Tatsuhiro Yoshida | Hyogo University of Teacher Education (original) (raw)
Uploads
Book Chapters by Tatsuhiro Yoshida
English Language Teacher Education in East Asia: Global Challenges and Local Responses. Cambridge University Press., 2020
Tajino, A, Stewart, T, & Dalsky, D. (eds.) Team Teaching and Team Learning in the Language Classroom: Collaboration for innovation in ELT, 2016
S. B. Said & L. J. Zhang (Eds.), Language Teachers and Teaching: Global Perspectives, Local Initiatives. , Jul 2013
Johnson, K.E. & Golombek, P.R. (Eds.) Research on Second Language Teacher Education: A Sociocultural Perspective for Professional Development., Nov 2010
Books by Tatsuhiro Yoshida
Papers by Tatsuhiro Yoshida
Routledge eBooks, Dec 14, 2015
The purpose of this chapter is to analyse a team-taught English lesson at a Japanese junior high ... more The purpose of this chapter is to analyse a team-taught English lesson at a Japanese junior high school and demonstrate the ways in which a Japanese teacher of English (JTE), a native English teacher and the students collaborated with each other in the classroom. After briefly overviewing the history of team-teaching practice in Japan, I attempt to elaborate the concept of 'team learning' described by Tajino and Tajino (2000) from a sociocultural perspective. Then, I examine a video-recorded team-taught lesson using conversation analysis and illustrate the ways in which the teachers tried to activate students' explicit knowledge of English grammar (i.e. third person '-s') by engaging them in a meaningful activity. The moment-by-moment analysis of the team learning further reveals that the collaboration among the participants in the classroom is socioculturally constructed, involving teachers' scaffolding and students' contribution to the activity within a co constructed zone of proximal development (ZPD). The historical background of team teaching in Japan Team-taught English lessons practically started in Japanese public schools in 1987, when native English speakers were recruited through the Japan Exchange and Teaching (JET) Programme and placed in classrooms as assistant language teachers (ALTs). The JET Programme is administered by the Council of Local Authorities for International Relations (CLAIR), jointly with the Ministry of Internal Affairs and Communications (MIC), Ministry of Foreign Affairs (MOFA), and Ministry of Education, Culture, Sports, Science and Technology (MEXT). Since the programme's inception, more than 60,000 candidates from 63 countries have been invited to participate (CLAIR, 2014). As the name suggests, teachers employed through the JET Programme are supposed to assist with classes led by JTEs. The handbook for ALTs published by CLAIR describes their role as follows: Work together to build a comfortable repartee and cooperative structure in order to provide a supportive environment for English communication and serve as a living example of productive international interaction to
The purpose of the present study is to i~vestigate whether context affects the learner's on-line ... more The purpose of the present study is to i~vestigate whether context affects the learner's on-line sentence processing. Yoshida (in press) found that Japanese advanced learners of English processed a sentence based on lexical forms retrieved from verbs. The results of the experiment showed that transitivity and the type of the complement structures affected the learner's on-line processing. when the sentence structure of the incoming material was not consistent with the lexical form the learner expected to appear, then, they needed to reanalyze the sentence and spent longer time. In the present study context which was relevant to the experimental sentence was presented, and whether contextual information affects learner's on-line sentence processing was investigated. HOIJever, the result showed no effect of the context IJas found. The possible factors which accounted for this result were discussed.
The Annual report of educational psychology in Japan, Mar 30, 2022
ARELE: Annual Review of English Language Education in Japan, 1994
The process of pronoun understanding in skilled and less-skilled EFL learners was investigated ba... more The process of pronoun understanding in skilled and less-skilled EFL learners was investigated based on approaches used in Ll studies. Japanese university students at two different levels of English language proficiencies as determined by a standard test were asked to read the sentences which included the pronouns lze or sJze, and their reading times and comprehension accuracy were measured, The result showed that the less-skMed learners read the sentences focusing on the morphosyntactic informatlon of the pronoun, "Jhereas the skilled Iearners encoded the semantic information as well as the morphosyntactic cues. The reasons why the skilled learners performed better are discussed. context and raise some central issues on pronoun understanding. I will then conduct an experiment which was designed based on this Ll research to determine how EFL Iearners
Psychological Research-psychologische Forschung, Jun 1, 1991
The effects of script (kanji and katakana), lexicality (word and nonword), and string length (1, ... more The effects of script (kanji and katakana), lexicality (word and nonword), and string length (1, 2, and 4 characters) on the identification of briefly exposed kanji and katakana strings were examined. It was found that identifiability is far higher for kanji words than for katakana words, even though the former are visually more complex than the latter. However, the superiority of kanji completely disappeared in a nonword context, suggesting that it is not visual perceptibility that enhances identifiability of kanji words, but something else, perhaps inferability. Differing effects of visual complexity and form were also found. A theory that explains these results is presented.
The Annual Report of Educational Psychology in Japan
CASELE Research Bulletin, 1992
JapanSociety ofEnglish Language Education syntactic process "ras influenced by lexical informatio... more JapanSociety ofEnglish Language Education syntactic process "ras influenced by lexical information gained from the verb presented in the sentences Ce.g. transitivity and pQst verbal structures) , and that this infermatjon was utilized in on-line processing. JapanSociety ofEnglish Language Education patterns lexical4),, a phenomenon which was traditionally considered to be knowledge s.vnlacticalb, acquired. Thus, it will be interesting to investigate whether there is a difference between strategies used by advanced learners and those used by beginners.
English Language Teacher Education in East Asia: Global Challenges and Local Responses. Cambridge University Press., 2020
Tajino, A, Stewart, T, & Dalsky, D. (eds.) Team Teaching and Team Learning in the Language Classroom: Collaboration for innovation in ELT, 2016
S. B. Said & L. J. Zhang (Eds.), Language Teachers and Teaching: Global Perspectives, Local Initiatives. , Jul 2013
Johnson, K.E. & Golombek, P.R. (Eds.) Research on Second Language Teacher Education: A Sociocultural Perspective for Professional Development., Nov 2010
Routledge eBooks, Dec 14, 2015
The purpose of this chapter is to analyse a team-taught English lesson at a Japanese junior high ... more The purpose of this chapter is to analyse a team-taught English lesson at a Japanese junior high school and demonstrate the ways in which a Japanese teacher of English (JTE), a native English teacher and the students collaborated with each other in the classroom. After briefly overviewing the history of team-teaching practice in Japan, I attempt to elaborate the concept of 'team learning' described by Tajino and Tajino (2000) from a sociocultural perspective. Then, I examine a video-recorded team-taught lesson using conversation analysis and illustrate the ways in which the teachers tried to activate students' explicit knowledge of English grammar (i.e. third person '-s') by engaging them in a meaningful activity. The moment-by-moment analysis of the team learning further reveals that the collaboration among the participants in the classroom is socioculturally constructed, involving teachers' scaffolding and students' contribution to the activity within a co constructed zone of proximal development (ZPD). The historical background of team teaching in Japan Team-taught English lessons practically started in Japanese public schools in 1987, when native English speakers were recruited through the Japan Exchange and Teaching (JET) Programme and placed in classrooms as assistant language teachers (ALTs). The JET Programme is administered by the Council of Local Authorities for International Relations (CLAIR), jointly with the Ministry of Internal Affairs and Communications (MIC), Ministry of Foreign Affairs (MOFA), and Ministry of Education, Culture, Sports, Science and Technology (MEXT). Since the programme's inception, more than 60,000 candidates from 63 countries have been invited to participate (CLAIR, 2014). As the name suggests, teachers employed through the JET Programme are supposed to assist with classes led by JTEs. The handbook for ALTs published by CLAIR describes their role as follows: Work together to build a comfortable repartee and cooperative structure in order to provide a supportive environment for English communication and serve as a living example of productive international interaction to
The purpose of the present study is to i~vestigate whether context affects the learner's on-line ... more The purpose of the present study is to i~vestigate whether context affects the learner's on-line sentence processing. Yoshida (in press) found that Japanese advanced learners of English processed a sentence based on lexical forms retrieved from verbs. The results of the experiment showed that transitivity and the type of the complement structures affected the learner's on-line processing. when the sentence structure of the incoming material was not consistent with the lexical form the learner expected to appear, then, they needed to reanalyze the sentence and spent longer time. In the present study context which was relevant to the experimental sentence was presented, and whether contextual information affects learner's on-line sentence processing was investigated. HOIJever, the result showed no effect of the context IJas found. The possible factors which accounted for this result were discussed.
The Annual report of educational psychology in Japan, Mar 30, 2022
ARELE: Annual Review of English Language Education in Japan, 1994
The process of pronoun understanding in skilled and less-skilled EFL learners was investigated ba... more The process of pronoun understanding in skilled and less-skilled EFL learners was investigated based on approaches used in Ll studies. Japanese university students at two different levels of English language proficiencies as determined by a standard test were asked to read the sentences which included the pronouns lze or sJze, and their reading times and comprehension accuracy were measured, The result showed that the less-skMed learners read the sentences focusing on the morphosyntactic informatlon of the pronoun, "Jhereas the skilled Iearners encoded the semantic information as well as the morphosyntactic cues. The reasons why the skilled learners performed better are discussed. context and raise some central issues on pronoun understanding. I will then conduct an experiment which was designed based on this Ll research to determine how EFL Iearners
Psychological Research-psychologische Forschung, Jun 1, 1991
The effects of script (kanji and katakana), lexicality (word and nonword), and string length (1, ... more The effects of script (kanji and katakana), lexicality (word and nonword), and string length (1, 2, and 4 characters) on the identification of briefly exposed kanji and katakana strings were examined. It was found that identifiability is far higher for kanji words than for katakana words, even though the former are visually more complex than the latter. However, the superiority of kanji completely disappeared in a nonword context, suggesting that it is not visual perceptibility that enhances identifiability of kanji words, but something else, perhaps inferability. Differing effects of visual complexity and form were also found. A theory that explains these results is presented.
The Annual Report of Educational Psychology in Japan
CASELE Research Bulletin, 1992
JapanSociety ofEnglish Language Education syntactic process "ras influenced by lexical informatio... more JapanSociety ofEnglish Language Education syntactic process "ras influenced by lexical information gained from the verb presented in the sentences Ce.g. transitivity and pQst verbal structures) , and that this infermatjon was utilized in on-line processing. JapanSociety ofEnglish Language Education patterns lexical4),, a phenomenon which was traditionally considered to be knowledge s.vnlacticalb, acquired. Thus, it will be interesting to investigate whether there is a difference between strategies used by advanced learners and those used by beginners.
In this paper the question of how advanced learners of English process syntactica]Iy ambiguous se... more In this paper the question of how advanced learners of English process syntactica]Iy ambiguous sentences is investigated, First, some recent I.1 studies investigating huinan sentence processing were reviewed, Then, the results of two experiments which explored how Japanese learners of English process sentences were reported, The subjects were presented with syntactically ambiguous English sentences segmented into some parts on the computer screen. For Experiment I, sentences containing transitive verbs and intransitive v rbs were presented. For Experiment II, sentences containing verbs which were predominantly used in direct-object
The European Journal of Applied Linguistics and TEFL, 2020