Updated on 2024/12/08

写真a

 
SUZUKI, Yuichi
 
Affiliation
Faculty of International Research and Education, School of International Liberal Studies
Job title
Associate Professor
Degree
PhD ( University of Maryland College Park )
Profile

第二言語習得(SLA)研究と英語教育実践の融合を目指し、外国語習得のメカニズム解明、効果的な指導・学習法、個人差要因との関係性を主な研究テーマとしています。

第二言語習得、応用言語学、英語教育、認知心理学、神経科学などの学際的なアプローチを用いて、以下のような課題に取り組んでいます。

  • 外国語教育における「練習(プラクティス)」の役割
  • 第二言語習得における認知神経基盤の解明
  • 効果的な語彙・文法指導・学習方法の考案および検証
  • 明示的・暗示的知識のインターフェースおよび研究手法
  • 第二言語処理の自動化と流暢性の発達
  • 外国語学習の個別最適化・適性処遇交互作用

これらの研究成果を実践に活かすため、英語教育の改善プロジェクトや教材作成にも携わっています。外国語学習者と教育者双方に役立つ知見を提供し、より効果的な言語教育の実現に貢献することを目指しています。

Research Experience

  • 2024.09
    -
    Now

    早稲田大学 国際学術院   准教授

  • 2018
    -
    Now

    東北加齢医学研究所共同研究員

  • 2020.04
    -
    2024.08

    Kanagawa University   Faculty of Cross-Cultural and Japanese Studies Department of Cross-Cultural Studies   Associate Professor

  • 2017.04
    -
    2020.03

    Kanagawa University   Faculty of Foreign Languages Department of Cross-cultural Studies   Associate Professor

  • 2015.04
    -
    2017.03

    Kanagawa University   Faculty of Foreign Languages Department of Cross-cultural Studies   Assistant Professor

Committee Memberships

  • 2023
    -
    Now

    Journal of Studies in the English Language 編集委員

  • 2021
    -
    Now

    Research Methods in Applied Linguistics(Elsevier)編集委員

  • 2021
    -
    Now

    Second Language Research (Sage)編集委員

  • 2021
    -
    Now

    Studies in Second Language Acquisition(Cambridge University Press)編集委員

  • 2020
    -
    Now

    Conference of the American Association for Applied Linguistics (AAAL) Language, Cognition and Brain Strand  要旨審査コーディネーター

  • 2019
    -
    Now

    Modern Language Journal (Wiley-Blackwell)  Guest Editor

  • 2022
    -
    Now

    Applied Psycholinguistics (Cambridge University Press)編集委員

  •  
    -
    Now

    Michigan State University  PhD Dissertation Committee, External Examiner

  • 2023.01
    -
     

    University of Barcelona  PhD Dissertation Committee, External Examiner

  • 2018.04
    -
    2020.03

    関東甲信越英語教育学会 研究推進委員会  副委員長

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Professional Memberships

  •  
     
     

    第二言語習得研究会

  •  
     
     

    日本第二言語習得学会

  •  
     
     

    日本言語テスト学会

  •  
     
     

    THE JAPAN SOCIETY OF ENGLISH LANGUAGE EDUCATION

  •  
     
     

    KANTOKOSHINETSU ASSOCIATION OF TEACHERS OF ENGLISH

Research Areas

  • Foreign language education

Research Interests

  • Psycholinguistics

  • JSL

  • TEFL

  • Second Language Acquisition

  • 心理言語学

  • 日本語教育

  • 英語教育

  • 第二言語習得

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Awards

  • Best of Modern Language Journal for 2023

    2024.08  

  • The World’s Top 2% Scientists by Citation 2022

    2022.09  

  • The first IRIS Replication Award

    2018  

    Winner: Yuichi Suzuki

     View Summary

    Suzuki, Y. (2017). The optimal distribution of practice for the acquisition of L2 morphology: A conceptual replication and extension. Language Learning, 67, 512–545. doi:10.1111/lang.12236

  • Albert Valdman Award (the best article of Studies in Second Language Acquisition in 2017)

    2017  

    Winner: Yuichi Suzuki

     View Summary

    Recipient of 2017 Albert Valdman Award in Studies in Second Language Acquisition (Vafaee, P., Suzuki, Y., & Kachinske, I. (2017). Validating grammaticality judgment tests: Evidence from two new psycholinguistic measures. Studies in Second Language Acquisition, 39(1), 59-95. doi:10.1017/S0272263115000455)

  • 神奈川大学学術褒章

    2020   認知心理学を応用した英語学習

  • Student best abstract award for the presentation

    2014   The Eighth International Conference on Practical Linguistics of Japanese [ICPLJ8], National Institute for Japanese Language and Linguistics [NINJAL]  

    Winner: Suzuki Yuichi

  • Integrative Graduate Education and Research Training (IGERT) Fellowship

    2012   National Science Foundation, Biological and Computational Foundations of Language Diversity University of Maryland at College Park  

    Winner: Suzuki Yuichi

  • Hermine and Luc Secretan Memorial Graduate Support Fellowship

    2012  

    Winner: 鈴木 祐一

  • 公益財団法人日本英語検定協会 英検研究助成研究部門入選

    2011  

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Media Coverage

  • 文法指導への多様なアプローチ

    アルク 英語の先生応援マガジンWeb版 2023年7月  

    2023.07

  • AI時代の英語教育はどう変わる? 〜第二言語習得研究の最先端〜

    バイリンガルサイエンス研究所  

    2023.05

  • 文法知識を教室で学んでも、「自動化」すれば英語をスラスラと話せるようになる!

    バイリンガルサイエンス研究所  

    2023.03

  • 第二言語習得研究と英語教育実践:文法指導の効果について分かってきたこと・まだ分からないこと

    ジャパンライム・金谷憲の対談シリーズ(じっくり語ろう英語教育)  

    2019

  • 高校生は中学英語を使いこなせるか?

    ジャパンライム・金谷憲の対談シリーズ(じっくり語ろう英語教育)  

    2018

 

Papers

  • fMRI reveals the dynamic interface between explicit and implicit knowledge recruited during elicited imitation task

    Suzuki, Y., Jeong, H., Cui, H., Okamoto, K., Kawashima, R., Sugiura, M.

    Research Methods in Applied Linguistics   2 ( 2 ) 100051  2023.06  [Refereed]

    DOI

    Scopus

    6
    Citation
    (Scopus)
  • An fMRI validation study of the word-monitoring task as a measure of implicit knowledge: Exploring the role of explicit and implicit aptitudes in behavioral and neural processing

    Yuichi Suzuki, Hyeonjeong Jeong, Haining Cui, Kiyo Okamoto, Ryuta Kawashima, Motoaki Sugiura

    Studies in Second Language Acquisition     1 - 28  2023  [Refereed]

     View Summary

    Abstract

    In this study, neural representation of adult second language (L2) speakers’ implicit grammatical knowledge was investigated. Advanced L2 speakers of Japanese living in Japan, as well as L1 Japanese speakers, performed a word-monitoring task (proposed as an implicit knowledge test) in the MRI scanner. Behavioral measures were obtained from aptitude tests for explicit (language analytic ability) and implicit (statistical learning ability) learning. Findings indicate that, although both L1 and L2 speakers recruited neural circuits associated with procedural memory during the word-monitoring task, different brain regions were activated: premotor cortex (L1 speakers) and left caudate (L2 speakers). The premotor cortex activation was weaker in L2 than L1 speakers but was positively correlated with the left caudate activation, suggesting that their grammatical knowledge, while less automatized, was still developing. Behavioral sensitivity to errors was predicted only by explicit language aptitude, which may play a key role in the automatization of grammatical knowledge.

    DOI

  • Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective

    Yuichi Suzuki, Masaki Eguchi, Nel Jong

    TESOL Quarterly   56 ( 4 ) 1290 - 1319  2022.01  [Refereed]

     View Summary

    In this task-repetition intervention study, L2 learners' reuse of linguistic constructions was analyzed to investigate to what extent recurring reliance on specific constructions during the same task repetition predicts fluency development. English-as-a-foreign-language (EFL) learners performed oral narrative tasks three times per day under two task repetition schedules: blocked (Day 1: Prompt A-A-A, Day 2: B-B-B, Day 3: C-C-C) versus interleaved (Day 1: Prompt A-B-C, Day 2: A-B-C, Day 3: A-B-C). From a usage-based perspective, their reuse of constructions across the same prompt was examined at both concrete (lexical unigram [e.g., "bicycle"] and trigram [e.g., "behind the bicycle"]) and abstract (parts of speech trigram [e.g., "preposition determiner noun"]) level. Subsequent analyses revealed that blocked practice led to higher reuse of both concrete and abstract constructions than interleaved practice. Reuse frequency was correlated with during-training and pretest-posttest fluency changes. Particularly, greater reuse of lexical and abstract trigrams during interleaved practice led to improvements in speed and breakdown fluency (i.e., shorter mean syllable duration and fewer mid-clause pauses) after the intervention, albeit with higher effort (indicated by longer mid-clause and clause-final pauses). Taken together, these findings indicate that manipulating task-repetition schedule may systematically induce reuse of linguistic constructions, which may promote proceduralization (entrenchment) of constructional knowledge at both concrete and abstract levels.

    DOI

    Scopus

    11
    Citation
    (Scopus)
  • Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology

    Suzuki, Y., Nakata, T., Dekeyser, R.

    Modern Language Journal   103 ( 3 ) 551 - 561  2019  [Refereed]

    DOI

    Scopus

    40
    Citation
    (Scopus)
  • The interface of explicit and implicit knowledge in a second language: Insights from individual differences in cognitive aptitudes

    Yuichi Suzuki, Robert DeKeyser

    Language Learning   67   747 - 790  2017  [Refereed]

  • Comparing elicited imitation and word monitoring as measures of implicit knowledge

    Yuichi Suzuki, Robert DeKeyser

    Language Learning   65 ( 4 ) 860 - 895  2015  [Refereed]

  • Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning

    Yuichi Suzuki, Tatsuya Nakata, Xuehong (Stella) He

    ReCALL     1 - 18  2024.10  [Refereed]

    Authorship:Lead author

     View Summary

    Abstract

    The aim of this study was to contribute to the field of computer-assisted language learning (CALL) by investigating the individualization of intentional vocabulary learning. A total of 118 Japanese-speaking university students studied 20 low-frequency English words using flashcard software over two learning sessions. The participants practiced retrieval of vocabulary under different learning schedules, with short or long time intervals between encounters of the same word in each learning session: Short–Short, Short–Long, Long–Short, and Long–Long. Two individual difference measures – learning efficiency and language aptitude – were examined as predictors of long-term second language (L2) vocabulary retention. Learning efficiency was operationalized as the number of trials needed to reach a learning criterion in each session, whereas a component of aptitude (rote memory ability) was measured by a subtest of Language Aptitude Battery for the Japanese. Multiple regression and dominance analyses were conducted to evaluate the relative importance of learning efficiency and language aptitude in predicting delayed vocabulary posttest scores. The results revealed that learning efficiency in the second learning session was the strongest predictor of vocabulary retention. Language aptitude, however, did not significantly predict vocabulary retention. Moreover, the predictive power of learning efficiency increased when the data were analyzed within each learning schedule, underscoring the need to assess learners’ abilities under specific learning conditions for optimizing their computer-assisted learning performance. These findings not only inform the development of more effective, individualized CALL systems for L2 acquisition but also emphasize the importance of gauging individuals’ abilities such as learning efficiency in a more flexible, context-sensitive manner.

    DOI

  • Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy

    Yuichi Suzuki, Dustin Crowther

    TESOL Quarterly    2024.07

     View Summary

    Abstract

    One key tenet of Global Englishes for Language Teaching (GELT) is that the native English speaker should no longer serve as the role model for second language (L2) English users. Such a view does not discount that some degree of linguistic knowledge is necessary for successful global communication. However, GELT scholarship has remained relatively silent on the process and product of L2 acquisition. In this paper, we propose integrating L2 acquisition theory into GELT pedagogical practices without relying on theoretical perspectives steeped in some form of native speakerism. At the heart of our discussion is the concept of linguistic knowledge–implicit (unconscious) and explicit (conscious)–emphasizing the role of explicit learning processes in GELT classrooms rather than adhering solely to the idealistic goal of implicit competence. Because L2 learners need to reflect on linguistic knowledge (repertoire) and strategies for effective global communication, we propose that their learning should aim to develop skill sets of using explicit and implicit knowledge dynamically and efficiently in varied communicative contexts. We argue that skill acquisition theory offers a useful framework for GELT, as it can account for the development of automatized explicit knowledge alongside implicit knowledge, aligning with GELT objectives of fostering multicompetent English users. We illustrate how this perspective can inform classroom activities such as shadowing and task repetition. These activities not only promote deliberate, explicit learning processes but also integrate seamlessly with awareness–raising activities commonly employed in GELT, enhancing learners' communication strategies and capacity for effective English use in global contexts.

    DOI

    Scopus

  • Effects of social interactions on the neural representation of emotional words in late bilinguals

    Chunlin Liu, Hyeonjeong Jeong, Haining Cui, Jean-Marc Dewaele, Kiyo Okamoto, Yuichi Suzuki, Motoaki Sugiura

    Language, Cognition and Neuroscience     1 - 17  2024.01

    DOI

    Scopus

    2
    Citation
    (Scopus)
  • Does automaticity in lexical and grammatical processing predict utterance fluency development?

    Keiko Hanzawa, Yuichi Suzuki

    Journal of Second Language Studies   6 ( 2 ) 290 - 318  2023.12

     View Summary

    Abstract

    In order to understand the development of automatization in second language (L2) acquisition and its role in speaking fluency development, 39 English as foreign language (EFL) learners performed a speaking task (subsequently analyzed for utterance fluency) as well as semantic classification (lexical processing measure) and maze (grammar processing measure) tasks at two time points (Time 1 and Time 2) over six months. The findings indicate that learners significantly speeded up their lexical and grammar processing, as reflected in faster reaction time (RT). However, only lexical processing showed a propensity for more stable processing at Time 1, as indicated by coefficient of variance (CV). Furthermore, multiple regression analyses revealed that more automatized grammar processing (faster RT and smaller CV) at Time 1 significantly predicted a larger reduction in mid-clause pause duration and frequency, respectively. These findings underscore the importance of automatization in grammar processing for developing fluency in an EFL context.

    DOI

    Scopus

  • Distribution of grammar learning through writing tasks: A potential role of proficiency

    Jiani He, Yuichi Suzuki

    International Journal of Applied Linguistics   34 ( 1 ) 367 - 382  2023.09

     View Summary

    Abstract

    The present study examines the optimal schedule of second language (L2) grammar practice. Fifty‐four English‐as‐a‐foreign language learners practiced using hypothetical conditionals through written production‐based dictogloss tasks, accompanied by an explicit grammatical explanation, in three learning sessions over several weeks. Learners in the longer spaced group engaged in dictogloss tasks at intervals of 7 days (Day 1, 8, and 15), while those in the shorter spaced group did so at intervals of 3.5 days (Day 1, 4, and 8). Results showed that shorter spaced and longer spaced learning led to equally accurate use of the hypothetical conditionals on both 3‐week and 6‐week delayed posttests. The effects of practice condition on 6‐week delayed posttest performance were moderated by L2 proficiency. Specifically, the retention rate after 6 weeks was greater for more proficient learners than for less proficient learners, but only in the shorter spaced group. Due to the exploratory nature of this study with small sample size, we call for more empirical research that explores the interaction between practice distribution and individual differences, including but not limited to L2 proficiency.

    DOI

    Scopus

  • How do learners perceive task repetition? Distributed practice effects on engagement and metacognitive judgment

    Keiko Hanzawa, Yuichi Suzuki

    The Modern Language Journal    2023.06  [Refereed]

    DOI

    Scopus

    3
    Citation
    (Scopus)
  • CONCLUSION: Future Directions of Practice and Automatization Research

    Suzuki, Y.

    Practice and Automatization in Second Language Research: Perspectives from Skill Acquisition Theory and Cognitive Psychology    2023

    DOI

    Scopus

  • Review of the Japanese-Language Proficiency Test

    Hitoshi Nishizawa, Daniel R. Isbell, Yuichi Suzuki

    Language Testing   39 ( 3 ) 494 - 503  2022.07  [Refereed]

    DOI

    Scopus

    5
    Citation
    (Scopus)
  • Does domain-general auditory processing uniquely explain the outcomes of second language speech acquisition, even once cognitive and demographic variables are accounted for?

    Kazuya Saito, Haining Cui, Yui Suzukida, Diego Elisandro Dardon, Yuichi Suzuki, Hyeonjeong Jeong, Andrea R{\'{e, e } }sz, Motoaki Sugiura, Adam Tierney

    Bilingualism: Language and Cognition     1 - 13  2022.04  [Refereed]

     View Summary

    <jats:title>Abstract</jats:title>
    <jats:p>Extending the paradigm in L1 acquisition, scholars have begun to investigate whether participants’ domain-general ability to represent, encode, and integrate spectral and temporal dimensions of sounds (i.e., auditory processing) could be a potential determinant of the outcomes of post-pubertal L2 speech learning. The current study set out to test the hypothesis that auditory processing makes a <jats:sc>unique</jats:sc> contribution to L2 speech acquisition, for 70 Japanese classroom learners of English with different levels of L2 proficiency when biographical backgrounds (length of instruction and immersion) <jats:sc>and</jats:sc> memory abilities (working, declarative, and procedural memory) are controlled for. Auditory processing loaded onto modality-general capacities to represent and incorporate anchor stimuli (relative to target stimuli) into long-term memory in an implicit fashion, but dissociated from explicit abilities to remember, associate, and elaborate sensory information. Auditory processing explained a small-to-medium amount of variance in L2 speech learning, even after the other potentially confounding variables were statistically factored out.</jats:p>

    DOI

  • Situating Shadowing in the Framework of Deliberate Practice: A Guide to Using 16 Techniques

    Yo Hamada, Yuichi Suzuki

    RELC Journal     003368822210875 - 003368822210875  2022.04  [Refereed]

     View Summary

    <jats:p> Shadowing is the act of vocalizing the speech one is listening to as simultaneously as possible. The primary function of shadowing is learners’ listening skill and pronunciation skill development. Despite the importance of second language (L2) listening skills, this pedagogical technique has not received focal attention in the field. In this paper, shadowing is situated in the framework of systematic and deliberate practice, which is supported by an L2 acquisition theory called the skill acquisition theory. Based on this framework, a total of 16 different primary types of shadowing are classified into shadowing for phonological processing and shadowing for intake through meaning-focused processing. The proposed classification and guideline will be useful for teachers to adapt a variety of shadowing techniques for their teaching context and learners as well as highlighting shadowing as an important pedagogical tool of teaching bottom-up listening skills. </jats:p>

    DOI

    Scopus

    1
    Citation
    (Scopus)
  • INDIVIDUAL DIFFERENCE FACTORS FOR SECOND LANGUAGE GRAMMAR

    Suzuki, Y.

    The Routledge Handbook of Second Language Acquisition and Individual Differences    2022

    DOI

    Scopus

    2
    Citation
    (Scopus)
  • MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT

    Yuichi Suzuki, Keiko Hanzawa

    Studies in Second Language Acquisition   44 ( 2 ) 536 - 561  2021.07  [Refereed]

     View Summary

    Abstract

    To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed the same oral narrative task six times under three different schedules. They narrated the same six-frame cartoon story (a) six times consecutively in one class (massed practice), (b) three times at the beginning and at the end of a class (short-spaced practice), and (c) three times as a part of two classes 1 week apart (long-spaced practice). The results yielded by an immediate posttest using a novel cartoon showed that massed practice reduced breakdown fluency (mid-clause and clause-final pauses) the most. However, the participants in the massed-practice group showed degraded speed (slower articulation rate) and repair fluency (more verbatim repetition). The effects of repetition schedule seem limited on a 1-week delayed posttest involving a novel cartoon. Yet, when participants narrated the same practiced cartoon 1 week later, massed practice also resulted in more verbatim repetition.

    DOI

  • The Cognitive Approach

    Suzuki, Y.

    The Routledge Handbook of the Psychology of Language Learning and Teaching    2021

    DOI

  • LEXICAL COMPETENCE UNDERLYING SECOND LANGUAGE WORD ASSOCIATION TASKS

    Masaki Eguchi, Shungo Suzuki, Yuichi Suzuki

    Studies in Second Language Acquisition   44 ( 1 ) 112 - 142  2021  [Refereed]

     View Summary

    <jats:title>Abstract</jats:title><jats:p>This study investigated the constructs underlying second language (L2) word association (WA) with regard to three dimensions of lexical competence—size, organization, and accessibility—and the lexical performance of speech. One-hundred and thirteen Japanese learners of English completed a computer-delivered oral WA task along with three vocabulary tasks: a form-recall gap-filling task (size), a primed lexical decision task (organization and accessibility), and an oral cartoon narrative (lexical richness). Regression analyses explored how well these lexical competence and performance scores predicted two WA outcome variables: response profiles and response times. Form-recall vocabulary knowledge, (collocational) priming, and lexical richness explained a large amount of variance in WA response type profiles (<jats:italic>Nagelkerke’s pseudo R<jats:sup>2</jats:sup></jats:italic> = .901). Form-recall vocabulary knowledge and lexical decision time explained 28.5% of the variance of WA response times. A three-stage model of L2 WA task performance is proposed to account for the constructs underlying WA performance.</jats:p>

    DOI

  • PROBING the CONSTRUCT VALIDITY of LLAMA_D AS A MEASURE of IMPLICIT LEARNING APTITUDE

    Suzuki, Y.

    Studies in Second Language Acquisition   43 ( 3 )  2021  [Refereed]  [Invited]

    DOI

    Scopus

    9
    Citation
    (Scopus)
  • THE RELATIVE SIGNIFICANCE OF SYNTACTIC KNOWLEDGE AND VOCABULARY KNOWLEDGE IN SECOND LANGUAGE LISTENING ABILITY

    Payman Vafaee, Yuichi Suzuki

    STUDIES IN SECOND LANGUAGE ACQUISITION   42 ( 2 ) 383 - 410  2020.05  [Refereed]

     View Summary

    The main purpose of the current study was to examine the relative significance of vocabulary knowledge (VK) and syntactic knowledge (SK) in second language (L2) listening ability, while accounting for the effect of several cognitive and affective factors. A total of 263 English-as-a-foreign-language learners took a standardized listening test (IELTS), as well as a battery of nine linguistic (two aural SK tests and two aural VK tests-covering both breadth and depth of VK), cognitive (two working memory tests and a metacognitive knowledge questionnaire), and affective measures (two L2 listening anxiety questionnaires). Structural equation modeling analysis revealed that both VK and SK were significant predictors of L2 listening ability; however, VK was a stronger predictor with an effect size being almost twice as much as the one for SK (.55 vs. .28). The results also showed that metacognitive knowledge, working memory, and L2 listening anxiety are significant predictors of L2 listening ability.

    DOI

    Scopus

    54
    Citation
    (Scopus)
  • The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax

    Yuichi Suzuki, Satoko Yokosawa, David Aline

    LANGUAGE TEACHING RESEARCH    2020.03  [Refereed]

     View Summary

    Prior research showed that interleaved practice (studying multiple skills at once) is more effective than blocked practice (studying only one skill at a time). This study aims to replicate the benefits of interleaved practice on the proceduralization of second language (L2) syntax and further examines the role of working memory (WM) in different practice schedules. Sixty English learners studied five types of relative-clause constructions under either blocked- or interleaved-practice conditions. The blocked-practice group engaged in systematic form-focused speaking practice with exemplars blocked by syntactic category, while the interleaved-practice group received mixed exemplars from the different categories. The proceduralization of grammatical knowledge was measured by analysing the accuracy and speed indices from a picture description test, which was administered immediately and one week after the training session. Learners' WM capacity was measured using a listening-span task. Results showed that interleaved practice led to more accurate performance on both immediate and delayed posttests than blocked practice. The advantage of interleaved practice was less pronounced for the speed dimension of performance. Furthermore, interleaved practice facilitated skill development regardless of learners' WM capacity, whereas in the blocked-practice condition, learners with higher WM capacity benefited more than those with lower WM capacity in speeding up of relative clause use, which presumably reflects the proceduralization-automatization stage.

    DOI

    Scopus

    19
    Citation
    (Scopus)
  • Empirical Feasibility of the Desirable Difficulty Framework: Toward More Systematic Research on L2 Practice for Broader Pedagogical Implications

    Yuichi Suzuki, Tatsuya Nakata, Robert Dekeyser

    MODERN LANGUAGE JOURNAL    2020.01  [Refereed]

     View Summary

    In the coda chapter of the special issue on second language (L2) practice and cognitive psychology, we proposed a theoretical framework for optimizing and researching L2 practice (Suzuki, Nakata, & DeKeyser, 2019). Rogers and Leow's commentary (this issue) raised three potential issues regarding this framework, and the present response article aims at addressing them. First, we introduce two recent studies to illustrate the importance of expounding on learning processes during L2 practice. Second, we argue that our framework can guide researchers to systematically investigate multiple key factors toward a more comprehensive picture of L2 learning. Last, we expect that L2 practice research can potentially lead to broader pedagogical implications beyond classroom teaching (material development and technology-mediated learning).

    DOI

    Scopus

    9
    Citation
    (Scopus)
  • Individualization of practice distribution in second language grammar learning

    Yuichi Suzuki

    Journal of Second Language Studies   2 ( 2 ) 169 - 196  2019.10  [Refereed]

     View Summary

    <jats:title>Abstract</jats:title>
    <jats:p>The aim of the present study was establishing to what extent individual differences in cognitive aptitudes were
    associated with second language (L2) morphological acquisition under different practice distribution. Sixty participants studied
    morphological rules of a novel miniature-language system in order to use them for oral production. They engaged in four training
    sessions in either shorter-spaced learning (twice a week) or longer-spaced learning conditions (once a week). Their oral
    production performance both during and after the training was related to their metalinguistic rule rehearsal ability (MRRA) and
    working memory capacity (WMC). Multiple regression analyses revealed that MRRA predicted learners’ training and posttest
    performance mainly under the longer-spaced condition, while WMC played a limited role at best under both learning conditions.
    These results suggest that practice distribution may be individualized based on learners’ aptitude strengths to optimize L2
    morphological learning.</jats:p>

    DOI

    Scopus

    13
    Citation
    (Scopus)
  • Erratum: VALIDATING GRAMMATICALITY JUDGMENT TESTS (Studies in Second Language Acquisition DOI: 10.1017/S0272263115000455)

    Vafaee, P., Suzuki, Y., Kachisnke, I.

    Studies in Second Language Acquisition   41 ( 2 ) 485 - 485  2019

    DOI

    Scopus

    1
    Citation
    (Scopus)
  • DYNAMIC INTERPLAY BETWEEN PRACTICE TYPE AND PRACTICE SCHEDULE IN A SECOND LANGUAGE THE POTENTIAL AND LIMITS OF SKILL TRANSFER AND PRACTICE SCHEDULE

    Yuichi Suzuki, Midori Sunada

    STUDIES IN SECOND LANGUAGE ACQUISITION   42 ( 1 ) 169 - 197  2019  [Refereed]

     View Summary

    To investigate the skill transfer and the effects of practice schedules in the learning of second language syntax, 129 intermediate-level English learners were divided into six groups, based on practice format (input vs. output practice) and practice schedule (blocked vs. interleaved vs. hybrid [blocked + interleaved]). Analyses revealed that the learners tested on the skill they had practiced outperformed those who were tested on the nonpracticed skill. This pattern was particularly pronounced in comprehension processing speed and production accuracy. Moreover, hybrid practice facilitated skill development more than blocked or interleaved practice alone. Furthermore, a dynamic interplay was detected among practice format, schedule, and learners' prior knowledge. Hybrid practice led to the least transfer from receptive skills (gained through input practice) to productive skills. Unlike interleaved practice effects, the effects of blocked practice on comprehension speed were more susceptible to learners' prior processing speed.

    DOI

    Scopus

    30
    Citation
    (Scopus)
  • Learning the Causative Alternation in English and Japanese Speakers: Statistical and Non-statistical Effects

    Huang, Y.T., Bounds, M., Suzuki, Y.

    Language Learning and Development   15 ( 4 )  2019  [Refereed]

    DOI

    Scopus

  • EFFECTS of MASSING and SPACING on the LEARNING of SEMANTICALLY RELATED and UNRELATED WORDS

    Nakata, T., Suzuki, Y.

    Studies in Second Language Acquisition   41 ( 2 ) 287 - 311  2019  [Refereed]

    DOI

    Scopus

    69
    Citation
    (Scopus)
  • Mixing Grammar Exercises Facilitates Long-Term Retention: Effects of Blocking, Interleaving, and Increasing Practice

    Nakata, T., Suzuki, Y.

    Modern Language Journal   103 ( 3 ) 629 - 647  2019  [Refereed]

    DOI

    Scopus

    39
    Citation
    (Scopus)
  • The Desirable Difficulty Framework as a Theoretical Foundation for Optimizing and Researching Second Language Practice

    Suzuki, Y., Nakata, T., Dekeyser, R.

    Modern Language Journal   103 ( 3 ) 713 - 720  2019  [Refereed]

    DOI

    Scopus

    56
    Citation
    (Scopus)
  • 高校生は中学英語をどの程度使いこなせるか―中学英語定着テスト間の相関とセンター試験との関連―

    関東甲信越英語教育学会, 研究推進委員会

    KATE Journal   32   115 - 128  2018  [Refereed]

  • 文法指導の順序に関する実証的研究-中国語の動詞接辞“了1”と文末助詞“了2”に焦点を当てて-

    許挺傑, 鈴木祐一, 劉驫

    Studies in Language Sciences     117 - 140  2018  [Refereed]

  • 23
    Citation
    (Scopus)
  • THE ROLE of PROCEDURAL LEARNING ABILITY in AUTOMATIZATION of L2 MORPHOLOGY under DIFFERENT LEARNING SCHEDULES

    Suzuki, Y.

    Studies in Second Language Acquisition   40 ( 4 ) 923 - 937  2018  [Refereed]

    DOI

    Scopus

    21
    Citation
    (Scopus)
  • 日本の高校生の英語名詞句構造の把握能力 ―Koukousei Billy’s (KB)テストの開発―

    鈴木祐一, 臼倉美里

    『外国語教育メディア学会 (LET) 関西支部 メソ ドロジー研究部会第11号報告論集』    2018

  • VALIDATING GRAMMATICALITY JUDGMENT TESTS

    Payman Vafaee, Yuichi Suzuki, Ilina Kachisnke

    STUDIES IN SECOND LANGUAGE ACQUISITION   39 ( 1 ) 59 - 95  2017.03  [Refereed]

    DOI

    Scopus

    82
    Citation
    (Scopus)
  • 日本人高校生にはどれくらいの英文処理速度が必要か?―大学センター試験「英語」の分析から―

    神奈川大学言語研究   39   1 - 20  2017  [Refereed]

  • Exploratory research on second language practice distribution: An Aptitude x Treatment interaction

    Yuichi Suzuki, Robert Dekeyser

    APPLIED PSYCHOLINGUISTICS   38 ( 1 ) 27 - 56  2017.01  [Refereed]

     View Summary

    The current exploratory study aimed at investigating the role of cognitive aptitudes in determining the effect of practice distribution on second language learning. The study investigated to what extent language-analytic ability and working-memory capacity predicted the acquisition of grammar under two learning conditions that differ in the interval between the two training sessions. Learners of Japanese as a second language were trained on an element of Japanese morphosyntax under either distributed practice (7-day interval) or massed practice (1-day interval). The results revealed that language-analytic ability was only related to performance after distributed practice, whereas working-memory capacity was only related to performance after massed practice. These AptitudexTreatment interaction findings can help establish the learning processes operating under distributed/massed practice conditions.

    DOI

    Scopus

    51
    Citation
    (Scopus)
  • Effects of distributed practice on the proceduralization of morphology

    Yuichi Suzuki, Robert DeKeyser

    Language Teaching Research   21 ( 2 ) 166 - 188  2017  [Refereed]

  • The optimal distribution of practice for the acquisition of L2 morphology: A conceptual replication and extension

    Yuichi Suzuki

    Language Learning   67 ( 3 ) 512 - 545  2017  [Refereed]

  • Validity of new measures of implicit knowledge: Distinguishing implicit knowledge from automatized explicit knowledge

    Yuichi Suzuki

    Applied Psycholinguistics   38 ( 5 ) 1229 - 1261  2017  [Refereed]

  • Using New Measures of Implicit L2 Knowledge to Study the Interface of Explicit and Implicit Knowledge

    Yuichi Suzuki

    Doctoral Dissertation (University of Maryland College Park)    2015

  • Self-assessment of Japanese as a second language: The role of experiences in the naturalistic acquisition

    Yuichi Suzuki

    Language Testing   32 ( 1 ) 63 - 81  2015  [Refereed]

  • Concurrent validity of sentence repetition test: The role of pause and sentence length

    Sunada, Midori, Yuichi Suzuki

    JLTA Journal   17   43 - 58  2014  [Refereed]

     View Summary

    In construction of Sentence Repetition Test (hereafter, SR), both sentence length and pause between the presentation of the target sentence and its repetition, have been found to play an important role in SR performance. The present study investigated how these two factors influence the task difficulty and the concurrent validity of SR with TOEIC scores. In order to achieve these aims, 79 Japanese high school students participated in this study and undertook the English SR under two conditions-with and without a pause. The SR sentences were varying lengths. The results showed that, while long sentences were more difficult to recall correctly than short ones, the pause made the short sentences more difficult and long sentences easier to repeat. Multiple regression analyses indicated that the performance under the most difficult condition, where the test-takers repeated long sentences without any pause, showed the highest concurrent validity with TOEIC. The implications of the present findings, along with some suggestions for further research, will be discussed to calibrate SR for second language test-takers.

    DOI CiNii

  • 第二言語の文法知識の自動化の簡易的な測定方法-WEB版SPOTとACTFL口頭能力測定(OPI)の比較-

    鈴木祐一

    電子情報通信学会技術研究報告   114   49 - 54  2014

  • 教室における音読指導の効果検証―語彙習得と学習者ビリーフ―

    鈴木祐一

    東アジア日本語教育・日本文化研究学会   15   169 - 186  2012  [Refereed]

    CiNii

  • Authenticity of JSL textbooks - Analysis of discourse in the Lost and Found

    Yuichi Suzuki

    Proceedings of 19th Princeton Japanese Pedagogy Forum     296 - 304  2012

  • ラウドスピーカー―英語教育におけるシャドーイング教室活動を日本語教育へ応用する―

    鈴木祐一

    WEB版実践研究フォーラム報告     1 - 10  2011

  • どうして『つながりのある文章』が書けるのか―文法処理速度に焦点を当てて―

    鈴木祐一

    STEP bulletin   23   30 - 52  2011

  • When does chunk reading help learners’ comprehension? - On relative clause

    Yuichi Suzuki

    LEO   39   1 - 24  2010  [Refereed]

    CiNii

▼display all

Books and Other Publications

  • あたらしい第二言語習得論: 英語指導の思い込みを変える

    鈴木 祐一

    研究社  2024.10 ISBN: 4327411116

    ASIN

  • Practice and Automatization in Second Language Research: Perspectives from Skill Acquisition Theory and Cognitive Psychology

    ( Part: Edit)

    Routledge  2023

  • The Routledge Handbook of Second Language Acquisition and Individual Differences

    ( Part: Contributor)

    2022

  • The Routledge Handbook of Second Language Acquisition and Psycholinguistics

    ( Part: Contributor)

    2022

  • 英語学習の科学

    ( Part: Joint editor)

    研究社  2022

  • The Routledge Handbook of Second Language Acquisition and Language Testing

    ( Part: Contributor)

    Routledge  2021

  • The Routledge Handbook of Psychology of Language Learning

    ( Part: Contributor, The cognitive approach)

    Routledge  2021

  • 高校英語授業における文法指導を考える―「文法」 を「教える」 とは?―

    ( Part: Joint author)

    アルク  2020.06

  • 高校生は中学英語を使いこなせるか?-基礎定着調査で見えた高校生の英語力-

    ( Part: Joint author)

    アルク  2017

  • Language Aptitude Theory and Practice

    ( Part: Contributor, Implicit (not explicit) learning aptitude predicts the acquisition of difficult (not easy) structure: A visual-world eye-tracking study)

    2023

  • 外国語学習での暗示的・明示的知識の役割とは何か

    ( Part: Contributor, 第二言語環境で日本語の文法知識はどのように発達していくか?-文法項目の特徴と学習者の個人差の影響)

    2021

  • 英語教育論文執筆ガイドブック

    ( Part: Contributor)

    2020.07

  • 実践例で学ぶ 第二言語習得研究に基づく英語指導

    鈴木祐一( Part: Contributor, 指導の評価-スキル学習理論の観点から)

    大修館  2017

▼display all

Presentations

  • Research-practice nexus in grammar instruction: Some interface issues

    Suzuki, Y  [Invited]

    SLA Seminar on Explicit Instruction in SLA 

    Presentation date: 2024.06

  • Interplay of skill development and proactive language learning: A cognitive-psychological perspective

    Suzuki, Y

    American Association for Applied Linguistics (AAAL) 2024 Annual Conference 

    Presentation date: 2024.03

  • Explicit learning and beyond: Neural evidence for automatization in L2 grammar acquisition

    Jeong, H, Suzuki, Y, Liu, C, Sugiura, M

    American Association for Applied Linguistics (AAAL) 2024 Annual Conference 

    Presentation date: 2024.03

  • When to Provide Linguistic Support: TBLT Textbook Project

    Suzuki, Y, Kelly, C, Graham-Marr, A

    TBLT Round Table (JALT TBLT SIG) 

    Presentation date: 2023.11

  • SLA研究の知見を活かした英語授業カリキュラム:「練習」・「繰り返し」をどう見直すか?

     [Invited]

    北海道英語教育学会 

    Presentation date: 2023.10

  • Improving the quality of English education research: Insights from Open Research Practices

     [Invited]

    Presentation date: 2023.06

  • Neurocognitive mechanisms of second language development: Beyond Krashen’s Learning and Acquisition

     [Invited]

    Presentation date: 2021.10

  • Colloquium. Advancing research into practice and automatization in second language learning: Questions, measurements, and implications

    Suzuki, Y, Marsden, E

    EuroSLA 30 

    Presentation date: 2021.06

  • Systematic task repetition for fluency development: Insights from cognitive psychology

     [Invited]

    Second Language Learning and Teaching Dept of Linguistics and English Language, Lancaster University, UK 

    Presentation date: 2021.02

  • コモンセンスを培うための第二言語習得研究:認知的アプローチから

     [Invited]

    第142回LET関東支部研究大会シンポジウム 

    Presentation date: 2019.06

  • A real-time sentence processing task measures L2 implicit grammatical knowledge: A role of procedural memory. Poster presented at CoNSALL (Cognitive Neuroscience of Second and Artificial Language Learning)

    Suzuki, Y, Jeong, H, Cui, H, Okamoto, K, Kawashima, R, Sugiura, M

    Bangor University, Bangor, UK 

    Presentation date: 2018.09

  • 文法をしっかり教えても、なぜ使えるようにならないか?-第二言語習得から考える

    鈴木 祐一  [Invited]

    藤女子大学英語文化学科 公開講演会 

    Presentation date: 2024.09

  • 高校生の名詞句把握能力の発達プロセス ―個人差要因と発達パターンの類型化―

    鈴木祐一, 佐藤選

    第49回全国英語教育学会 

    Presentation date: 2024.08

  • 君はなぜ研究を志すのか?-日本とアメリカの大学院での経験から

    鈴木 祐一  [Invited]

    第49回全国英語教育学会 

    Presentation date: 2024.08

  • Does vocabulary support enhance lexical learning and learner emotion in communication tasks?

    Suzuki, Y, Nakamura, S

    Presentation date: 2024.07

  • The Snoop Detective School dilemma: Adapting TBLT to the classroom

    Kelly, C, Suzuki, Y

    TBLT in Asia 2024 

    Presentation date: 2024.07

  • プラクティス研究の新しい動向効果的な文法練習とは?

    鈴木 祐一  [Invited]

    LET基礎理論研究部会 

    Presentation date: 2024.03

  • A scoping review on task repetition studies focusing on speaking ability

    Hanzawa, K, Suzuki, Y, Yanagisawa, A, Fukuta, J

    American Association for Applied Linguistics (AAAL) 2024 Annual Conference 

    Presentation date: 2024.03

  • Social interaction enhances second language emotionality in the brain: An fMRI study

    Presentation date: 2023.03

  • Measuring explicit and implicit knowledge, and automatization?

     [Invited]

    Presentation date: 2022.10

  • Practice and automatization in SLA and Applied Linguistics: A fresh perspective

     [Invited]

    Presentation date: 2022.09

  • 外国語学習における自動化と流暢性の役割:一人称ナラティブレビュー

     [Invited]

    JACET SLA研究会公開講演会 

    Presentation date: 2022.06

  • 教えたけど、知っているのに、使えないのはなぜか?

     [Invited]

    立教大学英語教育研究所公開講演会 

    Presentation date: 2022.06

  • 外国語スピーキング技能の熟達化:それを支える言語知識とプラクティス(練習)の効果

     [Invited]

    関西大学外国語教育学研究科英語教育連環センター(e-LINC)主催講演会 

    Presentation date: 2022.02

  • 高校生は英作文で複雑な名詞句を使うようになるか?―1年間の縦断研究―

    伊藤泰子, 加藤嘉津枝, 臼倉美里, 鈴木祐一

    全国英語教育学会研究大会@信州大学 

    Presentation date: 2021.10

  • The Effect of L2 Proficiency in Grammatical Processing: An fMRI Study

    Cui, H, Jeong, H, Suzuki, Y, Okamoto, K, Sugiura, M

    Thirteenth Meeting of the Society for the Neurobiology of Language 

    Presentation date: 2021.10

  • The effect of immersion on emotional word processing in a second language: An fMRI study

    Liu, C, Jeong, H, Dewaele, J. M, Cui, H, Okamoto, K, Suzuki, Y, Sugiura, M

    Thirteenth Meeting of the Society for the Neurobiology of Language 

    Presentation date: 2021.10

  • 高校英語授業における文法指導を考える

    臼倉美里, 鈴木祐一  [Invited]

    KATE研究推進委員会企画読書会 

    Presentation date: 2021.10

  • Maximizing Fluency Training in EFL Classroom: Massed, Short-Spaced versus Long-Spaced Task Repetition for Proceduralization

    Suzuki, Y, Hanzawa, K

    EuroSLA 30 

    Presentation date: 2021.06

  • 外国語はどこまで「使える」ようになるか? 最新の第二言語習得研究の知見から

     [Invited]

    第二言語習得基礎論@東京女子大学 

    Presentation date: 2021.06

  • Probing the Construct Validity of LLAMA_D as a Measure of Implicit Learning Aptitude: Incidental Instructions, Confidence Ratings, and Reaction Time Measure

    American Association for Applied Linguistics (AAAL) 2021 Annual Conference 

    Presentation date: 2021.03

  • Investigating practice and automatization in a second language: Theory and Methods

    鈴木祐一  [Invited]

    SLA lecture series (University of Maryland College Park) 

    Presentation date: 2020.10

  • The neural foundations of explicit and implicit knowledge: Comparing elicited imitation and word-monitoring tasks

    鈴木祐一, 鄭 嫣婷  [Invited]

    ESRC-JSLARF Symposium 

    Presentation date: 2020.10

  • Principles of Repeated Practice: Insights into and from the Yokohama 5-Round System and the TANABU Model

    鈴木祐一  [Invited]

    奈良教育大学英語研究会 

    Presentation date: 2020.02

  • 日本人高校生の名詞句把握能力はどのように伸びていくのか第2弾-名詞句把握テストとライティングテストから見えてくること-

     [Invited]

    全国英語教育学会研究大会 

    Presentation date: 2019.08

  • The effects of blocked and interleaved task repetition on fluency development

    The 2019 International Conference on Task-Based Language Teaching 

    Presentation date: 2019.08

  • Applied Linguistics perspectives on successful L2 grammar learning

     [Invited]

    The symposium for ESRC-AHRC UK-Japan SSH Connections Project (Interdisciplinary Approaches to Cognitive Foundations of Successful Second Language Acquisition) 

    Presentation date: 2019.04

  • 日本人高校生の名詞句把握能力はどのように 伸びていくのか-縦断研究からみえてくること-

     [Invited]

    全国英語教育学会研究大会  (龍谷大学) 

    Presentation date: 2018.08

  • Does spacing reduce the interference effect? Effects of massing and spacing on the learning of semantically related and unrelated words

    Nakata, T, Suzuki, Y

    Euro SLA27 

    Presentation date: 2017.09

  • 高校生の基礎的な文法力の定着に関する実証的研究:名詞 句把握の理解に焦点を当てて

    関西支部メソドロジー研究部会 

    Presentation date: 2017.07

  • 分散学習は意味的に関連した単語の習得を促進するか? 干渉効果と分散効果の検証

    関西英語教育学会(KELES)・外国語教育メディア学会(LET)関西支部研究大会 

    Presentation date: 2017.06

  • SLA研究に基づく効果的な繰り返し文法練習の原理:教室での指導と カリキュラムへの示唆

    関西英語教育学会(KELES)・外国語教育メディア学会(LET)関西支部研究大会 

    Presentation date: 2017.06

  • The role of explicit and implicit learning aptitudes in adult L2 learning

    Presentation date: 2016.09

  • The relative significance of syntactic knowledge and vocabulary knowledge in second language listening comprehension

    The 35th Second Language Research Form 2016 

    Presentation date: 2016.09

  • 第二言語習得における明示的知識と暗示的知識、そして自動化

    JACET Reading研究会 

    Presentation date: 2016.05

  • Timing of grammar practice and individual differences

    Presentation date: 2016.04

  • 学校で使える英語を身につけさせる:Skill Acquisition Theoryからの示唆

    宮城教育大学公開講演会 

    Presentation date: 2016.01

  • 明示的知識は暗示的知識の発達に役立つか?-共分散構造分析によるアプローチ-

    第26回第二言語習得研究会(JASLA)全国大会 

    Presentation date: 2015.10

  • Validating grammaticality judgment tests: Evidence from two new psycholinguistic measures

    The 34th Second Language Research Form 2015 

    Presentation date: 2015.10

  • The relative significance of syntactic knowledge and vocabulary knowledge in second language listening comprehension

    Presentation date: 2015.10

  • Interface of explicit and implicit knowledge in second language: A structural equation modeling approach

    The 34th Second Language Research Form 2015 

    Presentation date: 2015.10

  • 暗示的知識と自動化された明示的知識を測定する

    第91回第二言語習得研究会 

    Presentation date: 2015.06

  • Comparisons of implicit knowledge in second language acquisition: An eye-tracking study

    Yi Ting Huang, Robert DeKeyser

    The 39th Boston University Conference on Language Development (BUCLD) 

    Presentation date: 2014.11

  • How aptitude-treatment-interaction studies can benefit learning-oriented assessment

    Payman Vafaee, Eric Pelzl

    The Roundtable on Learning Oriented Assessment at Teachers College 

    Presentation date: 2014.10

  • Does elicited imitation measure implicit knowledge? Evidence from the word-monitoring task

    Robert DeKeyser

    The 33rd Second Language Research Form 2014 

    Presentation date: 2014.10

  • Concurrent validity of sentence repetition test: The role of pause and sentence length

    Presentation date: 2014.10

  • Real-time grammar processing by late second language speakers: An eye-tracking study

    Presentation date: 2014.08

  • 第二言語の文法知識の自動化の簡易的な測定方法 ~ WEB版SPOTとACTFL口頭能力測定(OPI)の比較 ~

    Technical Committee on Thought and Language (TL)  早稲田大学

    Presentation date: 2014.06

  • Proceduralization of L2 morphology: Interactions between practice distribution, morphological complexity, and aptitudes

    Robert DeKeyser

    The Symposium on Cognitive Processes, Instruction and Difficulty in SLA 

    Presentation date: 2014.04

  • Measuring automaticity in second language Japanese: Real-time predictive sentence processing with Japanese case-markers wa and ga.

    The Eighth International Conference on Practical Linguitics of Japanese [ICPLJ8] 

    Presentation date: 2014.03

  • Distributed vs. massed practice: Individualizing treatments for the proceduralization of grammar knowledge

    Robert DeKeyser

    The 32nd Second Language Research Form 2013 

    Presentation date: 2013.10

  • 集中学習と分散学習はどちらが効果的か?-外国語学習の適性が与える影響-

    第85回第二言語習得研究会 

    Presentation date: 2013.06

  • シャドーイングを教室活動へ-英語教育におけるラウドスピーカーを日本語教育へ応用する-

    2012年実践研究フォーラム 

    Presentation date: 2012.07

  • Processing of Japanese verbal morphology in L1 and L2

    The 14th Japanese Society for Language Sciences 

    Presentation date: 2012.07

  • Implicit learning of Japanese verbal inflection –The pilot -

    The 12h annual conference of the Japan Second Language Association 

    Presentation date: 2012.06

  • Authenticity of JSL textbooks - Analysis of discourse in the Lost and Found -

    Presentation date: 2012.05

  • 定着重視の音読指導―語彙習得への効果―

    東アジア日本語教育・日本文化研究学会 

    Presentation date: 2011.11

  • つながりのある文章を書くためには何が必要か-文法処理の自動化に焦点を当てて-

    第35回関東甲信越英語教育学会 

    Presentation date: 2011.08

  • 高校英語授業における文法指導を考える

    臼倉美里, 鈴木祐一  [Invited]

    KATE研究推進委員会企画読書会 

    Presentation date: 2010.10

  • チャンクリーディングが内容理解を促進するのはどのような学習者か-関係代名詞に焦点を当てて-

    第34回関東甲信越英語教育学会 

    Presentation date: 2010.08

▼display all

Research Projects

  • 明示的・暗示的知識の神経基盤の解明:脳イメージングによる繰り返し練習の効果検証

    日本学術振興会  科学研究費助成事業

    Project Year :

    2021.04
    -
    2025.03
     

    鈴木 祐一, Jeong Hyeonjeong

  • 多文化共生社会のための移民の日本語習得に関する縦断的研究:学際的アプローチ

    三菱財団人文科学研究助成 

    Project Year :

    2020.04
    -
    2022.03
     

    鈴木祐一

  • 最適な英文法学習スケジュールの特定:文法知識の種類と適性の役割に焦点を当てて

    文部科学省 科学研究費  若手研究

    Project Year :

    2018.04
    -
    2020.03
     

    鈴木祐一

  • Neurocognitive Foundations of Successful L2 Acquisition

    ESRC UK-Japan Connection Project 

    Project Year :

    2019
    -
    2020
     

    Kazuya Saito

  • 第二言語知識に関与する脳内神経基盤と個人の外国語学習適性との関係

    2018年度東北大学加齢医学研究所共同利用・共同研究

    Project Year :

    2018.04
    -
    2019.03
     

    鈴木祐一

  • 文法知識の自動化を促進する分散・集中学習の検証:適性の個人差に着目して

    文部科学省 科学研究費  研究スタートアップ

    Project Year :

    2015.09
    -
    2017.03
     

    鈴木祐一

  • Validated measures of implicit second language knowledge: Clarifying the role of explicit and implicit learning processes

    Language Learning Dissertation Grant

    Project Year :

    2014
    -
     
     

    Suzuki Yuichi

  • 日本社会における 移民の日本語習得に関する縦断的研究

    2020年度東北大学加齢医学研究所共同利用・共同研究 

    Project Year :

    2020.04
    -
    2021.03
     

  • 日本社会における移民の日本語習得に関する縦断的研究―社会科学と認知科学の学際的アプローチによる分析

    カシオ科学振興財団研究助成

    Project Year :

    2019
    -
    2020
     

    鈴木祐一

  • 英語授業におけるスピーキング練習のインターバル効果の検証:認知心理学の観点から

    公益財団法人横浜学術教育振興財団研究助成 

    Project Year :

    2019
    -
    2020
     

    鈴木祐一

  • Neural correlates of implicit and explicit linguistic knowledge of second language learner and individual differences

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

    Project Year :

    2015.04
    -
    2019.03
     

    Jeong Hyeonjeong, Suzuki Yuichi

     View Summary

    Many second language (L2) studies that have used behavioral measures such as accuracy and reaction time have shown that L2 learners’ linguistic knowledge might be sensitive to the type of task and the level of L2 proficiency. However, little is known about the neural mechanisms of the two types of L2 knowledge (i.e., implicit knowledge and explicit knowledge). The current study examined neural correlates of explicit and implicit knowledge and how they differ according to the type of task, the level of L2 proficiency, and the type of learning environment. The participants were Japanese learners of English, most of whom were studying English in Japan, and Chinese learners of Japanese who were studying Japanese in Japan. Our results suggest that EFL (English as a foreign language) and JSL (Japanese as a second language) learners relied mainly on declarative and procedural knowledge, respectively, to process L2 grammatical knowledge.

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Misc

  • 「使える英語」に導くカギは中学英文法の徹底定着にアリ

    鈴木祐一

    英語の先生応援マガジン Summer2022 アルク     2 - 3  2022

  • 大学入試共通テストから「目的・場面・状況」を考えるー定期テストで文法を扱うときに気をつけたいことー

    鈴木祐一

    英語教育7月号     14 - 15  2021

  • 夏休みこそ英語集中!高校生が主体の英語合宿・KITE(Keio Intensive Training in English)

    鈴木祐一, 吉川尚志

    英語教育8月号     22 - 23  2024.08  [Invited]

    Authorship:Lead author

  • テストで言語習得を支援しよう

    鈴木祐一

    英語教育5月号     28 - 29  2023

  • 教えない文法を決める

    鈴木祐一

    英語の先生応援マガジン Web版 アルク    2023

  • コロナ禍でもできる文法指導―文法指導・活動にバリエーションを

    鈴木祐一, 真家崚, 菅清隆.

    英語教育9月号     70 - 71  2020.09  [Invited]

  • 英語教育図書・今年のベスト3

    鈴木祐一

    英語教育10月増刊号     74 - 75  2018

  • 中学英語は高校生にどれくらい定着しているか?:Sherpa基礎定着調 査の結果

    鈴木祐一

    英語教育5月号     34 - 36  2017.05  [Invited]

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Syllabus

Teaching Experience

  • Second Language Acquisition

    Kanagawa University  

    2023
    -
    Now
     

  • Foreign Language Acquisition

    Kanagawa University  

    2020
    -
    Now
     

  • English Linguistics/English Education Research

    Tokyo University of Foreign Studies  

    2019
    -
    Now
     

  • English Language Pedagogy

    Kanagawa University  

    2019
    -
    2021
     

  • Special Lecture on English Education II

    Prefectural University of Kumamoto  

    2020
    -
     
     

  • Optimizing second language practice in the classroom: Applying insights from cognitive/educational psychology to second language learning

    Temple University  

    2019.03
    -
     
     

  • Advanced Lectures in Japanese Language Education

    Ochanomizu University  

    2017
    -
     
     

  • Second Language Acquisition

    Hosei University  

  • Graduation Thesis

    Kanagawa University  

    2019
    -
    Now
     

  • Seminar

    Kanagawa University  

    2018
    -
    Now
     

  • Intensive Course of English D

    Tokyo Gakugei University  

    2016
    -
    Now
     

  • English Communication

    2015
    -
    Now
     

  • English Learning Strategies

    Kanagawa University  

    2015
    -
    Now
     

  • Freshman Year Seminar

    Kanagawa University  

    2015
    -
    Now
     

  • Preparation for TOEIC

    Kanagawa University  

    2021
    -
     
     

  • Advanced Listening

    Kanagawa University  

    2015
    -
    2019
     

  • Advanced Writing

    Kanagawa University  

    2015
    -
    2019
     

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Social Activities

  • 高校生は中学英語を使いこなせるか?【再考】 ―新たなデータとともに「定着テスト」の結果から指導へのヒントを考える―.

    Sherpaセミナー #45 

    2023.06
    -
     

  • 「文法」って「教え」ないとダメなの? -高校英語授業における文法指導をとことん考える-

    Sherpaセミナー#32 

    2022.02
    -
     

  • TANABU Model大集合―レッスンごとに教科書の扱いを変える授業の実践と効果―

    Sherpaセミナー#27 

    2021.08
    -
     

  • 新しい高校英語授業モデルの提案~Shortened Versionを利用した三本木メソッド~

    Sherpaセミナー#21 

    2021.03
    -
     

  • 高校生は中学英語を使いこなせるか?~基礎定着調査で見えた高校生の英語力~

    中学・高校の英語の先生対象講座 第19回Sherpa発表会 

    2017.08
    -
     

  • 高校英語授業改善-訳読OnlyからのTakeoff

    中学・高校の英語の先生対象講座 第16回Sherpa発表会 

    2016.08
    -
     

  • 「文法」って「教え」ないとダメなの? -高校英語授業における文法指導をとことん考える-

    Sherpaセミナー#31 

    2022.01
    -
     

  • 高校英語授業における文法指導を考える―田名部モデルの場合―

    Sherpaセミナー#20 

    2021.02
    -
     

  • 高校英語授業における文法指導を考える―田名部モデルの場合―

    Sherpaセミナー#19 

    2021.01
    -
     

  • 「文法」を「教える」?高校英語教育における文法指導を考える

    Sherpaセミナー#16 

    2020.10
    -
     

  • 「文法」を「教える」?高校英語教育における文法指導を考える

    Sherpaセミナー#15 

    2020.09
    -
     

  • 「文法」を「教える」?高校英語教育における文法指導を考える

    Sherpaセミナー#14 

    2020.07
    -
     

  • 「文法」を「教える」?高校英語教育における文法指導を考える

    Sherpaセミナー#13 

    2020.05
    -
     

  • 「文法」を「教える」?高校英語教育における文法指導を考える

    Sherpaセミナー#12 

    2020.02
    -
     

  • 「文法」を「教える」?高校英語教育における文法指導を考える

    Sherpaセミナー#11 

    2020.01
    -
     

  • 「文法」を「教える」?高校英語教育における文法指導を考える

    Sherpaセミナー#9 

    2019.10
    -
     

  • 高校でこそ基礎定着を!

    Sherpaセミナー#8 

    2019.09
    -
     

  • 高校でこそ基礎定着を!

    Sherpaセミナー#7 

    2019.07
    -
     

  • 高校でこそ基礎定着を!

    Sherpaセミナー#6 

    2019.06
    -
     

  • 高校でこそ基礎定着を!

    Sherpaセミナー#5 

    2019.05
    -
     

  • 4技能育成を目指した基礎定着のための指導方法と指導展開. アルク英語の先生応援セミナー

    アルク英語の先生応援セミナー 

    2018.11
    -
     

  • 高校生は中学英語を使いこなせるか?~基礎定着調査で見えた高校生の英語力~

    アルク英語の先生応援セミナー 

    2017.10
    -
     

  • 基礎定着を目指して~高校生の基礎力定着調査の結果と反復・発表活動の薦め~

    アルク授業力UPゼミ 

    2017.10
    -
     

  • 高校生は中学英語を使いこなせるか?~基礎定着調査で見えた高校生の英語力~

    中学・高校の英語の先生対象講座 第18回Sherpa発表会 

    2017.03
    -
     

  • 高校英語授業改善-訳読OnlyからのTakeoff

    中学・高校の英語の先生対象講座 第17回Sherpa発表会 

    2016.12
    -
     

  • 中学英語はいつ卒業?―高校生の基礎定着に関するミニ・リサーチ―

    アルク英語の先生応援 セミナー 

    2016.06
    -
     

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