Updated on 2025/07/12

写真a

 
YAMAGATA Satoshi
 
Organization
Faculty of Education Lecturer
Position
Lecturer
Homepage
https://sites.google.com/s.okayama-u.ac.jp/departmentofelt/yamagata-s
External link

Degree

  • 修士(教育学) ( 2015.3   大阪教育大学 )

  • PSC (TEFL) ( 2014.6   University of Victoria )

  • 学士(人間福祉学) ( 2013.3   関西学院大学 )

Research Interests

  • Phrasal verbs

  • L2 polysemous word acquisition

  • English language teaching

  • Collocations

  • 語彙習得

Research Areas

  • Humanities & Social Sciences / Education on school subjects and primary/secondary education

Education

  • Osaka Kyoiku University   大学院教育学研究科   英語教育専攻

    2013.4 - 2015.3

    　 More details

  • Kwansei Gakuin University   人間福祉学部   社会起業学科

    2009.4 - 2013.3

    　 More details

  • Kwansei Gakuin Senior High School    

    2006.4 - 2009.3

    　 More details

  • Kwansei Gakuin Junior High School    

    2003.4 - 2006.3

    　 More details

  • University of Birmingham   School of English, Drama and Creative Studies   Department of English Language and Linguistics (PhD programme)

    2021.4

    　 More details

    Country： United Kingdom

    researchmap

Research History

  • Okayama University   Graduate School of Education/Faculty of Education   Lecturer

    2024.12

    　 More details

  • Okayama University   Graduate School of Education   Lecturer

    2024.11 - 2024.12

    　 More details

  • Okayama University   学術研究院教育学域

    2024.4 - 2024.11

    　 More details

  • Kansai University Dai-Ichi Senior High School / Dai-Ichi Junior High School   Department of English   Full-time teacher

    2016.4 - 2024.3

    　 More details

  • Masago Junior High School, Nishinomiya City Board of Education   Department of English   Full-time teacher

    2015.4 - 2016.3

    　 More details

▼display all

Professional Memberships

  • KELES

    　 More details

  • THE JAPAN ASSOCIATION FOR LANGUAGE EDUCATION AND TECHNOLOGY

    　 More details

  • British Association for Applied Linguistics (BAAL)

    　 More details

Committee Memberships

  • Reading in a Foreign Language   Reviewer  

    2023.5   

    　 More details

  • TESOL Journal   Reviewer  

    2023.5   

    　 More details

  • International Review of Applied Linguistics in Language Teaching (IRAL)   Reviewer  

    2023.5   

    　 More details

  • International Journal of Applied Linguistics   Reviewer  

    2023   

    　 More details

  • The Journal of Asia TEFL   Review Panel  

    2022 - 2023   

    　 More details

▼display all

 

Papers

  • On effective learning of English collocations: From perspectives of distributed practice and semantic restructuring Reviewed

    Satoshi Yamagata, Tatsuya Nakata, James Rogers

    TESOL Journal (Wiley)   15 ( 2 )   1 - 13   2024

    　More details

    Authorship：Lead author,　Corresponding author   Publishing type：Research paper (scientific journal)   Publisher：Wiley  

    Abstract

    Knowledge of collocations facilitates second language (L2) learning by enhancing accuracy and fluency. However, acquiring L2 collocations is often challenging for learners. One factor contributing to this difficulty is incongruency between first and second languages (e.g., draw distinctions in English corresponds to do distinctions in Japanese). One possible solution is to facilitate semantic restructuring, where learners develop their understanding of L2 words' semantic possibilities. For the restructuring of semantic knowledge to occur, repeated exposure to multiple collocations containing the same node word may be necessary (e.g., draw attention, draw a conclusion). However, how to facilitate semantic restructuring through repeated exposure is still unknown. Particularly, to what extent temporal distribution (i.e., spacing) of multiple collocations affects learning is an important issue to be examined. Based on recent research on collocation learning, the present article argues that a combination of massing and spacing can promote L2 collocation learning from the viewpoint of semantic restructuring. It also discusses some practical implications for effective L2 collocation learning.

    DOI： 10.1002/tesj.767

    researchmap

  • Effects of distributed practice on the acquisition of verb-noun collocations. Reviewed

    Satoshi Yamagata, Tatsuya Nakata, James Rogers

    Studies in Second Language Acquisition (Cambridge University Press)   45 ( 2 )   291 - 317   2023

    　More details

    Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

    DOI： 10.1017/S0272263122000225

    Web of Science

    researchmap

  • Comparing core-image-based basic verb learning in an EFL junior high school: Learner-centered and teacher-centered approaches Reviewed

    Satoshi Yamagata

    Language Teaching Research (SAGE)   22 ( 1 )   65 - 93   2018.1

    　More details

    Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：{SAGE} Publications  

    <jats:p> The present study investigated the effects of two types of core-image-based basic verb learning approaches: the learner-centered and the teacher-centered approaches. The learner-centered approach was an activity in which participants found semantic relationships among several definitions of each basic target verb through a picture-elucidated card game. By contrast, the teacher-centered approach involved explicit instruction from the teacher explaining how several definitions of the basic target verbs are interrelated. A total of 241 Japanese EFL (English as a foreign language) junior high school students acted as participants in this comparative study to determine the superior approach. At the end of the treatment period, a short questionnaire was distributed. A two-way repeated measures analysis of variance (ANOVA) revealed that the learner-centered approach was more effective than the teacher-centered approach with regard to both retention rates for learned definitions and accuracy rates for novel definitions of the basic target verbs. The results of paired t-tests for the questionnaire also support these findings. Considering the results, it can be argued that basic verbs may be best taught through a learner-centered collaborative approach, with conventional teacher-centered explicit instruction as a supplement. </jats:p>

    DOI： 10.1177/1362168816659784

    researchmap

  • ディクトグロスを用いた日本人中学生の文法意識の向上法について

    山形 悟史

    『研修―関西大学第一高等学校・関西大学第一中学校』   ( 第62号 )   79 - 102   2017.2

    　More details

    Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

    researchmap

  • Image-based Basic Verb Learning through Learner-centred and Teacher-centred Approaches —A Case Study on Japanese EFL Junior High School Students Reviewed

    Satoshi Yamagata, Haruyo Yoshida

    Theory and Practice in Language Studies   5 ( 4 )   679 - 679   2015.4

    　More details

    Language：English   Publishing type：Research paper (scientific journal)   Publisher：Academy Publication  

    DOI： 10.17507/tpls.0504.02

    researchmap

▼display all

MISC

  • Effects of Spacing and Massing on the Acquisition of Verb-noun Collocations: From Item Learning and System Learning Perspectives Invited

    Annual Report of the Murata Science Foundation   35   782 - 783   2021.12

    　More details

    Authorship：Lead author,　Last author,　Corresponding author   Publishing type：Meeting report  

    researchmap

  • 「学校と家庭で見守る」

    山形 悟史

    『まど 豊かな学び (西宮市教育委員会)』   ( 90 )   94 - 94   2016

    　More details

    Language：Japanese  

    researchmap

Presentations

  • 文法理解を基軸にした、リーディングからライティングへの橋渡し−形式と機能への気づきに注目して- Invited

    山形 悟史

    【三省堂中高一貫英語テキスト『Infinity』刊行記念セミナー】私ならこうする 英語指導  2024.11.24 

    　More details

    Event date： 2024.11.24

    Presentation type：Public lecture, seminar, tutorial, course, or other speech  

    researchmap

  • 頭韻を踏むコロケーション学習における音読の効果と最適な繰り返し回数の検証

    山形悟史, 阿部真理子

    外国語教育メディア学会 (LET) 第64回 (2025) 年次研究大会  2025.11 

    　More details

    Presentation type：Oral presentation (general)  

    researchmap

  • Examining the effects of vocalisation and its frequency on the learning of L2 alliterative collocations

    Satoshi Yamagata, Mariko Abe, Anna, Siyanova-Chanturia

    Second Language Research Forum (SLRF) 2025 @ Northern Arizona University  2025.9.26 

    　More details

    Presentation type：Oral presentation (general)  

    researchmap

  • Effects of spacing and massing on the acquisition of verb-noun collocations: From item learning and system learning perspectives (The University of Barcelona, Spain [Zoom])

    Satoshi Yamagata, Tatsuya Nakata, James Rogers

    The 30th Annual Conference of the European Second Language Association (EuroSLA)  2021.7 

    　More details

    Language：English   Presentation type：Oral presentation (general)  

    researchmap

  • Learning verb-noun collocations using gap-fill and textual enhancement reading aloud exercises (Auckland University of Technology; New Zealand)

    Satoshi Yamagata

    ALANZ/ALAA/ALTAANZ Conference 2017  2017.11.28 

    　More details

▼display all

Awards

  • Top Viewed Article in 2023, TESOL Journal (Wiley)

    2025.4   TESOL Journal (Wiley)   On effective learning of English collocations: From perspectives of distributed practice and semantic restructuring

    Satoshi Yamagata, Tatsuya Nakata, James Rogers

    　More details

Research Projects

  • 英語句動詞の習得における集中学習と分散学習の効果

    Grant number：25K04375  2025.04 - 2028.03

    日本学術振興会  科学研究費助成事業  基盤研究(C)

    中田 達也, 山形悟史

    　 More details

    Grant amount：\4550000 （ Direct expense: \3500000 、 Indirect expense：\1050000 ）

    researchmap

  • 音読を用いた英熟語学習に個人差が与える効果の検証：個別最適な指導法と教材開発

    Grant number：25K04291  2025.04 - 2028.03

    音読を用いた英熟語学習に個人差が与える効果の検証：個別最適な指導法と教材開発  基盤研究(C)（一般）

    阿部真理子

    　 More details

    Authorship：Principal investigator  Grant type：Competitive

    Grant amount：\4680000 （ Direct expense: \3600000 、 Indirect expense：\1080000 ）

    researchmap

  • 「動詞-名詞コロケーションの効果的な学習順序の研究-分散学習と 集中学習の観点からの考察」

    2020.04 - 2021.03

    公益財団法人 村田学術振興財団  海外派遣助成 (M20海人08) 

    　 More details

    Authorship：Principal investigator 

    researchmap

  • 英語コロケーション知識の習得における集中学習と分散学習の効果

    Grant number：19K13306  2019.04 - 2022.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Early-Career Scientists  Grant-in-Aid for Early-Career Scientists

    中田 達也

    　 More details

    Authorship：Collaborating Investigator(s) (not designated on Grant-in-Aid) 

    Grant amount：\4160000 （ Direct expense: \3200000 、 Indirect expense：\960000 ）

    researchmap

  • 分散効果／意味ネットワークを援用した動詞－名詞コロケーション学習リストの開発

    Grant number：19H00115  2019.04 - 2020.03

    日本学術振興会  日本学術振興会: 科学研究費補助金 (奨励研究)  奨励研究

    山形 悟史

    　 More details

    Authorship：Principal investigator  Grant type：Competitive

    本研究は、第2言語コロケーション(以下、コロケーション)学習に大きな影響を与えることが知られている、動詞の意味ネットワーク構造と分散/集中学習要因に焦点を当て、コロケーションの効果的な学習順序の提案とそのリスト作成を目的とした。2019年度に取り組んだ研究内容は次の3点に集約される。1. 関連領域の文献調査、2. 実験計画の立案・実験で使用するコロケーション、それらを提示・テストする英文テキスト、および教材・テストの作成、3. 約100人の日本人高校生を対象とした授業実践と効果測定。これら3点をもとに現在、学術論文1本を執筆中で、国際学会でも1件、口頭発表採択をされた。

    researchmap

 

Class subject in charge

  • Secondary Education English Content Construction Ⅰ （2024academic year） 1st semester  - 月5～6

  • Secondary Education English Content Construction Ⅱ （2024academic year） Second semester  - 月5～6

  • Secondary Education English Content Construction Ⅳ （2024academic year） Second semester  - 木3～4

  • Secondary English Education Content Structure Basic （2024academic year） 1st and 2nd semester  - 月5～6

  • Cultural Diversity and Cross-Cultural Understanding （2024academic year） 3rd and 4th semester  - 火1～2

▼display all

 

Social Activities

  • 岡山大学教育学部附属中学校教育実践発表会（英語科授業コメンテーター）

    Role(s)：Commentator

    岡山大学教育学部附属中学校  2025.2.13

    　More details

    Type：Research consultation

    researchmap