Updated on 2024/11/22

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

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

    2009.4 - 2013.3

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  • Kwansei Gakuin Senior High School    

    2006.4 - 2009.3

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  • Kwansei Gakuin Junior High School    

    2003.4 - 2006.3

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

    2021.4

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    Country： United Kingdom

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Research History

  • Okayama University   Graduate School of Education   Lecturer

    2024.11

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  • Okayama University   学術研究院教育学域

    2024.4 - 2024.11

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

    2016.4 - 2024.3

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

    2015.4 - 2016.3

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  • Kwansei Gakuin Junior High School   Department of English   Part-time teacher

    2014.4 - 2015.3

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  • Osaka Kyoiku University   Graduate School of Education   Teaching Assistant

    2014.4 - 2015.3

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  • Hirano Senior High School Attached to Osaka Kyoiku University   Department of English   Part-time teacher

    2014.4 - 2015.3

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  • Osaka Kyoiku University   Graduate School of Education   Tutor for international students

    2013.4 - 2015.3

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Professional Memberships

  • KELES

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  • THE JAPAN ASSOCIATION FOR LANGUAGE EDUCATION AND TECHNOLOGY

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  • British Association for Applied Linguistics (BAAL)

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Committee Memberships

  • Reading in a Foreign Language   Reviewer  

    2023.5   

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  • TESOL Journal   Reviewer  

    2023.5   

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

    2023.5   

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  • International Journal of Applied Linguistics   Reviewer  

    2023   

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  • The Journal of Asia TEFL   Review Panel  

    2022 - 2023   

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  • 関西英語教育学会   幹事  

    2018.6 - 2022.6   

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    Committee type：Academic society

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  •   関西英語教育学会『英語教育研究 SELT』査読委員  

    2018 - 2022   

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    Committee type：Academic society

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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

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    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

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  • 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   2022

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

    Given the importance of collocational knowledge for second language learning, how collocation learning can be facilitated is an important question. The present study examined the effects of three different practice schedules on collocation learning: node massed, collocation massed, and collocation spaced. In the node-massed schedule, three collocations for the same node verb were studied on the same day. In the collocation-massed schedule, three collocations for the same node verb were studied in different weeks. In the collocation-spaced schedule, participants encountered multiple collocations for the same node verb within a single day; at the same time, multiple collocations for the same node verb were repeated each week. To examine whether the knowledge of studied collocations could be transferred to unstudied collocations containing the same node, posttests included novel collocations that were not encountered during the treatment. Results suggested that the collocation-spaced schedule led to the largest gains for both studied and unstudied collocations.

    DOI： 10.1017/S0272263122000225

    Web of Science

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  • 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

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    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

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  • 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

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

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  • 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

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

    DOI： 10.17507/tpls.0504.02

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  • Learning phrasal verbs through pictorial mnemonics ―A model based on core image basic verb learning.

    Yamagata, S

    Unpublished Master’s Thesis, Osaka Kyoiku University, JPN   - Satoshi YAMAGATA   2015

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    Language：English   Publishing type：Master’s thesis  

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  • Processing of phrasal-verb's core-image as visual aids in incidental learning condition

    ( 13 )   25 - 39   2014

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

    CiNii Article

    CiNii Books

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  • A comparative study of explicit instruction and incidental card-game learning toward picture-elucidated phrasal-verb acquisition. Reviewed

    Yamagata, S, Yoshida, H

    Proceedings of ASIA TEFL 2014   888 - 895   2014

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    Language：English   Publishing type：Research paper (international conference proceedings)  

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  • 「英語科における反転授業とiPadの効果的な教室運用に向けて」 Reviewed

    山形悟史, Mishka Sulva, 柴田茉里奈, 西村真成, 吉田晴世

    コンピューター利用教育学会（CIEC 研究会報告集）   5   62 - 67   2014

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    Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)   Publisher：CIEC研究委員会  

    CiNii Article

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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

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

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  • 「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

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    Language：Japanese  

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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 

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    Event date： 2024.11.24

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

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  • 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 

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    Language：English   Presentation type：Oral presentation (general)  

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  • 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 

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  • 「『超』若手中・高教師としての研究への向き合い方」 」 （近畿大学・東大阪キャンパス）

    山形 悟史

    関西英語教育学会 第38回 KELESセミナー 「英語教育研究事始め  2016.10.1 

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

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  • Raising Japanese junior high school students’ grammatical awareness through dictoglosses (Far Eastern Federal University, Vladivostok, Russia) International conference

    Yamagata, S

    The 14th Asia TEFL and 11th FEELTA International Conference  2016.7.1 

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    Language：English   Presentation type：Oral presentation (general)  

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  • 日本人英語学習者の文理解における句動詞の意味処理について－自己ペース読み課題における反応時間測定データから（大阪教育大学・天王寺キャンパス）

    山形 悟史

    外国語教育メディア学会関西支部 第8次基礎理論研究部会 第8回 研究例会  2015.2.22 

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

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  • 「PreサービスとInサービスの意義と実践」日本の中学校におけるディクトグロスの実践と工夫 （大阪教育大学・天王寺キャンパス）

    山形 悟史

    グローバル人材育成のための英語教授法ワークショップ  2015.2.15 

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    Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

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  • コアイメージを用いた日本人英語学習者の基本動詞学習: 学習者主導の 発見学習と教員主導の明示的学習の比較研究を通して （関西国際大学・尼崎キャンパス・兵庫）

    山形 悟史

    関西英語教育学会KELES 第18回卒論・修論研究発表セミナー  2015.2.11 

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    Language：Japanese   Presentation type：Oral presentation (general)  

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  • Image-based basic verb learning through collaborative or teacher-centered approach (The Ambassador Hotel, Bangkok, Thailand) International conference

    Yamagata, S, Yoshida, H

    35th Thailand TESOL International Conference 2015  2015.1.31 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Incidental English phrasal-verb learning through a card game: A case study on Japanese EFL graduate students (Borneo Convention Centre, Kuching, Malaysia) International conference

    Yamagata, S, Yoshida, H

    12th Asia TEFL and 23rd MELTA International Conference  2014.8.29 

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    Language：English   Presentation type：Oral presentation (general)  

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  • 中学1 年生を対象としたイメージ利用の基本動詞学習 －カードゲーム学習と明示的指導の比較研究から見えたことー （関西学院大学・西宮上ケ原キャンパス・兵庫）

    山形悟史, 吉田晴世

    関西英語教育学会（KELES）2014 年度（第19 回）研究大会  2014.6.8 

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    Language：Japanese   Presentation type：Oral presentation (general)  

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  • イメージを用いた句動詞指導：PAC分析を用いた明示的指導と偶発的学習効果の比較研究 （ノートルダム清心女子大学・岡山）

    山形悟史, 吉田晴世

    外国語教育メディア学会（LET）関西支部2014年度春季研究大会  2014.5.17 

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    Language：Japanese   Presentation type：Oral presentation (general)  

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  • 英語科における反転授業とiPadの効果的な教室運用に向けて （大学生協 杉並会館・東京）

    山形悟史, Mishka Sulva, 柴田茉里奈, 西村真成, 吉田晴世

    CIEC春季研究会2014  2014.3.22 

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    Language：Japanese   Presentation type：Oral presentation (general)  

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  • 偶発的英語句動詞学習 “PAC 分析を通じて” （関西大学・千里山キャンパス・大阪）

    山形悟史, 吉田晴世

    外国語教育メディア学会（LET）関西支部2013 年度秋季研究大会  2013.10.12 

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    Language：Japanese   Presentation type：Oral presentation (general)  

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Research Projects

  • 「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) 

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    Authorship：Principal investigator 

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  • 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

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

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

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  • 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

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    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。

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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

  • English Cross-Cultural Understanding IA （2024academic year） 1st semester  - 木7～8

  • English Cross-Cultural Understanding IB （2024academic year） Second semester  - 木7～8

  • English Cross-Cultural Understanding IIA （2024academic year） 1st semester  - 水1～2

  • English Cross-Cultural Understanding IIB （2024academic year） Second semester  - 水1～2

  • Basics of English Cross-Cultural Understanding （2024academic year） 1st semester  - 木7～8

  • Advanceds of English Cross-Cultural Understanding （2024academic year） Second semester  - 木7～8

  • Primary Education English content composition theoryⅡ （2024academic year） Fourth semester  - 木1～2

  • Primary Education English Education Methodology Basic （2024academic year） Third semester  - 水3～4

  • Primary Education English Education Methodology Basic （2024academic year） Fourth semester  - 水3～4

  • Primary Education English Lesson Development （2024academic year） Third semester  - 水3～4

  • Primary Education English Lesson Development （2024academic year） Fourth semester  - 水3～4

  • Theory and Practice of Foreign Language Activities A （2024academic year） Third semester  - 火5,火6

  • Theory and Practice of Foreign Language Activities A （2024academic year） Third semester  - 火5,火6

  • Theory and Practice of Foreign Language Activities B （2024academic year） Fourth semester  - 火5,火6

  • Theory and Practice of Foreign Language Activities B （2024academic year） Fourth semester  - 火5,火6

  • Design and Practice of Subject I(English Education) （2024academic year） 1st semester  - 火3,火4

  • Philosophy and Principles of the Subject Ⅰ(English Education) （2024academic year） 1st semester  - 火3,火4

  • Philosophy and Principles of the Subject Ⅱ(English Education) （2024academic year） Second semester  - 火3,火4

  • Special Teaching Practice of Educational Reserch A （2024academic year） 1st and 2nd semester  - その他

  • Special Teaching Practice of Educational Reserch B （2024academic year） 3rd and 4th semester  - その他

  • Special Teaching Practice of Educational Reserch C （2024academic year） 1st and 2nd semester  - その他

  • Special Teaching Practice of Educational Reserch D （2024academic year） 3rd and 4th semester  - その他

  • Practical Studies in Educational Research (Inquiring Issues) English Education) （2024academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research (Inquiring Issues/English Education) （2024academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research (Verifying Proposals) English Education （2024academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research(Verifying Proposals/English Education) （2024academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research I(Analysing Schools) （2024academic year） 1st and 2nd semester  - 金7,金8

  • Practical Studies in Educational Research I(Analysing Schools) （2024academic year） 1st and 2nd semester  - 金7,金8

  • Practical Studies in Educational Research I (Searching Issues) （2024academic year） 1st and 2nd semester  - 月3,月4

  • Practical Studies in Educational Research I (Searching Issues) （2024academic year） 1st and 2nd semester  - 月3,月4

  • Practical Studies in Educational Research II(Proposing Solutions) （2024academic year） 3rd and 4th semester  - 金7,金8

  • Practical Studies in Educational Research II(Proposing Solutions) （2024academic year） 3rd and 4th semester  - 金7,金8

  • Practical Studies in Educational Research II (Solving Issues) （2024academic year） 3rd and 4th semester  - 月3,月4

  • Practical Studies in Educational Research II (Solving Issues) （2024academic year） 3rd and 4th semester  - 月3,月4

  • Methodologies of Educational Practical Research IIA(English Education) （2024academic year） Third semester  - 木7,木8

  • Methodologies of Educational Practical Research IIB (English Education) （2024academic year） Fourth semester  - 木7,木8

  • Theory of Educational Practice Ⅰ(English Education) （2024academic year） Third semester  - 木7,木8

  • Theory of Educational Practice Ⅱ(English Education) （2024academic year） Fourth semester  - 木7,木8

  • Teaching Practice of Analysing Problems at School for Middle School Leaders （2024academic year） 1st-4th semester  - その他

  • Teaching Practice for Inquiry （2024academic year） 1st-4th semester  - その他

  • Teaching Practice for Inquiry （2024academic year） 1st-4th semester  - その他

  • Teaching Practice for Verification （2024academic year） 1st-4th semester  - その他

  • Teaching Practice for Problem Finding （2024academic year） 1st and 2nd semester  - その他

  • Teaching Practice for Problem Solving （2024academic year） Summer concentration  - その他

  • Teaching Practice for Problem Solving （2024academic year） Summer concentration  - その他

  • GCED Ⅱ （2024academic year） Fourth semester  - 月1～2

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