Updated on 2024/02/28

写真a

 
SHEPPARD, Chris
 
Affiliation
Faculty of Science and Engineering, School of Creative Science and Engineering
Job title
Professor
Degree
学士 ( その他(海外の大学等) )
Bachelors of Arts ( Victoria University of Wellington )
Graduate Diploma in Teaching English as a Second Language ( その他(海外の大学等) )
Dip. TESL ( Victoria University of Wellington )
学士 ( その他(海外の大学等) )
Bachelor of Science ( Victoria Univeristy of Wellington )
Masters ( Chiba University )
博士 ( その他(海外の大学等) )
Doctor of Philosophy (Ph. D.) ( University of Auckland )

Education Background

  •  
    -
    2007

    University of Auckland   Faculty of the Arts   Language Learning and Teaching  

  •  
    -
    1997

    Chiba University   Graduate School, Division of Letters   Department of European and American Languages and Literature  

Research Areas

  • Foreign language education / Japanese language education

Research Interests

  • Applied Linguistics, Second Language Acquisition, English Language Education

 

Papers

  • Using Task-based Language Teaching in the Second Language Classroom: Developing Global Communication Competencies

    Sheppard, C

    In E. Manalo (Ed.), Deeper Learning, Dialogic Learning, and Critical Thinking (pp. 321-338). New York: Routledge.    2019.09  [Refereed]  [Invited]

    Authorship:Lead author

    DOI

  • The effect of discrimination training on Japanese listeners’ perception of English coda consonants as in ‘rose’ and ‘roads’

    Grenon, I, Sheppard, C, Archibald, J

    In J. M. Levis, E. Todey, & C. Nagle (Eds.). Proceedings of the 10th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 127 – 136). Iowa State University, Iowa.    2019.09  [Refereed]

  • Identification and discrimination training yield comparable results for contrasting vowels.

    Wee. D. T. J, Grenon, I, Sheppard, C, Archibald, J

    In S. Calhoun, P. Escudero, M. Tabain, & P. Warren (eds.) Proceedings of the 19th International Congress of Phonetic Sciences (ICPhS XIX) (pp. 939 - 943). Melbourne, Australia.    2019.08  [Refereed]

  • Which is better: Identification or discrimination training for the acquisition of an English coda contrast

    Law, I. L. G, Grenon, I, Sheppard, C, Archibald, J

    In S. Calhoun, P. Escudero, M. Tabain, & P. Warren (eds.) Proceedings of the 19th International Congress of Phonetic Sciences (ICPhS XIX) (pp. 919 - 923). Melbourne, Australia.    2019.08  [Refereed]

  • Learning to perceive a non-native vowel contrast without listening: A first report.

    Grenon, I, Sheppard, C, Archibald, J

    In S. Calhoun, P. Escudero, M. Tabain, & P. Warren (eds.) Proceedings of the 19th International Congress of Phonetic Sciences (ICPhS XIX) (pp. 2223 - 2227). Melbourne, Australia.    2019.08  [Refereed]

  • The creation of a new vowel category by adult learners after adaptive phonetic training

    Izabelle Grenon, Mikio Kubota, Chris Sheppard

    Journal of Phonetics   72   17 - 34  2019.01  [Refereed]

    DOI

    Scopus

    11
    Citation
    (Scopus)
  • Discrimination training for learning sound contrasts

    Izabelle Grenon, Chris Sheppard, John Archibald

    International Symposium on Applied Phonetics (ISAPh 2018)     51 - 56  2018.09  [Refereed]

    DOI

  • The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type

    Sheppard, C, Ellis, R

    In. M. Bygate (Ed.), Language Learning through Task Repetition (pp. 171-192). Amsterdam, Netherlands: John Benjamins    2018.09  [Refereed]

    DOI

  • Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development?

    Chris Sheppard, Emmanuel Manalo, Marcus Henning

    English for Specific Purposes   49   39 - 48  2018.01  [Refereed]

    Authorship:Lead author

    DOI

    Scopus

    9
    Citation
    (Scopus)
  • Factors Influencing the Persuasiveness of Written Opinions:

    XIA Rui, KINOSHITA Naoko, SHEPPARD Chris

    The journal of Japanese Language Education Methods   23 ( 2 ) 96 - 97  2017

     View Summary

    Critical thinking is an essential 21st Century skill (Kusumi & Michita, 2015). In this research, the effects of task difficulty and language on written persuasiveness are examined. Thirty Chinese learners of Japanese were asked to write four opinion tasks varying the language used (Chinese and Japanese) and the task-difficulty (daily-life and specialist themes), and the persuasiveness (% of reason and evidence statements; Manalo et al.,2015) analyzed. The results showed that the simple tasks completed in Chinese were more persuasive than difficult tasks written in Japanese. These results will be discussed with reference to tasks in language teaching.

    DOI CiNii

  • How might language affect critical thinking performance?

    Emmanuel Manalo, Chris Sheppard

    THINKING SKILLS AND CREATIVITY   21   41 - 49  2016.09  [Refereed]

     View Summary

    This study examined whether language structure or language proficiency might affect students' critical thinking performance. Previous research has claimed that many non Western students struggle with the demands of demonstrating critical thought. Two language-related causes have been suggested: one concerning structural limitations in the non-Western students' first language, and the other concerning their second language proficiency. In Study 1 described here, reports written by 110 Japanese second year university students, who had received instruction in academic discourse for critical evaluation (which is one aspect of critical thinking), were analyzed for use of evaluative statements. No disadvantage was found for use of the Japanese language, which is considered as having a more indirect structure that may make critical evaluation more difficult. Measurements of language proficiency in English and Japanese, however, were found to correlate with production of evaluative statements in those respective languages suggesting that language proficiency could affect critical evaluation use. In Study 2, the same task was given to 43 first year students who had not yet received the same instruction. Analysis revealed similar patterns in their written work but at a lower level, suggesting that the second year students had benefitted from the skills instruction. Furthermore, unlike the second year students, the first year students evidenced no correlations between their language proficiency scores and their production of evaluative statements, suggesting that proficiency on its own is inadequate: students need instruction on the specific language forms and structures to use to demonstrate critical thinking in their written work. (C) 2016 Elsevier Ltd. All rights reserved.

    DOI

    Scopus

    30
    Citation
    (Scopus)
  • The development of critical thinking skills and foreign language education

    Manalo, E, Sheppard, C, Kinoshita, N

    In Kusumi, T. & Michita, K (Eds.), Critical Thinking: Literacy for the 21st century] (pp. 122-127). Tokyo: Shinyosha 新曜社.    2016.06  [Refereed]  [Invited]

  • Foreign Language Education

    Manalo, E, Sheppard, C, Kinoshita, N

    In Kusumi, T. & Michita, Y. (Eds.). World map Critical Thinking. Tokyo: Shinyousha     122 - 127  2015.01

  • Applying Language Learning Principles to Curriculum Design in a Large-Scale ESP Program.

    Sheppard, C

    In T. Tinnefeld (Ed.), Fremdsprachenunterricht im Spannungsfeld zwischen Sprachwissen und Sprachkönnen (Vol. 2). Saarbrucken: Hochschule für Technik und Wirtschaft des Saarlandes.     321 - 336  2014.10

    Authorship:Lead author

  • JB01 コミュニケーションスキルの習得を目指した初年次教育(自主企画シンポジウム)

    木下 直子, 岩佐 靖夫, 木山 三佳, 徳田 恵, マナロ エマニュエル, シェパード クリス, 松本 佳穂子, 深尾 暁子, 渡邉(金) 泉, 福田 哲哉

    日本教育心理学会総会発表論文集   55 ( 55 ) S50 - S51  2013.07

    DOI CiNii

  • Do language structure or language proficiency affect critical evaluation?

    Manalo, E, Watanabe, K, Sheppard, C

    Proceedings of the 35th Annual Conference of the Cognitive Science Society     2967 - 2972  2013

  • 日本語教育研究の方法

    Kinoshita, N. Sheppard, C

    韓日語文論集   17   93 - 104  2013

  • Validating Acoustic Measures of Speech Rhythm for Second Language Acquisition

    Kinoshita, N. &am, Sheppard, C

    ICPHS XVII     1086 - 1089  2011.08

  • Video Conferencing and Distance Education: Fostering Negotiation of Meaning through Tasks in Japanese as a Foreign Language

    Sheppard, C., &am, Kinoshita, N

    世界日本語教育大会2010 (International Conference on Japanese Language Education 2010)   ( 1584 ) 1 - 9  2010.08

  • 発音学習における学習成功者と学習遅滞者の学習スタイルと学習ストラテジーの違い

    Nakagawa, C, Sheppard, C., &am, Kinoshita, N

    The 2008 Autumn Conference of the Society for Teaching Japanese as a Foreign Language     146 - 151  2008.10

  • The effects of the acoustic properties of second language vowel production on pronunciation evaluation

    Sheppard, C

    ISCA Experimental Linguistics 2008     201 - 204  2008.08

  • The acquisition of lexical rhythm and duration by Japanese second language learners

    Kinoshita, N, am, Sheppard, C

    Laboratory Phonology 11     79 - 80  2008.07

  • A comparison of the learning methods of more and less successful learners of Japanese pronunciation

    Nakagawa, C, Kinoshita, N, am, Sheppard, C

    IMICICON 2008     1 - 10  2008.03

  • Factors accounting for attainment in foreign language phonological competence

    Sheppard, C, Hayashi, C., &am, Ohmori, A

    ICPhS XVI     1597 - 1600  2007.08

  • A construct-related validity study on a Korean version of the perceptual learning styles preference questionnaire

    Ian Isemonger, Chris Sheppard

    EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT   67 ( 2 ) 357 - 368  2007.04  [Refereed]

     View Summary

    This study examined the factor structure of a Korean version of the Perceptual Learning Styles Preference Questionnaire. The instrument was developed to measure the learning-style preferences of students of English as a second language and English as a foreign language and has gained wide currency as a classroom diagnostic tool and survey instrument for research on second-language acquisition. Reliability estimates (Cronbach's alpha) for scores on the six scales hypothesized by Reid were generally not good and corroborated results in the limited number of previous studies. A confirmatory factor analysis led to the rejection of the hypothesized model, and an exploratory factor analysis suggested a three-factor model as more appropriate. It is argued that the results of this study indicate that the instrument is flawed and that the results of previous research based on it are questionable. It is also argued that the continued use of the instrument within the research trajectory of second-language acquisition be suspended until the instrument has been revised.

    DOI

    Scopus

    8
    Citation
    (Scopus)
  • Factors determining evaluated pronunciation levels of Japanese university learners of English.

    Sheppard, C., &am, Kinoshita, N

    the 19th General Meeting of the Phonetics Society of Japan     167 - 172  2005.09

  • Task performance, language learning and videoconferencing: An experiment in across-border collaboration

    Sheppard, C., &amp, Kawaguchi, Y

    In M. H. Field & J. Fegan (Eds.), Education Across Borders: Philosophy, Policy, Pedagogy, New Paradigms and Challenges     237 - 258  2005

  • 学習スタイル調査研究—信頼性のある調査質問紙の検討— (Learning Style Research: An investigation of questionnaire reliability)

    Kinoshita, N, Sheppard, C, Koike, T, Shizuya, A, am, Tohyama, C

    The International Conference on Japanese-Language Teaching   2004   191 - 196  2004.08

  • The Measurement of Second Language Production: The Validity of Fluency, Accuracy and Complexity

    Sheppard, C

    ICU Language Research Bulletin   19   139 - 156  2004

    CiNii

  • The perceptual learning styles of Japanese learners: An investigation of a questionnaire's validity and reliability

    Shizuya, A, Kinoshita, N, Koike, T, Sheppard, C., &am, Tohyama, C

    Bulletin of the Institute of Language Teaching Waseda University   59   69 - 88  2004

  • The output hypothesis, positive evidence and negative feedback and their influence on subsequent task performance

    Sheppard, C

    Bulletin of the Institute of Language Teaching Waseda University   59 ( 59 ) 39 - 68  2004

    CiNii

  • The Development of the Academic Writing Skills of Intermediate Japanese University Students

    Sheppard, C

    In C. Sheppard, I. Isemonger & M. H. Field (Eds.), Voices in Writing   Vol. 3   173 - 185  2004

  • The Theories of Language Learning: The Last Thirty Years

    Sheppard, C

    In C. Sheppard & et al. (Eds.), 40周年記念早稲田大学語学教育研究所総合講座講義録 (The 40th Anniversary Lecture Series of the Institute of Language Teaching, Waseda University)     31 - 40  2004

  • The Theories of Second Language Learning: The Cognitive Theory

    Sheppard, C

    40周年記念早稲田大学語学教育研究所総合講座講義録 (The 40th Anniversary Lecture Series of the Institute of Language Teaching, Waseda University)     41 - 48  2004

  • Learning styles

    Ian Isemonger, Chris Sheppard

    RELC Journal   34 ( 2 ) 195 - 222  2003

     View Summary

    Following a literature review on the area of learning styles, and cross-cul tural perceptual learning styles in particular, this article reports the results for a survey of perceptual learning styles of Korean students (n=710). The study is a replication of two earlier studies in the area, and results are com prehensively analyzed in terms of the previous findings of these studies. Preferences for different perceptual learning styles as well as the preference for individual and group learning are examined in terms of a range of vari ables, including age, gender, year of study, major field, time spent overseas, and attendance at private language institutes. Findings, while supporting some of the previous research in the area, also contradict some of the pre vious results. Some criticisms are made concerning the manner in which results from previous studies have been compared with each other. Areas for future research are also discussed. © The Continuum Publishing Group Ltd 2003.

    DOI

    Scopus

    16
    Citation
    (Scopus)
  • Attainment in Phonology: A Pilot Study of Japanese Speakers of English

    Ohmori, A., &am, Sheppard, C

    Bulletin of the Institute of Language Teaching Waseda University   58   153 - 190  2003

  • Improving learners' accuracy in production through task repetition

    Sheppard, C

    Bulletin of the Institute of Language Teaching Waseda University   58 ( 58 ) 111 - 133  2003

    CiNii

  • A Preliminary Evaluation of a Video-Conferencing Exchange

    Field, M. H, Fegan, J, am, Sheppard, C

    Bulletin of the Institute of Language Teaching Waseda University   57   57 - 82  2002

  • The Perceptual Learning Style Preferences of Korean University Students: A Comparison of Japanese and English Learners

    Sheppard, C, Kinoshita, N, Isemonger, I

    The Institute of Language Teaching Waseda University   57 ( 57 ) 123 - 154  2002

    CiNii

  • Task Complexity in Language Learning and Teaching: Why Tasks Fail

    Sheppard, C

    KOTESOL 2000     81 - 89  2000  [Refereed]

  • Designing a task-based syllabus (for the Korean context)

    Sheppard, C

    The English Connection   4(3)   6 - 9  2000

  • The role of feedback in the SLA process

    Sheppard, C

    Journal of Chiba University Eurasian Society   1   170 - 195  1998

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Books and Other Publications

  • 40周年記念早稲田大学語学教育研究所総合講座講義録 (The 40th Anniversary Lecture Series of the Institute of Language Teaching, Waseda University).

    Morohoshi, K, Okamura, S, Shioda, M, Tamura, S, Fubukuro, H, Sheppard, C

    Institute of Language Teaching. Waseda University  2004.03

  • Voices in Writing 2004 (Vol. 3).

    Sheppard, C, Isemonger, I., &am, Field, M, H

    Institute of Language Teaching. Waseda University  2004.03

  • Voices in Writing 2003 (Vol. 2).

    Field, M. H, Sheppard, C., &am, Isemonger, I

    Institute of Language Teaching, Waseda University.  2003.03

  • Voices in Writing 2002 (Vol. 1).

    Field, M. H, am, Sheppard, C

    Institute of Language Teaching, Waseda University.  2002.03

Presentations

  • Applying language learning principles to curriculum design in a large scale ESP program

    2. Saarbrucker Fremdsprachentagung 

    Presentation date: 2013.11

  • Increasing the influence on Japanese Education Research: Research Methodology

    Presentation date: 2013.09

  • First and second year university education for Science and Engineering students

    55th Annual Meeting of the Japanese Association of Educational Psychology 

    Presentation date: 2013.06

  • Testing in an ESP Program: CEFR vs. Criterion-referenced Assessment

    JACET KANTO 7th ANNUAL CONVENTION 

    Presentation date: 2013.06

  • Ability grouping in ESL: Beneficial or detrimental

    NYS TESOL 34th Applied Linguistics Winter Conference 

    Presentation date: 2013.03

  • Critical evaluation: Language related influences and instructional effects

    Invited seminar presentation at the Graduate School of Education, Rutgers University 

    Presentation date: 2013.02

  • Measurement and definition of perceptual learning styles: Definition through working memory

    Windows to the mind research symposium, CELESE 

    Presentation date: 2013.01

  • Factors explaining student failure in higher learning

    54th Annual Meeting of the Japanese Association of Educational Psychology 

    Presentation date: 2012.11

  • Research methods in Japanese language education: Empirical research and statistical analysis

    ICJLE 2012 

    Presentation date: 2012.08

  • The evaluation of a task-based curriculum for EST

    TBLT 2011 

    Presentation date: 2011.11

  • The acquisition of pronunciation, age, and the critical period hypothesis

    Tokyo Phonetics Research Group 

    Presentation date: 2011.10

  • Validating Acoustic Measures of Speech Rhythm for Second Language Acquisition

    ICPHS XVII 

    Presentation date: 2011.08

  • Applying language learning theory to curriculum design

    NYS TESOL 32nd Annual Applied Linguistics Winter Conference 

    Presentation date: 2011.02

  • The use of Video-conferencing for Distance Education

    ICJLE 2010 

    Presentation date: 2010.08

  • An Evaluation of an ESP Writing Program

    th International Symposium on Teaching English at Tertiary Level. 

    Presentation date: 2009.10

  • The differential effects of input during task production

    Task-based Language Teaching 2009 

    Presentation date: 2009.09

  • The Implementation of a Task-based Syllabus for an English for Specific Purposes Program

    IEEE PCSJ Annual Seminar 2008 

    Presentation date: 2008.11

  • The learning styles and strategies of more and less successful learners of Japanese pronunciation

    The Society for Teaching Japanese as a Foreign Language 2008 Autumn General Meeting 

    Presentation date: 2008.10

  • Noticing the gap, hypothesis testing, and the uptake of subsequent feedback

    Second Language Research Forum 2008 

    Presentation date: 2008.10

  • The effects of the acoustic properties of second language vowel production

    Experimental Linguistics 2008 

    Presentation date: 2008.08

  • The acquisition of lexical rhythm and duration by Japanese second language learners

    Laboratory Phonology 11 

    Presentation date: 2008.07

  • A framework for designing English language curriculum: Application to a Japanese content

    Invited talk at Tokai University 

    Presentation date: 2008.06

  • A comparison of the learning methods of more and less successful learners of Japanese pronunciation

    International Conference on language Teaching and Learning 

    Presentation date: 2008.03

  • A comparison of the learning methods of more and less successful learners of Japanese pronunciation

    Sixth International Conference on Practical Linguistics of Japanese (ICPLJ6) 

    Presentation date: 2008.02

  • Authentic Texts, Simplified Texts, and Text Comprehension

    JACET 46th Annual Convention 

    Presentation date: 2007.09

  • The measurement of task-based second language production: The validity of fluency, accuracy and complexity

    Task-Based Language Teaching 2007 

    Presentation date: 2007.09

  • Applying TBLT to videoconferencing: The effects of pre-task preparation on performance

    Task-Based Language Teaching 2007 

    Presentation date: 2007.09

  • Factors Accounting for Attainment in Foreign Language Phonological Competence

    ICPHS XVI 

    Presentation date: 2007.08

  • Vocabulary Level Profile Tool for the Evaluation and Simplification of Language Course Materials,

    JALTCALL 2007 

    Presentation date: 2007.03

  • Predicting the Development of Pronunciation Skill in Foreign Language Learners

    Second Language Research Forum 2006 

    Presentation date: 2006.10

  • Noticing the gap and second language acquisition: A role for output in uptake and subsequent incorporation

    The 5th Pacific Second Language Research Forum 

    Presentation date: 2006.07

  • Using Questionnaires as Content: The Evaluation of a 1st and 2nd Year Writing Course

    Waseda Symposium of Teaching and Research in Academic Writing 

    Presentation date: 2006.03

  • L2 Vocabulary Knowledge and Authentic Academic Text Comprehension

    The 22nd Research Meeting of the Japanese Language Testing Association 

    Presentation date: 2005.12

  • Developing a Teacher Peer Support Research Group

    JALT 2005 

    Presentation date: 2005.10

  • Factors determining evaluated pronunciation levels of Japanese university learners of English

    The 19th General Meeting of the Phonetics Society of Japan 

    Presentation date: 2005.09

  • L2 Vocabulary Knowledge and Authentic Academic Text Comprehension

    JACET 44th Annual Convention 

    Presentation date: 2005.09

  • The pronunciation of good-learners

    The Canadian Association for Japanese Language Education 2005 

    Presentation date: 2005.08

  • Learner perception, learning styles and measurement in second language education

    AILA 2005 

    Presentation date: 2005.07

  • Learning Styles: Measurement and the reliability of questionnaires

    International Conference of Japanese-Language Teaching, Tokyo 

    Presentation date: 2004.08

  • Video Conferencing in Content-based Language Learning Classrooms

    CALICO 2004 

    Presentation date: 2004.06

  • Learning Style Research: The creation of a Japanese version of a questionnaire

    The Canadian Association for Japanese Language Education 

    Presentation date: 2003.08

  • Task Complexity in Language Learning and Teaching

    KOTESOL 2000 

    Presentation date: 2000.10

  • The design and use of ranking activities in the classroom

    KoTESOL Busan Chapter Meeting 

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Research Projects

  • 言語・文化の内容とクリティカル・シンキング-目標と連動したタスクの可能性

    Project Year :

    2017.04
    -
    2020.03
     

     View Summary

    最終年度は、タスクとマニュアルの作成、タスクの実施、学会・論文発表を通して研究を進めた。しかし、新型コロナウイルス感染症の感染拡大リスクのため、年度末講演会・研究成果発表会は開催できなかった。そのため、予定していた三年計画を延長することになった。講演会・研究成果発表会は四年目に実施する予定である。タスクの作成 セルフ・モニタリングのCTスキル、及び文化の内容を使用したタスク数を増やすことができた。さらに、数種のCTスキルを組み合わせたタスク、ライティングとリーディングを組み合わせたタスクも作成した。タスクの実施前に、ディスクプリタとタスクの関連性に関する確認を協力者にしていただいた。その結果、作成したいくつかのタスクは実施対象から外された。精選されたタスクは研究代表者が実施した。その結果は研究代表者がタスク関連の国際学会で発表し、その成果を基にした研究論文を一本執筆した。マニュアルの作成 タスクに関する採点基準、解答にいたるまでの思考の例、解答例を記載した。実施したタスクの結果得られた反応を基に解答例を修正した。また、共同採点者からの提案、及び解答の結果を基に採点基準を微調整した。思考の例に関しては、各種研究(認知バイアスなど)を援用しながら作成した。海外の研究者を招聘し、講演会を2019年7月に開催した。CTタスクの作成・実施に関する研究の一環として“Meta-moral cognition” が日本においてどのような意味があるか、そしてその概念とL2タスクとの関係性が議論された。2020年2月には海外からの研究者による講演(L2タスク測定の新しい指標に関して)、同3月には研究代表者・分担者を含む計4名による研究成果シンポジウムを予定していたが、前述の理由から二つとも延期することになった。前述のとおり、年度末に二回予定していた講演会・研究成果発表会が、新型コロナウイルスの影響で延期となった。今年度は何らかの形で講演会・研究成果発表会を実施したい。タスクの作成に関しては、前年度まであまり進んでいなかった項目を取り込むことができた(セルフ・モニタリングのCTスキル、及び文化の内容を使用したタスク)。また、協力者との連携で、タスクが精選され、採点基準が修正された。タスクの実施においては、研究代表者の実施範囲の参加者ではあったが、タスクの難易度・関連性が明確になり、タスクの解答例が充実した。それらはマニュアルに記載された。7月の講演会開催、8月の国際学会の発表を通し、研究内容をより多くの方に知っていただくことができた。また参加学会は、研究を促進させるネットワークという点においても有益であった。解答のサンプルが増えたことにより、マニュアルの内容が充実した。それにより、タスクをより広く実施するための準備が整い始めた。延期となった年度末講演会と研究成果発表会を、今年度は実施する予定である。しかしながら、2019年度と同様の問題が続く場合、招待講演・研究成果発表会はオンライン形式で実施し、その内容を記載した報告書を作成したい。タスクの実施 現状ではタスクはオンラインに対応していないため、対面授業になるのを待つしかない。2020年度中に対面授業が実施されない場合は、タスクは実施せず、さらなるタスクを作成し、それを精選したい。そして、マニュアルの充実化を図りたい。マニュアルの充実化 現状では、タスク実施中の思考例は研究代表者によるものだけであるが、分担者と研究協力者にお願いし、思考例を増やす予定である。また、それと認知バイアスとの関連性をさらに記載したい

  • The mechanism of the acquisition of rhythm at the lexical level

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2016.04
    -
    2019.03
     

    KINOSHITA NAOKO

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    This project set out to develop a theory of acquisition of second language lexical rhythm through the longitudinal investigation and description of learner production.27 Chinese beginning learners of Japanese provided information on their working memory through the listening span test and their perceptual learning styles at the onset of the study and then the lexical rhythm production of high-frequency words, low-frequency words, and non-words was measured at three different times over the period of a year by both a picture description task and a repetition task. The production was recorded, extracted into Praat, segmented, and then nPVI calculated, and the lexical rhythm was analyzed.The results demonstrated that known words and non-words exhibited different productive rhythm patterns, and so it is likely that lexical rhythm is acquired on a word-by-word basis, rather than a series of universal rules

  • Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies

    Project Year :

    2015.04
    -
    2019.03
     

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    In this project, we were able to elucidate some of the crucial mechanisms underlying the successful development of global communication (GC), deeper learning (DL), and critical thinking (CT) skills. This included understanding the processes involved in the acquisition and use of these skills, and the various factors that can hinder their development and use. We developed some ways to measure/assess the development of GC, DL, and CT skills to help in educational decision-making, provision of feedback, and instructional adjustments to better meet learner needs. Most importantly, we developed concrete methods for promoting GC, DL, and CT skills, including interventions for the development of these skills in different learning contexts (e.g., independent learning, classroom learning), and at different educational levels (i.e., primary, secondary, tertiary). In total we were able to produce 284 outputs including 60 academic journal papers

  • The Development of Critical Thinking Skills and English Education

    Project Year :

    2014.04
    -
    2017.03
     

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    Educators need to understand how to develop critical thinking skills. To do so, they need to understand what constraints there might be on their development. This paper describes research which attempts to determine if it is first language structure, or second language proficiency, or both which constrains critical expression. The written output of three groups of L2 learners (Chinese L1 learners of L2 Japanese, Japanese L1 learners of L2 English, and Korean L1 learners of L2 Japanese) was analyzed for written complexity and critical expression. The results demonstrated that L1 had little influence on critical expression in the L2, but L2 proficiency did

  • Noticing the gap, hypothesis testing, and the uptake of subsequent feedback

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2007
    -
    2008
     

    SHEPPARD Chris

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    1) Second language learners notice gaps in their linguistic knowledge and test hypotheses about language during oral production.2) These gaps in knowledge orient language learners to information related to both their noticed gaps and their tested hypotheses about the language.3) Information related to their noticed gaps and their tested hypotheses about the language is more likely to be incorporated into their subsequent output, perhaps resulting in learning.4) Feedback is useful to learners when they have experienced a problem with oral production processes and are oriented towards feedback related to their problems

  • Studies in the Phonological Acquisition Process of Second Languages

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2004
    -
    2005
     

    TODA Takako, KINOSHITA Naoko, SHEPPARD Chris

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    Critical Period Hypothesis is widely known amongst researchers in Second Language Acquisition. The first aim of this study is to examine the Critical Period Hypothesis in phonological acquisition of a second language. The recording of pronunciation task (words, sentences, conversation) by Japanese (101) and English (99) learners was conducted in 2004. In 2005, a CD-ROM was created for evaluation of their pronunciation. The CD-ROM contains randomized sound files of native speakers and learners. 5 Japanese and 5 English native speakers spent 15 hours each for evaluation.The results of this study show that, the age of onset affect the phonological acquisition. However, it was found that several learners achieved native-level acquisition despite the fact that they started studying after the critical period. For example, four learners were evaluated as native level for all words, sentences and conversations. Amongst four Japanese learners, two informants' age of onset was 18, and age of arrival was 22. The results obtained in this study show that, it is possible for an adult learner to acquire native level pronunciation even if he/she started learning the language after critical period, thus contradicts critical period hypothesis.Secondly, interviews were conduced with learners who achieved native level pronunciation, and it was found that they share similarities, such as 1) Input flood at the early stage of acquisition, 2)phonologically focused learning experience, 3) use of rich resources, 4) use of unique strategies, such as shadowing, 5) utilizing both classroom and natural environments. It was suggested that these strategies may be applied in the classroom. We did not have time, however, for examining the effect of teaching pronunciation using these strategies.The results of this study were presented at conferences in Japan and overseas. We are currently editing the report, and it will be printed and sent out by the end of June

  • The Use of the Video-Conference in Language Education

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2003
    -
    2004
     

    KAWAGUCHI Yoshikazu, FIELD Malcolm, SHEPPARD Chris, KINOSHITA Naoko

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    This project has successfully demonstrated that the use of video-conferencing as an authentic medium in the language learning classroom is viable. Research has shown that through interaction, given the appropriate conditions, negotiation of meaning, considered essential for language learning to take place, does occur.
    Results have also demonstrated that the level of communication required for communication to take place is difficult to achieve. Firstly, practical problems make continued communication difficult, these are, but not limited to, scheduling classes across different time zones, communication between to achers, and regular equipment failure. However, there are also more inherent problems with the video-conferencing medium itself. That is it is context reduced and the interlocuters obtain much less no n-verbal and emotional cues than they would for face-to-face communication. This causes major difficulties in communication for non-native speakers who normally require a context-rich environment for communication to be successful. Time-lag in the broadcast also provides major limitations to this style of communication. Thus the research initially demonstrated the difficulty of fostering a communicative environment through this medium.
    Further quasi-experimental data which introduced a task based environment into this environment demonstrated that with this highly structured task environment interaction became more effective, and the participants were more able to negotiate meaning. In addition findings showed that repetition of tasks, once before the conferencing session and once during the session proved to be very effective, as the learners were able to frame the language used prior to the interaction.

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Sub-affiliation

  • Faculty of International Research and Education   School of International Liberal Studies

  • Faculty of International Research and Education   Graduate School of International Culture and Communication Studies

  • Faculty of International Research and Education   Graduate School of Japanese Applied Linguistics

  • Faculty of Science and Engineering   Graduate School of Creative Science and Engineering

Research Institute

  • 2022
    -
    2024

    Waseda Research Institute for Science and Engineering   Concurrent Researcher