School of Education2019fall semester
Special Studies in Teaching English as a Foreign Language III-1(Second Language Acquisition)Graduate School of Education2019spring semester
Special Studies in Teaching English as a Foreign Language III-2(Second Language Research)Graduate School of Education2019fall semester
English Education Studies (D-1)Graduate School of Education2019spring semester
English Education Studies (D-2)Graduate School of Education2019fall semester
Applied Linguistics in English (D-1)Graduate School of Education2019spring semester
Applied Linguistics in English (D-2)Graduate School of Education2019fall semester

Teaching Methods And Education And Presentation on Practice, Lectures, etc.

Japanese pronunciation for American students: Theories, research, and practice

2007/04

Detail

Outline:Soka University of America, Aliso Viejo, CA

Technology and Japanese language teaching

2001/03

Detail

Outline:The COFLT and ATJO Spring Conference, Forest Grove, OR.

Integrating technology into Japanese language teaching

2000/04

Detail

Outline:The TJSC Spring Workshop, Los Angeles, CA