2022/10/01 更新

写真a

ササキ ミユキ
佐々木 みゆき
所属
教育・総合科学学術院 教育学部
職名
教授
プロフィール
インターネットの普及によって、「第二言語で書く」ことは益々重要性を増してきました。書く人と読む人の価値観のぶつかり合いにとても興味があります。

兼担

  • 教育・総合科学学術院   大学院教育学研究科

学歴

  • 1987年09月
    -
    1991年12月

    カリフォルニア大学ロサンゼルス校   応用言語学部   応用言語学  

  • 1984年09月
    -
    1986年06月

    ジョージタウン大学   言語学部   第2言語としての英語教育  

  • 1983年04月
    -
    1986年03月

    広島大学   教育学研究科   英語教育学  

  • 1978年04月
    -
    1983年03月

    広島大学   教育学部   英語教育学  

学位

  • カリフォルニア大学ロサンゼルス校   応用言語学博士

  • ジョージタウン大学   第二言語としての英語教育学修士

  • 広島大学   教育学修士

経歴

  •  
     
     

    研究職歴(日)【日R】

所属学協会

  •  
     
     

    大学英語教育学会

  •  
     
     

    国際言語評価学会

  •  
     
     

    第二言語としての英語教育学会

  •  
     
     

    アメリカ応用言語学会

  •  
     
     

    第二言語ライティング学会

 

研究分野

  • 外国語教育

研究キーワード

  • 留学の効果

  • 言語評価論

  • 第二言語ライティング

論文

  • Exploring the effects of web-based communication tasks on the development and transferability of audience awareness in L2 writers

    Miyuki Sasaki, Kyoko Baba, Ryo Nitta, Paul Kei Matsuda

    Australian Review of Applied Linguistics   43 ( 3 ) 277 - 301  2020年09月  [査読有り]

    担当区分:筆頭著者

     概要を見る

    <title>Abstract</title>
    This article reports on two quasi-experimental studies that investigated the possible development and transfer of
    audience awareness in novice EFL writers as they engaged in online writing tasks through a Social Networking Service (SNS).
    Japanese students from two universities were asked to write, read, and comment on other students’ writing once a week. The two
    studies were arranged sequentially so as to capture in an exploratory but jointly illuminating manner whether and how the
    “elusive” (<xref>Hyland, 2005</xref>) construct of “sense of audience” can develop and transfer
    across genres. The results of both studies suggest that the SNS environment can help L2 writers develop audience awareness and
    transfer that awareness across genres when two conditions are met: (1) the genre of the SNS tasks should be perceived as similar
    to that for which transfer was expected; and (2) the students did not develop a sense of audience in previous writing
    instruction.

    DOI

  • Impacts of an Information and Communication Technology-Assisted Program on Attitudes and English Communication Abilities: An Experiment in a Japanese High School

    Yuki Higuchi, Miyuki Sasaki, Makiko Nakamuro

    Asian Development Review   37 ( 2 ) 100 - 133  2020年09月  [査読有り]

     概要を見る

    We conducted a randomized experiment targeting 322 Japanese high school students to examine the impacts of a newly developed English-language learning program. The treated students were offered an opportunity to communicate for 25 minutes with English-speaking Filipino teachers via Skype several times a week over a 5-month period as an extracurricular activity. The results show that the Skype program increased the interest of the treated students in an international vocation and in foreign affairs. However, the students did not improve their English communication abilities, as measured by standardized tests, probably because of the program's low utilization rate. Further investigation showed that the utilization rate was particularly low among students demonstrating a tendency to procrastinate. These results suggest the importance of maintaining students’ motivation to keep using such information and communication technology-assisted learning programs if they are not already incorporated into the existing curriculum. Having procrastinators self-regulate may be especially crucial.

    DOI

  • Developmental trajectories in L2 writing strategy use: A self-regulation perspective

    Modern Language Journal   102 ( 2 ) 1 - 18  2018年03月  [査読有り]

  • Application of diffusion of innovation theory to educational accountability: The case of EFL education in Japan

    Language Testing in Asia   8 ( 1 ) -  2018年01月  [査読有り]

    DOI

  • The Impact of Normative Environments on Learner Motivation and L2 Reading Ability Growth

    Miyuki Sasaki, Yoko Kozaki, Steven J. Ross

    Modern Language Journal   101 ( 1 ) 163 - 178  2017年03月  [査読有り]

     概要を見る

    This study explores the effects of various motivational variables operating within 44 English classes on 1-year-long gains in the English reading proficiency of 1,149 Japanese university students. The study adds new knowledge to the recent outcomes of second language (L2) motivational studies in 3 major ways. First, the explanatory variables include the participants’ own motivation as well as the class norms (ethos) shared by class members, some of which (e.g., career aspirations) were not directly related to their L2 learning. Second, multi-level modeling enabled a simultaneous analysis of L2 proficiency growth over 1 year at both the individual and the class levels. Third, its explanatory sequential mixed methods design (Cresswell,) demonstrated how the participants’ own accounts help to explain the initial quantitative results in ways the researchers’ outsider speculations could not. The statistical results indicate that the 44 classes grew in L2 reading abilities at significantly different rates over the year and that these differences can be explained by the students’ perceptions of their classmates’ normative career aspirations (among other predictors). These results suggest that being surrounded by classmates with high career aspirations may lead to higher motivation to study the L2 even if students are not highly motivated in the beginning.

    DOI

  • Impacts of an ICT-assisted program on attitudes and English communicative abilities: An experiment in a Japanese high school.

    Yuki, Higuchi, Miyuki Sasaki, Makiko Nakamuro

    RIETI Discussion Paper Series 17-E-030    2017年  [査読有り]

  • 留学が第二言語ライティングに与える影響についての研究 : 回顧と展望

    佐々木 みゆき

    第二言語としての日本語の習得研究   17 ( 17 ) 97 - 111  2014年  [査読有り]  [招待有り]

    CiNii

  • 第2言語ライティング行動発達の研究方法を求めて:歴史生態学的方法の可能性

    佐々木みゆき

    第24回第二言語習得研究会(JASLA)全国大会予稿集   24   113 - 117  2013年  [査読有り]  [招待有り]

  • An alternative approach to replication studies in second language writing: An ecological perspective

    Miyuki Sasaki

    Journal of Second Language Writing   21 ( 3 ) 303 - 305  2012年09月  [査読有り]  [招待有り]

    DOI

  • Changing relationships among L2 writing strategies, L2 proficiency, and L2 writing ability: A dynamic systems approach

    Miyuki Sasaki, Naoko Taguchi, Tomoko Yashima

    The JACET International Convention Proceedings: The JACET 51st International Convention   29   315 - 321  2012年  [査読有り]

  • Effects of varying lengths of study-abroad experiences on Japanese EFL students’ L2 writing ability and motivation: A longitudinal study

    Miyuki Sassaki

    TESOL Quarterly   45 ( 1 ) 81 - 105  2011年03月  [査読有り]

    DOI

  • The 150-year history of English language assessment in Japanese education

    Miyuki Sasaki

    Language Testing   25 ( 1 ) 63 - 83  2008年01月  [査読有り]  [招待有り]

     概要を見る

    In the present study I describe the 150-year history of school-based English language assessment in Japan. The history is divided into four major periods according to the purposes of English language education set by the government in the different periods: (1) 1860 to 1945, when English was first introduced and taught in schools mainly for elite classes; (2) 1945 to 1970, when English became part of the compulsory education for the first time; (3) 1970 to 1990 when English began to be regarded as the most effective means to communicate with foreign people in the rapidly shrinking world; and (4) 1990 to the present, when several innovative policies have been introduced into classroom measurement systems. I describe how assessment practices for English education at schools ill each of these periods were and still are affected by various factors, including political, economic, and demographic changes in society, as well as academic paradigm shifts in the fields of education and applied linguistics.

    DOI

  • Effects of study-abroad experiences on EFL writers: A multiple-data analysis

    Miyuki Sasaki

    Modern Language Journal   91 ( 4 ) 602 - 620  2007年12月  [査読有り]

     概要を見る

    This study was a comparison of the changes in English writing behavior of 7 Japanese university students (the study-abroad group) who spent 4 to 9 months in English-speaking countries with those of 6 counterparts majoring in British and American studies (the at-home group) who remained in Japan. The study aimed at confirming the results of Sasaki (2004), who investigated similar students' English-writing behavior over 3.5 years. After a 1-year observation period, (a) both groups improved their general English proficiency
    (b) only those in the study-abroad group improved their second language (L2) writing ability and fluency
    (c) unlike Sasaki's participants, the study-abroad group made more local plans and the at-home group fewer
    (d) at the end of the study, both groups translated their ideas into the L2 as often as they did at the beginning of the study
    and (e) only the study-abroad group became more motivated to write better L2 compositions. © 2007 The Modern Language Journal.

    DOI

  • A multiple-data analysis of the 3.5-year development of EFL student writers

    M Sasaki

    Language Learning   54 ( 3 ) 525 - 582  2004年09月  [査読有り]

     概要を見る

    The present study investigated the changes in Japanese students' English writing behaviors over a 3.5-year period using multiple data sources including written texts, videotaped writing behaviors, and stimulated-recall protocols. Data from student interviews supplemented the analyses. Because 6 (henceforth, English as a second language [ESL] students) out of the 11 participants spent 2 to 8 months in English-speaking environments, the study was also able to examine the effects of such overseas experiences. The results revealed that over the observation period (a) both the English as a foreign language (EFL, remaining in Japan) and the ESL students improved their English proficiency, English composition quality/fluency, and confidence in English writing; (b) the ESL students' overseas experiences were helpful for improving their writing strategy use and motivation to write better compositions; and (c) neither group's abilities or skills became like those of the EFL experts studied in Sasaki (2002).

    DOI

  • Effects of cultural schemata on students’ test-taking processes for cloze tests: A multiple data source approach

    Miyuki Sasaki

    Language Testing   17 ( 1 ) 85 - 114  2000年  [査読有り]

    DOI

  • Toward an Empirical Model of EFL Writing Processes: An Exploratory Study

    Miyuki Sasaki

    Journal of Second Language Writing   9 ( 3 ) 259 - 291  2000年  [査読有り]

     概要を見る

    The present study investigated EFL learners' writing processes using multiple data sources including their written texts, videotaped pausing behaviors while writing, stimulated recall protocols, and analytic scores given to the written texts. Methodologically, the study adopted a research scheme that has been successfully used for building models of Japanese L1 writing. Three paired groups of Japanese EFL writers (experts vs. novices, more- vs. less-skilled student writers, novices before and after 6 months of instruction) were compared in terms of writing fluency, quality/complexity of their written texts, their pausing behaviors while writing, and their strategy use. The results revealed that (a) before starting to write, the experts spent a longer time planning a detailed overall organization, whereas the novices spent a shorter time, making a less global plan
    (b) once the experts had made their global plan, they did not stop and think as frequently as the novices
    (c) L2 proficiency appeared to explain part of the difference in strategy use between the experts and novices
    and (d) after 6 months of instruction, novices had begun to use some of the expert writers' strategies. It was also speculated that the experts' global planning was a manifestation of writing expertise that cannot be acquired over a short period of time.

    DOI

  • Effects of teaching metaknowledge and journal writing on Japanese university students’ EFL writing

    Keiko Hirose, Miyuki Sasaki

    JALT Journal   22 ( 1 ) 94 - 113  2000年  [査読有り]

  • Development of an analytic rating scale for Japanese L1 writing

    Miyuki Sasaki, Keiko Hirose

    Language Testing   16 ( 4 ) 457 - 478  1999年  [査読有り]

     概要を見る

    The present study developed an analytic rating scale for Japanese university students' first language (L1) expository writing. Research proceeded in four stages. In Stage 1, we devised a questionnaire to investigate Japanese L1 teachers' criteria for evaluating expository writing. A total of 102 teachers responded to the questionnaire, and rated the 35 related descriptions according to their importance. In Stage 2, based on the questionnaire results, we either eliminated or reorganized these 35 descriptions under six analytic criteria: 1) Clarity of the theme
    2) Appeal to the readers
    3) Expression
    4) Organization
    5) Knowledge of language forms
    and 6) Social awareness. Then, in Stage 3, we attempted to investigate possible weighting of these six criteria. We asked 106 teachers to rate two to four compositions with varied profiles using both a holistic scale and the obtained analytic scale. The results showed that the explanatory power of each criterion can vary from composition to composition, and thus we concluded that the six criteria should have equal weighting. Finally, in Stage 4, we pilot-tested the obtained scale using a new set of 69 compositions. The results indicate that the present scale is both valid and reliable, and that it is superior to a traditional analytic scale in capturing such composition qualities as appeal to the readers and social awareness. © 1999 Arnold.

    DOI

  • Investigating EFL students’ production of speech acts: A comparison of production questionnaires and role plays

    Miyuki Sasaki

    Journal of Pragmatics   30 ( 4 ) 457 - 484  1998年10月  [査読有り]

  • Topic continuity in Japanese-English interlanguage

    M Sasaki

    IRAL-International Review of Applied Linguistics In Language Teaching   35 ( 1 ) 1 - 21  1997年02月  [査読有り]

     概要を見る

    The present study examined how a new topic was introduced, maintained, and changed in the Japanese-English interlanguage data of a 45 minute interview between a native and a non-native speaker of English. Retrospective accounts recorded after the interview were used to complement the interlanguage data. In order to achieve a more comprehensive perspective of the interlanguage, the function and distribution of certain topic marking devices in the present data were compared with those of equivalent devices in both native Japanese and English data. Results indicate that, although the topic marking system of the interlanguage shared some features with the first and second languages, it maintained features independent of these languages. Furthermore, the interlanguage data confirmed to two language universal hypotheses of Givon's (1984) topic continuity hierarchy and Du Bois' (1987) preferred argument structure. Possible causes for some unique features observed in the interlanguage were also discussed.

  • Explanatory variables for EFL students' expository writing

    M Sasaki, K Hirose

    Language Learning   46 ( 1 ) 137 - 174  1996年03月  [査読有り]

     概要を見る

    This study investigated factors that might influence Japanese university students' expository writing in English. We examined 70 students of low- to high-intermediate English proficiency along a variety of dimensions, namely, second language (L2) proficiency, first language (L1) writing ability, writing strategies in L1 and L2, metaknowledge of L2 expository writing, past writing experiences, and instructional background. We considered these multiple factors as possible explanatory variables for L2 writing.
    Quantitative analysis revealed that (a) students' L2 proficiency, L1 writing ability, and metaknowledge were all significant in explaining the L2 writing ability variance; (b) among these 3 independent variables, L2 proficiency explained the largest portion (52%) of the L2 writing ability variance, L1 writing ability the second largest (18%), and metaknowledge the smallest (11%); and (c) there mere significant-correlations among these independent variables. Qualitative analysis indicated that good writers were significantly different from weak writers in that good writers (a) paid more attention to overall organization while writing in L1 and L2; (b) wrote more fluently in LI and L2; (c) exhibited greater confidence in L2 writing for academic purposes; and (d) had regularly written more than one English paragraph while in high school. There was no significant difference between good and weak writers for other writing strategies and experiences. On the basis of these results, we propose an explanatory model for EFL writing ability.

  • Explanatory variables for Japanese students' expository writing in English: An exploratory study

    Keiko Hirose, Miyuki Sasaki

    Journal of Second Language Writing   3 ( 3 ) 203 - 229  1994年  [査読有り]

     概要を見る

    The present study investigated the relationship between Japanese students' English L2 expository writing and several factors that might influence the quality of the writing product. Nineteen Japanese university students provided both quantitative and qualitative data. Quantitative analysis showed that the students' L2 proficiency and L1 writing ability accounted for a large proportion of variances in L2 writing quality. The finding that L1 writing ability was highly correlated with L2 writing ability is important because it suggests the existence of composing competence across L1 and L2 even for EFL students. There was also a significant interaction between this composing competence and L2 proficiency. Qualitative analysis suggested that the students' composing competence was related to: (a) use of several good writers' strategies, (b) writing fluency, and (c) confidence in writing. Furthermore, probably due to the input-poor EFL environment, the amount of self-initiated L2 writing experiences seemed to ploy an important role in determining students' L2 writing quality. © 1994.

    DOI

  • Relationships among second language proficiency, foreign language aptitude, and intelligence: A protocol analysis

    Miyuki Sasaki

    Language Learning   43 ( 4 ) 469 - 505  1993年12月  [査読有り]

     概要を見る

    The present protocol analysis supplements Sasaki's (1993) study, which used structural equation modeling to investigate the relationships among measures of second language proficiency (SLP), foreign language aptitude, and two types of intelligence (verbal intelligence and reasoning). In the present study, 6 participants randomly selected from the same subject pool took different types of SLP tests, a foreign language aptitude battery, and an intelligence test. The researcher attempted (a) to test Bachman and Palmer's (1982) hypothesis that a general SLP factor is related to the amount of information processing required for solving a given item, (b) to compare cognitive processes and strategies employed for different types of aptitude/intelligence tests, and (c) to compare the quality and quantity of test-taking processes employed by students with different levels of SLP.

  • Relationships among second language proficiency, foreign language aptitude, and intelligence: A structural equation modeling approach

    Miyuki Sasaki

    Language Learning   43 ( 3 ) 313 - 344  1993年09月  [査読有り]

     概要を見る

    The present study investigated the relationships among measures of second language proficiency (SLP), foreign language aptitude, and two types of intelligence (verbal intelligence and reasoning). The research had two objectives: (a) to examine the factor structure of several different SLP test scores; and (b) to investigate the relationship between a general SLP factor (G-SLP) and a hypothetical general cognitive factor (G-COG) that was assumed to influence foreign language aptitude, verbal intelligence, and reasoning. Several competing hypotheses were tested using structural equation modeling. Participants consisted of 160 Japanese college students studying English as a foreign language.
    The results supported two models of SLP: one in which several specific trait factors were highly correlated with each other, and another in which these specific trait factors were connected to a higher-order G-SLP factor. Because there were only three first-order specific factors, these two models could not be distinguished from each other. Further investigation suggested that G-SLP and G-COG were not identical, but mutually correlated (r=0.65). This relationship implies that students' SLP and cognitive abilities were influenced by two distinct, but mutually correlated factors. More than half the G-SLP variance (58%) could not be explained by the G-COG factor. Several suggestions for further studies are presented.

  • An analysis of sentences with nonreferential there in spoken American English

    Miyuki Sasaki

    Word-Journal of the International Linguistic Association   42 ( 2 ) 157 - 178  1991年08月  [査読有り]

  • A comparison of two methods for detecting differential I item functioning in an ESL placement test

    Miyuki Sasaki

    Language Testing   8 ( 2 ) 95 - 111  1991年  [査読有り]

     概要を見る

    This paper compares two approximation techniques for detecting differential item functioning (DIF) in an English as a second language (ESL) placement test when the group sizes are too small to use other possible methods (e.g., the three parameter item response theory method). An application of the Angoff delta- plot method (Angoff and Ford, 1973) utilizing the one parameter Rasch model adopted in Chen and Henning (1985), and Scheuneman's chi-square method (Scheuneman, 1979) were chosen because they are among the few methods appropriate for a sample size smaller than 100. Two linguistically and culturally diverse groups (Chinese and Spanish speaking) served as the subjects of this study. The results reveal that there was only marginal overlap between DIF items detected by Chen and Henning's method and Scheuneman's method
    the former detected fewer DIF items with less variety than the latter. Moreover, Chen and Henning's method tended to detect easier items with smaller differ ences in p-value between the two groups whereas Scheuneman's method tended to detect items with the opposite features. Implications of these results are discussed. © 1991, Sage Publications. All rights reserved.

    DOI

  • Topic prominence in Japanese EFL students' existential constructions

    Miyuki Sasaki

    Language Learning   40 ( 3 ) 337 - 368  1990年09月  [査読有り]

  • Copying, reading, and writing of kana and simple forms by Japanese preschoolers

    Jun Yamada, Miyuki Sasaki, Naoko Motooka

    PERCEPTUAL AND MOTOR SKILLS   66 ( 2 ) 387 - 394  1988年04月  [査読有り]

  • Is UGUISU an exceptional 'idiosyncratic variation?': Another counterexample to the `natural order'

    佐々木みゆき

    中国四国教育学会研究紀要   32   170 - 174  1987年

  • Change in interclausal relation: Universal side of second language acquisition

    佐々木みゆき

    中国地区英語教育学会研究紀要   17   43 - 53  1987年

    DOI CiNii

  • Linguistic Change in interlanguage: Formula X

    佐々木みゆき

    中国地区英語教育学会研究紀要   17   171 - 177  1987年

    DOI CiNii

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書籍等出版物

  • 英語学習の科学

    中田達也, 鈴木祐一, 濱田陽, 門田修平, 濱田彰, 神谷信廣, 新谷奈津子, 新多了, 廣森友人, 鈴木渉, 佐々木みゆき( 担当: 共著,  担当範囲: 第12章 留学による英語学習 (pp. 203-218))

    研究社  2022年04月 ISBN: 9784327453077

  • Japanese stakeholders’ perceptions of IELTS writing and speaking tests and their impact on communication and achievement. IELTS Research Reports Online Series

    Noriko Iwashita, Miyuki Sasaki, Annita Stell, Megan Yucel( 担当: 共著)

    IELTS  2021年04月

  • Professional development in applied linguistics : A guide to success for graduate students and early career faculty

    Luke Plonsky, Aysenur Sagdic, Daniel, R. Isbell, Alison Mackeu, Peter I. De Costa, Tove Larsson, Shawn Loewen, Rhonda Oliver, Miyuki Sasaki, Nicole Tracy-Ventura, John Bitchener, Avizia Long, Kristopher Kyle, Graham Crookes, Bryan Smith, Rbecca Sachs, Heydi Byrnes, Jean-Marc Dewaele, Deborah Tannen, Kimberly Geeslin, Laura Gurzynski-Weiss( 担当: 共著,  担当範囲: Living on the periphery: Cause of despair or source of hope? (pp. 60-62))

    John Benjamins  2020年07月 ISBN: 9789027207128

  • Transnational writing education: Theory, history, and practice

    ( 担当: 共著,  担当範囲: Chapter 8: Effects of study-abroad experiences on L2 writing: Insights from published research)

    Routledge  2018年06月 ISBN: 9780815383505

  • The Handbook of Second and Foreign Language Writing

    ( 担当: 共著,  担当範囲: Chapter 8: L2 writers in study-abroad contexts)

    De Gruyter Mouton  2018年02月

  • L2 writing in the global context: Represented, underrepresented, and unrepresented voices

    ( 担当: 共著,  担当範囲: Chapter 8: L2 writers in study-abroad contexts (pp. 163-178))

    Foreign Language Teaching and Research Press  2016年09月

  • The Companion to Language Assessment

    ( 担当: 共著,  担当範囲: Chapter 79: Introspective methods)

    Wiley-Blackwell  2013年

  • 比較教育学事典

    ( 担当範囲: 英語教育 (pp. 51-52).)

    東信堂  2012年

  • Learning, teaching, and researching writing in foreign language contexts

    Multilingual Matters  2009年 ISBN: 9781847691842

     概要を見る

    I only wrote Part 1-1 (pp. 49-76)

  • Second language writing research: Perspectives on the process of knowledge construction

    Lawrence Erlbaum  2005年 ISBN: 0805850457

     概要を見る

    I only wrote Chapter 6 (pp. 79-92)

  • Writing for scholarly publication: Behind the scenes in language education

    Lawrence Erlbaum  2003年 ISBN: 0805842438

     概要を見る

    I only wrote Chapter 15 (pp. 211-221)

  • Individual differences and instructed language learning

    John Benjamins  2002年 ISBN: 9027216932

     概要を見る

    We only wrote Chapter 11 (pp. 267-299) with Steve Ross and Naoko Yoshinaga

  • New directions for research in L2 writing

    Kluwer Academic  2002年 ISBN: 1402005385

     概要を見る

    I only wrote Chapter 3 (pp. 49-80)

  • Reflections on multiliterate lives

    Multilingual Matters  2001年 ISBN: 1853595225

     概要を見る

    I only wrote Part 1-9 (pp. 110-120)

  • Second language proficiency, foreign language aptitude, and intelligence: Quantitative and qualitative analyses

    Peter Lang  1996年 ISBN: 0820424978

  • 英語教育学研究:松村幹男先生退官記念論文集

    Multilingual Matters  1995年

     概要を見る

    I only wrote a chapter (pp. 410-420)

  • ことばと文学と文化と:安藤貞雄博士退官記念論文集

    英潮社新社  1991年

     概要を見る

    We only wrote a chapter (pp. 445-457)

  • The TESOL Encyclopedia of English Language Teaching

    John Wiley&Sons. 

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受賞

  • 特別研究奨励賞

    2019年05月   名古屋市立大学   規範的環境が第二言語学習者の動機づけと読解能力発達に及ぼす影響について  

  • 高インパクト論文表彰

    2018年10月   名古屋市立大学  

    受賞者: 佐々木 みゆき

  • Abe Fellowship (granted by the Social Science Research Council and the Japan Foundation Center for Global Partnership) to study at Georgetown University, Washington, DC and University of Melbourne, Australia for 11 months

    2016年08月  

    受賞者: 佐々木 みゆき

  • TESL/Applied Linguistics Department, UCLA, Los Angeles, California Nida award (best qualifying paper of the year in Applied Linguistics)

    1990年09月  

    受賞者: 佐々木 みゆき

  • Rotary International Foundation Full scholarship to study at Georgetown University, Washington, DC

    1984年08月  

    受賞者: 佐々木 みゆき

  • 日米交換留学生奨学金(ミシガン大学)

    1980年09月   日本 文部省  

    受賞者: 佐々木 みゆき

▼全件表示

共同研究・競争的資金等の研究課題

  • 第3言語圏留学がもたらすもの:多言語多文化社会で「生きる力」への長期的影響

    日本学術振興会  科学研究費助成事業 基盤研究(B)

    研究期間:

    2020年04月
    -
    2023年03月
     

    佐々木 みゆき, 鎌倉 義士, 水本 篤, 秋山友香

  • Japanese stakeholders’ perceptions of IELTS writing and speaking tests and their impacts on communication and achievement

    IELTS® 研究奨学金 

    研究期間:

    2019年06月
    -
    2020年06月
     

    Noriko Iwashita, Annita Stell, Megan Yucel, The University of Queensland, 佐々木みゆき

  • 日本人学習者のウェブ上英語ライティング行動における「読み手意識」の長期的発達

    名古屋市立大学 

    研究期間:

    2017年
    -
    2020年
     

    佐々木みゆき

  • 第二言語ライティング行動の長期的発達:ダイナミックシステム理論からのアプローチ

    名古屋学院大学・名古屋市立大学 

    研究期間:

    2012年
    -
    2016年
     

    佐々木みゆき

  • 社会・認知的視点から見た外国語としての英語ライティング力と動機づけの長期的発達

    名古屋学院大学 

    研究期間:

    2008年
    -
    2012年
     

    佐々木みゆき

  • 第2言語としての英語産出モデルの構築:長期的発達と社会文化的影響の視点から

    名古屋学院大学 

    研究期間:

    2006年
    -
    2008年
     

    佐々木みゆき

  • 長期的発達の視点からの英語文章産出モデルの構築

    名古屋学院大学 

    研究期間:

    2002年
    -
    2006年
     

    佐々木みゆき

  • 英語文章産出モデルの構築:より効果的な営為作文指導のために

    名古屋学院大学 

    研究期間:

    1997年
    -
    2001年
     

    佐々木みゆき, 広瀬恵子

  • 英語の語用論的能力を測る2つのテスト方法の比較と妥当性の検討

    名古屋学院大学 

    研究期間:

    1996年
    -
    1997年
     

    佐々木みゆき

  • 外国語としての英語の語用論的能力を測る熟達度テストの開発

    名古屋学院大学 

    研究期間:

    1993年
    -
    1994年
     

    佐々木みゆき

  • 発話行為能力を測る熟達度テストの開発に関する基礎研究

    名古屋学院大学 

    研究期間:

    1992年
    -
    1993年
     

    佐々木みゆき

▼全件表示

講演・口頭発表等

  • 留学がスキルやキャリアに及ぼす影響:日本人高校生と大学生の場合

    樋口裕城, 中室牧子, 佐々木みゆき

    日本経済学会2021年度春季大会  

    発表年月: 2021年05月

    開催年月:
    2021年05月
     
     
  • Emergence and transferability of audience awareness in writers of L2 Japanese through web-based exchanges

    Miyuki Sasaki

    American Association for Applied Linguistics Annual Virtual Conference  

    発表年月: 2021年03月

  • 論文出版における不平等についての対話: 一流誌だけを目指さない学際的 non-deficit view

    佐々木みゆき  [招待有り]

    発表年月: 2021年01月

    開催年月:
    2021年01月
     
     
  • Investigating L2 writing development: What lies ahead and beyond

    Miyuki Sasaki  [招待有り]

    ESRC (Economic and Social Research Council)-JSLARF (Japan Second Language Research Forum) Symposium  

    発表年月: 2020年10月

    開催年月:
    2020年10月
     
     
  • Development of L2 writing strategy use: Shared patterns and uniqueness

    佐々木 みゆき  [招待有り]

    Public Research Talk, School of Languages and Linguistics, University of Melbourne  

    発表年月: 2018年03月

  • Development of L2 writing strategy use: A mixed methods approach

    佐々木 みゆき  [招待有り]

    Symposium on Academic Writing in an L2 Context. University of Tokyo  

    発表年月: 2018年01月

  • Longitudinal Development in L1 and L2 Writing: Shared patterns and individual differences

    American Association for Applied Linguistics Annual Conference, Portland, OR  

    発表年月: 2017年

  • Effects of study-abroad experiences on L2 writing: Insights from published research

    Public Research Talk at the Department of Linguistics, Georgetown University, Washington DC  

    発表年月: 2017年

     概要を見る

    招待講演

  • Impacts of online English learning on attitudes and English communicative abilities: Experimental evidence from Japanese high schoolers

    Japanese Economic Association, Waseda University, Japan  

    発表年月: 2016年

  • Developmental trajectories in L2 writing strategy use: Systematicity and individuality

    Symposium on Second Language Writing, Arizona State University, Tempe, AZ  

    発表年月: 2016年

  • Developmental trajectories in L2 writing strategy use: Systematicity and individuality

    Second Language Research Forum. Teachers College, Columbia University. New York  

    発表年月: 2016年

  • Dynamic changes in the relationship between L1 and L2 writing abilities and L2 proficiency in Japanese multi-competent writers

    American Association for Applied Linguistics Annual Conference  

    発表年月: 2015年

  • Longitudinal development in L1 and L2 writing: An ecological approach

    Symposium on L2 Writing, OISE, University of Toronto  

    発表年月: 2015年

  • Japanese students’ longitud inal development in 2 writing strategy: A historical –ecological approach

    Symposium on Second Language Writing, Shandong University, Auckland, New Zealand  

    発表年月: 2015年

  • Longitudinal developmentof L1 and L2 writing in Japanese students: An Ecological approach

    American Association for Applied Linguistics Annual Conference, Portland, OR  

    発表年月: 2014年

  • 第2言語ライティング研究:目の前の現象をどう捉えて、未来に生かすか

    第19回関西英語教育学会、関西学院大学  

    発表年月: 2014年

     概要を見る

    招待講演

  • 第二言語ライティング能力の長期的発達:実証主義的アプローチと生態学的アプローチの接点

    第30回JACET中部支部大会、椙山女学園大学  

    発表年月: 2014年

     概要を見る

    竹内理氏と柳瀬陽介氏との招待シンポジウム

  • Impacts of group motivational dynamics on Japanese students’ EFL development.

    International Conference on Motivational Dynamics and Second Language Acquisition. University of Nottingham, Nottingham  

    発表年月: 2014年

     概要を見る

    Steve RossとYoko Kozakiとの共同発表

  • 第2言語ライティング行動発達の研究方法を求めて:歴史生態学的方法の可能性

    第二言語習得研究会(JASLA)全国大会 広島大学  

    発表年月: 2013年

     概要を見る

    基調講演

  • 全入時代の高校3年生の英語ライティング力:どこまで書けるのか、書ければ良いのか

    英語教育改革フォーラム. 東京国際大学.  

    発表年月: 2013年

     概要を見る

    シンポジウムのための招待講演

  • Development of Japanese Students as Multicompetent Writers: An Ecological Perspective.

    EFL Writing in East Asia: Crossing the Boarders. Chiba, Japan  

    発表年月: 2013年

     概要を見る

    基調講演

  • English writing instruction in senior high schools in Japan: Its goals, its product, and its future

    Symposium on Second Language Writing, Shandong University, Shandong, China  

    発表年月: 2013年

     概要を見る

    基調講演

  • Reexamining writing assessment rubrics in the classroom

    Annual Convention of Teachers of English to Speakers of Other Languages (TESOL), Dallas, Texas  

    発表年月: 2013年

     概要を見る

    A colloquium given with Paul Kei Matsuda, Lia Plakans, Deborah Crusan,&Jill Jeffery

  • Studies of Japanese EFL writers: Past, present, and future

    The Fourth Symposium on Writing Centers in Asia. National Graduate Institute for Policy Studies, Tokyo, Japan  

    発表年月: 2012年

     概要を見る

    A plenary speech

  • Effects of different learning environments on various types of English skills and knowledge in Japanese students: Mixed-method approaches

    JACET 51st International Convention, Aichi Prefectural University, Aichi, Japan  

    発表年月: 2012年

     概要を見る

    A symposium given with Naoko Taguchi and Tomoko Yashima

  • Effects of varying lengths of study-abroad experiences on product and process in Japanese students learning to write in English

    American Association for Applied Linguistics Annual Conference, Chicago, Illinouis.  

    発表年月: 2011年

     概要を見る

    Copresented with Takashi Shimokido

  • Effects of web-based communication tasks on L2 students’ development of a sense of audience

    Symposium on Second Language Writing, Howard International House, Taipei  

    発表年月: 2011年

     概要を見る

    Copresented with Kyoko Baba,Ryo Nitta, and Paul Kei Matsuda

  • Becoming a writing researcher

    Symposium on Second Language Writing at Howard International Hotel, Taipei.  

    発表年月: 2011年

     概要を見る

    An invited colloquium given with Icy Lee, Hui-Tzu Min, Suresh Canagarajah, and Paul Kei Matsuda

  • A dynamic systems approach to interaction among L2 writing strategy use, L2 proficiency, and L2 writing ability as these develop in Japanese student

    Paper presented at the Second Language Studies Lecture Series, University of Hawai’i at Manoa  

    発表年月: 2011年

     概要を見る

    An invited speech

  • Effects of a six-week study-abroad program on L2 writing: A case study of four Japanese learners of English

    American Association for Applied Linguistics Annual Conference, Atlanta  

    発表年月: 2010年

  • Japanese students learning to write in English: A longitudinal analysis of the effects of study-abroad experiences

    Symposium on Second Language Writing, University of Murcia, Spain  

    発表年月: 2010年

  • What contributions can study of JapaneseEFL learners make to the field of L2 writing?

    Symposium on Second Language Writing at the University of Murcia  

    発表年月: 2010年

     概要を見る

    Presented for Language Learning Round Table organized by Professor Ilona Leki of the University of Tennessee, “Cross-Pollinationsin L2 Writing Research across Continents”

  • 第二言語ライティング力の発達:認知と環境、ProcessとProduct、Etic的アプローチとEmic的アプローチ

    大学英語教育学会中部支部定例研究会  

    発表年月: 2010年

     概要を見る

    招待講演

  • L2 writing in EFL higher education. Presentation for the Writing Interest Section’s Academic Session

    TESOL Annual Convention, Denver, Colorado  

    発表年月: 2009年

     概要を見る

    招待講演

  • Changes in Japanese students’ English writing ability, strategy-use, and motivation during their 3.5 year university life

    The 26th Conference of English Teaching and Learning in the Republic of China. National Tsing Hua University, Taiwan  

    発表年月: 2009年

     概要を見る

    基調講演

  • アウトプットとしての第二言語ライティング力と動機づけの縦断的研究

    第35回全国英語教育学会  

    発表年月: 2009年

     概要を見る

    招待シンポジウム

  • 第2言語ライティング力研究」の過去、現在、未来

    日本言語テスト学会 第13回全国研究大会  

    発表年月: 2009年

     概要を見る

    招待シンポジウム

  • Writing in dual voices: A case study of an expert bilingual academicwriter

    American Association for Applied Linguistics Annual Conference, Washington, D.C  

    発表年月: 2008年

  • Japanese students learning to write in English for 3.5 years: Confirmatory andexploratory approaches

    ILA 2008: World Congress of Applied Linguistics, University of Essen, Germany  

    発表年月: 2008年

     概要を見る

    Paper presented in the Symposium titled L2 writing in transnational perspective: Learning-to-write and writing-to-learn dimensions organizedby R. M. Manchon

  • Changes in EFL students’ writing over 3.5 years: Influences of study-abroad experiences and other socio-cognitive factors

    Conference on Social and Cognitive Aspects of Second Language Learning and Teaching, The University of Auckland, New Zealand  

    発表年月: 2007年

  • Changes in L2 writing ability and motivation over 3.5 years: A socio-cognitive account.

    Symposium on Second Language Writing, Nagoya Gakuin University, Japan  

    発表年月: 2007年

     概要を見る

    基調講演

  • The 150 Year history of English language assessment at schools in Japan.

    International Conference on English Instruction and Assessment, National Chung Cheng University, Taiwan  

    発表年月: 2006年

     概要を見る

    基調講演

  • A comparison of production questionnairesand role plays assessing L2 pragmatic competence

    Language Testing Research Colloquium, Ottawa  

    発表年月: 2005年

  • Autoehnography of L1 and L2 literacies

    The annual convention of Teachers of English to Speakers of Other Languages, Long Beach, California  

    発表年月: 2004年

  • Effects of study-abroad experiences on EFL writers: An exploratory multiple-data analysis

    The annual conference of American Association of Applied Linguistics, Portland, Oregon  

    発表年月: 2004年

  • Autoethnography no kokoromi: Daini gengo de kaku to iukoto [An attempt of "aotoethnography: Writing in a second language]

    E-Step Seminar, Hiroshima  

    発表年月: 2004年

     概要を見る

    招待講演

  • Hypothesis generation and hypothesis testing: Two complementary studies of EFL writing processes

    Symposium on Second Language Writing, Purdue University, West Lafayette, Indiana  

    発表年月: 2002年

     概要を見る

    招待講演

  • A multiple-data analysis of the three-year development of EFL students' writing processes

    The annual conference of American Association of Applied Linguistics, Salt Lake City, Utah  

    発表年月: 2002年

  • The development of EFL students' writing processes over a three year period

    Pacific Second Language Research Forum, University of Hawai'i at Manoa  

    発表年月: 2001年

  • Toward an empirical model of EFL students' writing processes

    Symposium on Second Language Writing, Purdue University, West Lafayette, Indiana  

    発表年月: 2000年

  • Toward an empirical model of L2 writing processes

    Pacific Second Language Research Forum, Aoyama Gakuin University, Tokyo  

    発表年月: 1998年

     概要を見る

    基調講演

  • Assessing Japanese students' pragmatic competence in English as aforeign language: A comparison of production questionnaires and role plays

    American Association of Applied Linguistics, Long Beach, California  

    発表年月: 1995年

  • 1995年以前の研究発表は省略)

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特定課題研究

  • 非英語母語話者による第二言語英作文の評価:何が「わかりやすさ」につながるのか

    2021年   鈴木田優衣

     概要を見る

    本研究は、文法や語彙等に誤り等を含む日本人の英作文を、様々な特徴を持つ日本人英語学習者に評価してもらうことにより、非英語母語話者のどのような特徴がその評価に影響を与えるかを探索的に調査することを目的とした。日本人評価者を英語母語話者より厳しい採点をしたグループと寛大な採点をしたグループに分けた結果、2グループに次のような示唆に富む特徴が存在することがわかった。&nbsp;(1) 厳しいグループは教員歴・海外在住歴が短い(または無い)が、自分のスピーキングスキルはネイティブに近いと認識していた。(2) 寛大なグループは、教員歴・海外在住歴が長く、自分のスピーキングスキルはネイティブに程遠いと思っていた。

 

現在担当している科目

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委員歴

  • 2007年
    -
    継続中

    Language Testing, 論集編集委員 (2007 - )

  • 2006年
    -
    継続中

    Journal of Second Language Writing, 論集編集委員 (2006- )

  • 2000年
    -
    2021年03月

    TOEIC Technical Panel Member, Institute for International Business Communication

  • 2000年
    -
    2021年03月

    Test of English for International Communication (TOEIC), 研究部門顧問委員(2000- ), 国際ビジネスコミュニケーション協会

  • 2018年08月
    -
    2019年10月

    International Conference on Situating Strategy Use  Scientific Committee Member

  • 2014年
     
     

    American Association of Applied Linguistics, Assessment and Evaluation Strand Coordinator, (2014 )

  • 2014年
     
     

    American Association of Applied Linguistics, 言語評価論梗概査読部門コーディネーター (2014 )

  • 2007年
    -
    2011年

    TOEFL Committee of Examiners, ETS (2007-2011)

  • 2007年
    -
    2011年

    TOEFL 顧問審査委員, ETS (2007-2011)

  • 2003年
    -
    2009年

    Language Assessment Quaterly, Editorial Board Member (2003-2009)

  • 2003年
    -
    2009年

    Language Assessment Quaterly, 論集編集委員 (2003-2009)

  • 2007年
     
     

    Symposium on Second Language Writiing, Organizing Committee, Local Chair

  • 2007年
     
     

    第二言語ライティング学会, 年次総会現地主催委員 (2007)

  • 2002年
    -
    2005年

    TESOL Quarterly, Editorial Board Member (2002-2005)

  • 2002年
    -
    2005年

    TESOL Quarterly, 論集編集委員 (2002-2005)

  • 2011年
    -
    継続中

    Language Testing in Asia, 論集編集委員 (2011- )

  • 2011年
    -
    継続中

    Language Testing in Asia  Editorial Board Member

  • 2007年
    -
    継続中

    Language Testing  Editorial Board Member

  • 2006年
    -
    継続中

    Journal of Second Language Writing  Editorial Board Member

  • 2021年06月
    -
    2023年12月

    全米応用言語学会  年間最優秀書籍選定委員

  • 2021年04月
    -
    2023年03月

    大学英語教育学会  大学英語教育学会褒賞・学術出版物選考委員会選考委員

  • 2011年
    -
    2019年04月

    Studies in Language Sciences, Associate Editor (2011- )

  • 2012年
     
     

    Iranian Journal of Language Teaching Research, International Advisory Board Member (2012- )

  • 2012年
     
     

    Iranian Journal of Language Teaching Research, 国際諮問委員(2012 - )

  • 2011年
     
     

    TOEFL ITP-CEFR Standard Setting Session Member, ETS (2011)

  • 2011年
     
     

    TOEFL ITP-CEFR 基準設定会議委員, Educational Testing Service (ETS) (2011)

  • 2011年
     
     

    University of British, Columbia, Canada,Promotion Committee member, Uniersity of British Columbia, Canada(2011)

  • 2011年
     
     

    University of British, Columbia, Canada, 教授職外部昇任審査委員(2011)

  • 2009年
    -
    2011年

    The Nagoya Customs Office, External Consultant (2009-2011)

  • 2009年
    -
    2011年

    名古屋税関モニター(2009-2011)

  • 2010年
     
     

    (International Language Testing Association) ILTA, ILTA Best Article Award Selection Committee Member (2010)

  • 2010年
     
     

    国際言語評価学会, 2010年度ベスト論文選考委員 (2010)

  • 2005年
    -
    2006年

    ILTA, Member-at-Large (2005-2006)

  • 2005年
    -
    2006年

    国際言語評価学会, 国際言語評価学会執行委員

  • 2001年
    -
    2006年

    Temple University, Japan, Doctoral Dissertation Committee, External Member (2001, 2003, 2006)

  • 2001年
    -
    2006年

    テンプル大学日本校大学院教育学研究科博士論文外部審査委員

  • 2001年
    -
    2002年

    ILTA, Nominating Committee Member (2001-2002),

  • 2001年
    -
    2002年

    国際言語評価学会, 国際言語評価学会委員選考委員

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