鈴木 駿吾 (スズキ シュンゴ)

写真a

所属

研究院(研究機関) グリーン・コンピューティング・システム研究機構

職名

次席研究員(研究院講師)

学歴 【 表示 / 非表示

  • 2018年10月
    -
    2021年05月

    Lancaster University  

    PhD in Linguistics

  • 2015年04月
    -
    2018年03月

    早稲田大学   大学院教育学研究科   英語教育専攻  

    2016年10月〜2017年9月の間、英国ランカスター大学大学院入学のため休学

  • 2016年10月
    -
    2017年09月

    Lancaster University  

  • 2011年04月
    -
    2015年03月

    早稲田大学   教育学部   英語英文学科  

学位 【 表示 / 非表示

  • 2021年05月   Lancaster University   言語学博士

 

研究分野 【 表示 / 非表示

  • 外国語教育   第二言語習得

研究キーワード 【 表示 / 非表示

  • 発話産出

  • 言語テスト

  • 外国語教育

  • 第二言語習得

論文 【 表示 / 非表示

  • The Relationship Between Utterance and Perceived Fluency: A Meta‐Analysis of Correlational Studies

    SHUNGO SUZUKI, JUDIT KORMOS, TAKUMI UCHIHARA

    The Modern Language Journal   105 ( 2 ) 435 - 463  2021年06月

    DOI

  • LINGUISTIC DIMENSIONS OF COMPREHENSIBILITY AND PERCEIVED FLUENCY: AN INVESTIGATION OF COMPLEXITY, ACCURACY, AND FLUENCY IN SECOND LANGUAGE ARGUMENTATIVE SPEECH

    Shungo Suzuki, Judit Kormos

    Studies in Second Language Acquisition   42 ( 1 ) 143 - 167  2020年03月

    DOI

  • LEXICAL COMPETENCE UNDERLYING SECOND LANGUAGE WORD ASSOCIATION TASKS

    Masaki Eguchi, Shungo Suzuki, Yuichi Suzuki

    Studies in Second Language Acquisition    2021年06月

    DOI

  • The role of modality and awareness in language learning

    Chuqi Zhao, Judit Kormos, Patrick Rebuschat, Shungo Suzuki

    Applied Psycholinguistics   42 ( 3 ) 703 - 737  2021年05月

     概要を見る

    There is conflicting empirical evidence regarding the role of awareness in second language learning. Possible explanations for the contradictory results include the modality in the exposure and assessment phases of previous experiments. Our study investigated the acquisition of a novel determiner system under incidental exposure conditions and examined the effect of modality in both exposure and assessment phases. Animacy served as a hidden regularity in the determiners, which were embedded in sentences and presented to Chinese speakers of English either in auditory or in visual mode. Learning was assessed by a two-alternative forced-choice test either auditorily or in writing. Implicit and explicit knowledge were measured using retrospective verbal reports and source judgements. Bayesian analysis provided moderate evidence for above chance level learning. Significant learning effects were observed regardless of whether participants based their accuracy judgements on explicit or implicit knowledge. Bayesian analysis showed moderate evidence for above chance learning effects for aware participants. Generalized linear mixed-effects modeling revealed a small-size significant benefit of the auditory exposure modality over the written modality but indicated no significant effect of the modality of assessment or awareness. Our research underscores the importance of considering the role of modality of exposure in incidental second language learning contexts.

    DOI

  • Exploring the Dynamic Nature of Second Language Listeners’ Perceived Fluency: A Mixed‐Methods Approach

    Viktoria Magne, Shungo Suzuki, Yui Suzukida, Meltem Ilkan, Mai Tran, Kazuya Saito

    TESOL Quarterly    2019年12月

    DOI

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