Curriculum Vitaes

Yoshiaki Ehara

  (江原 美明)

Profile Information

Affiliation
Faculty of Education, Department of Childhood Education, Musashino University
Degree
Doctor of Education(May, 2018, Temple University)
Master of Science in Education (M.S.Ed.) in TESOL(May, 2007, Temple University)

Researcher number
10461831
J-GLOBAL ID
201801020769412670
researchmap Member ID
B000333511

Papers

 13
  • Yoshiaki Ehara
    Temple University, Aug, 2018  Peer-reviewedLead author
    This study investigates Japanese high school teachers’ learning of grammar proceduralization strategies designed to promote oral fluency. It is a multiple case study of six Japanese EFL teachers who learn to use their declarative knowledge of L2 grammar while engaging in tasks that enable them to compare their oral output with a native English speaker’s reformulations of it. Past studies of language learning strategies have been primarily focused either on the learners’ general study habits toward the target language or on their skill-specific language learning strategies in the areas of listening, reading, speaking, writing, and vocabulary. Although the effectiveness of these strategies on learning outcomes is known to be highly constrained by learners’ prior linguistic knowledge, strategies to proceduralize grammar, a core component of one’s linguistic knowledge, have not been well researched. Therefore, little is known about how learners’ volitional efforts contribute to the proceduralization of L2 grammar. Research into oral fluency development has provided evidence that the use of formulas promotes fluency, but it has not revealed how formulas and other varieties of multiword units contribute to different aspects of oral fluency; namely, temporal, repair, and perceived fluency. This study fills these gaps in research by defining, investigating, and creating a set of grammar proceduralization strategies as a promising construct that sheds light on what learners can proactively do to proceduralize their knowledge of L2 grammar. The three main purposes of this study are to (a) investigate Japanese EFL teachers’ grammar proceduralization strategies for appropriating, refining, and using their grammar knowledge, (b) identify L2 morphosyntactic forms and multiword units that facilitate Japanese EFL teachers’ oral production during oral summary and personal anecdote tasks, and (c) investigate the possible relationships between the participants’ L2 grammar proceduralization strategies, their use of specific grammar forms, and their oral fluency development. The participants are six Japanese teachers of English who teach at public senior high schools in Japan. To gain a detailed understanding of the participants’ complex learning processes, their learning trajectories were investigated for a period of six months, using a longitudinal mixed-methods design, with detailed analyses of their English learning history, post-task protocols, linguistic measures, and rubric-based assessment of their oral fluency development. The results provide (a) a typology of L2 grammar proceduralization strategies created based on models of communicative competence and speech production, (b) 16 categories of grammar items that have potential impact on oral fluency development, with insights into factors that facilitate and debilitate the participants’ use of these grammar items, and (c) insights into how the participants’ goal orientation leads to their orchestration of L2 grammar proceduralization strategies, their use of 16 categories of grammar items, and to the different trajectories of their temporal, repair, and perceived fluency development. This study presents data to support the conclusion that a reverse-saliency strategy to learn L2 grammar in concepts, propositions, and discourse is a key to effective EFL pedagogy.
  • MURAKOSHI Ryoji, EHARA Yoshiaki
    BULLETIN of Kanagawa Prefectural Institute of Language and Culture Studies, 7 1-12, 2018  Peer-reviewed
  • MURAKOSHI Ryoji, EHARA Yoshiaki
    BULLETIN of Kanagawa Prefectural Institute of Language and Culture Studies, 6 1-13, 2017  Peer-reviewed

Books and Other Publications

 8

Presentations

 29

Teaching Experience

 5

Social Activities

 2

その他教育活動上特記すべき事項

 1
  • Date(From)
    2012/07/01
    Date(To)
    2013/12/31
    Subjcet
    NHK教育テレビ番組における講師
    Summary
    NHK教育テレビ番組「リトル・チャロ東北編」(2012年度)および「リトル・チャロ4:英語で歩くニューヨーク」(2013年度)において番組の講師・教材作成を担当した。物語を通じ日常会話で使える英語表現を学ぶことを目的としており、映像、音声、ストーリーを通し文脈の中で英語のニュアンスを掴めるよう工夫した。

資格・免許

 3
  • Subject
    中学校教諭1種免許(外国語・英語)
    Date
    1984/03/31
    Summary
    免許状更新講習免除証明書 平26第501号 神奈川県教育委員会
  • Subject
    高等学校教諭1種免許(外国語・英語)
    Date
    1984/03/31
    Summary
    免許状更新講習免除証明書 平26第501号 神奈川県教育委員会
  • Subject
    通訳案内士国家資格
    Date
    1986/12/01
    Summary
    通訳案内業試験第7105号(神奈川県E-1100)