Updated on 2021/11/17

写真b

 
NAKATA Tatsuya
 
*Items subject to periodic update by Rikkyo University (The rest are reprinted from information registered on researchmap.)
Affiliation*
College of Intercultural Communication Department of Intercultural Communication
Graduate School of Intercultural Communication Field of Study: Intercultural Communication
Graduate School of Intercultural Communication Field of Study: Intercultural Communication
Title*
Associate Professor
Degree
PhD in Applied Linguistics
Research Theme*
  • 主な研究テーマは第二言語語彙習得および英語教育であり、外国語の語彙習得に影響を与える要因(学習の間隔・種類・頻度など)や、コンピュータを使用して外国語学習を支援する方法に関して研究を行っている。また、外国語における文法習得や訂正フィードバックの効果に関する研究にも取り組んでいる。

  • Research Interests
  • Second language acquisition;Computer-assisted language learning

  • Campus Career*
    • 4 2020 - Present 
      College of Intercultural Communication   Department of Intercultural Communication   Associate Professor
    • 4 2020 - Present 
      Graduate School of Intercultural Communication   Field of Study: Intercultural Communication   Associate Professor
    • 4 2020 - Present 
      Graduate School of Intercultural Communication   Field of Study: Intercultural Communication   Associate Professor
     

    Research Areas

    • Humanities & Social Sciences / Foreign language education

    Research History

    • 4 2020 - Present 
      Rikkyo University   College of Intercultural Communication   Associate Professor

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    • 4 2019 - 3 2020 
      Hosei University   Department of English, Faculty of Letters   Associate Professor

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    • 4 2016 - 3 2019 
      Kansai University   Faculty of Foreign Language Studies Department of Foreign Language Studies

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    • 4 2015 - 3 2016 
      Kansai University   Faculty of Foreign Language Studies

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    Education

    • 12 2009 - 12 2013 
      Victoria University of Wellington   School of Linguistics and Applied Language Studies   Applied Linguistics

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      Country: New Zealand

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    • 4 2003 - 3 2005 
      The University of Tokyo   Graduate School, Division of General Science   Language and Information Sciences

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    • 4 1998 - 3 2002 
      Rikkyo University   College of Arts

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    • 4 1995 - 3 1998 
      立教高校

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    Committee Memberships

    • 10 2021 - Present 
      The Journal of Japanese Linguistics (Walter de Gruyter)   論文査読委員

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    • 9 2021 - Present 
      Routledge Handbook of Second Language Acquisition and Input Processing (Routledge)   Reviewer

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    • 4 2021 - Present 
      Frontiers in Psychology   Reviewer

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    • 2021 - Present 
      ことば・文化・コミュニケーション(立教大学異文化コミュニケーション学部)   論文査読委員

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    • 2021 - Present 
      Vocabulary Learning and Instruction   Editorial Board member

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    • 2021 - Present 
      The U.S. National Science Foundation   Reviewer

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      Committee type:Government

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    • 2021 - Present 
      Memory & Cognition (Springer)   論文査読委員

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    • 5 2020 - Present 
      University of Barcelona   External member, PhD follow-up committee

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      Committee type:Other

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    • 1 2020 - Present 
      Applied Cognitive Psychology (Wiley-Blackwell)   論文査読委員

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      Committee type:Other

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    • 2020 - Present 
      異文化コミュニケーション論集(立教大学異文化コミュニケーション研究科)   論文査読委員

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    • 2020 - Present 
      Computers & Education (Elsevier)   論文査読委員

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    • 2020 - Present 
      Language Learning Early Career Research Grant (Wiley-Blackwell)   審査委員

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    • 2020 - Present 
      Language Awareness (Taylor & Francis)   論文査読委員

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    • 2019 - Present 
      Routledge Handbook of Second Language Acquisition series (Routledge)   Book proposal審査委員

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      Committee type:Other

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    • 2019 - Present 
      ReCALL (Cambridge University Press)   論文査読委員

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    • 2019 - Present 
      International Journal of Applied Linguistics (Wiley-Blackwell)   論文査読委員

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      Committee type:Other

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    • 11 2018 - Present 
      Vocab@Leuven Conference   Scientific Committee委員

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      Committee type:Other

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    • 2018 - Present 
      American Association of Applied Linguistics (AAAL) Conference   発表概要審査委員

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    • 2018 - Present 
      International Symposium on Mixed and Augmented Reality   発表概要審査委員

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    • 2018 - Present 
      TESOL Quarterly (Wiley-Blackwell)   論文査読委員

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      Committee type:Academic society

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    • 2018 - Present 
      Applied Psycholinguistics (Cambridge University Press)   論文査読委員

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      Committee type:Academic society

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    • 2017 - Present 
      University of Queensland   博士論文外部審査員

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    • 2017 - Present 
      言語科学会年次国際大会   発表概要審査委員

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      Committee type:Academic society

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    • 2017 - Present 
      Language Learning (Wiley-Blackwell)   論文査読委員

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    • 2016 - Present 
      Reading in a Foreign Language (National Foreign Language Resource Center and The University of Hawai’i)   論文査読委員

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    • 2016 - Present 
      Studies in Second Language Acquisition (Cambridge University Press)   論文査読委員

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    • 2016 - Present 
      The Modern Language Journal (Wiley-Blackwell)   論文査読委員

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      Committee type:Other

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    • 2016 - Present 
      Applied Linguistics (Oxford University Press)   論文査読委員

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      Committee type:Other

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    • 2015 - Present 
      Language Teaching Research (SAGE)   論文査読委員

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    • 2013 - Present 
      Vocab@Vic Conference   発表概要審査委員

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    • 2013 - Present 
      The Language Learning Journal (Routledge)   論文査読委員

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    • 2013 - Present 
      System (Elsevier)   論文査読委員

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      Committee type:Academic society

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    • 2011 - Present 
      Language Learning & Technology (The University of Hawai’i and Michigan State University)   論文査読委員

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    • 2011 - Present 
      Computer Assisted Language Learning (Routledge)   論文査読委員

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    • 2010 - Present 
      Encyclopedia of Applied Linguistics (Wiley-Blackwell)   査読委員

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    • 2009 - Present 
      Discourse Processes (Routledge)   論文査読委員

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    • 2020 - 2020 
      EuroSLA (European Second Language Association)   Abstract reviewer

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    • 8 2019 - 8 2019 
      Modern Language Journal (Wiley-Blackwell)   Guest Editor

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      Committee type:Other

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    • 4 2016 - 9 2016 
      Vocab@Tokyo Conference   Scientific Committee委員

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    • 11 2005 - 3 2006 
      文部科学省委託事業「e-learning教員研修システム開発委員会英語分科会」   協力委員

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      Committee type:Academic society

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    • 7 2003 - 3 2004 
      文部科学省委託事業「e-learning教員研修システム開発委員会英語分科会」   調査委員

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      Committee type:Government

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    Awards

    • 5 2013  
      Victoria University of Wellington  Victoria Doctoral Completion Award 

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    • 9 2012  
      European Second Language Association  EuroSLA Doctoral Award 

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    • 7 2008  
      Society for Testing English Proficiency  The 21st Eiken Research Grant, 

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      Country:Japan

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    • 3 2007  
      European Association for Computer-Assisted Language Learning  EUROCALL Research Award 

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    Papers

    • Effects of spacing on contextual vocabulary learning: Spacing facilitates the acquisition of explicit, but not tacit, vocabulary knowledge Peer-reviewed

      Tatsuya Nakata, Irina Elgort

      Second Language Research (SAGE)37 ( 2 ) 233 - 260   1 4 2021

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

      Studies examining decontextualized associative vocabulary learning have shown that long spacing between encounters with an item facilitates learning more than short or no spacing, a phenomenon known as distributed practice effect. However, the effect of spacing on learning words in context is less researched and the results, so far, are inconsistent. In this study, we compared the effect of massed and spaced distributions on second language vocabulary learning from reading. Japanese speakers of English encountered 48 novel vocabulary items embedded in informative English sentences, inferred their meanings from contexts, and received feedback in the form of English synonyms and Japanese translation equivalents. To test the hypothesis that the effects of spacing might differentially affect the development of explicit or tacit word knowledge, spacing effects were measured using semantic priming as well as a meaning recall and a meaning–form matching posttest. Results showed an advantage of spaced over massed learning on the meaning recall and meaning–form matching posttests. However, a similar semantic priming effect was observed irrespective of whether an item was encountered in the massed or spaced distribution. These results suggest that the spacing effect holds in contextual word learning for the development of explicit vocabulary knowledge, but massing appears to be as effective as spacing for the acquisition of tacit semantic knowledge.

      DOI: 10.1177/0267658320927764

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      Other Link: http://journals.sagepub.com/doi/full-xml/10.1177/0267658320927764

    • Effects of distributed retrieval practice over a semester: Cumulative tests as a way to facilitate second language vocabulary learning Peer-reviewed

      Tatsuya Nakata, Saori Tada, Stuart Mclean, Young Ae Kim

      TESOL Quarterly (Wiley-Blackwell)55   248 - 270   21 2 2021

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

      DOI: 10.1002/tesq.596

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      Other Link: https://onlinelibrary.wiley.com/doi/full-xml/10.1002/tesq.596

    • Domain-general auditory processing explains multiple dimensions of L2 acquisition in adulthood Peer-reviewed

      Kazuya Saito, Hui Sun, Magdalena Kachlicka, John Robert Carvajal Alayo, Tatsuya Nakata, Adam Tierney

      Studies in Second Language Acquisition (Cambridge University Press)   1 - 30   9 11 2020

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      Publishing type:Research paper (scientific journal)   Publisher:Cambridge University Press (CUP)  

      <title>ABSTRACT</title>
      In this study, we propose a hypothesis that domain-general auditory processing, a perceptual anchor of L1 acquisition, can serve as the foundation of successful post-pubertal L2 learning. This hypothesis was tested with 139 post-pubertal L2 immersion learners by linking individual differences in auditory discrimination across multiple acoustic dimensions to the segmental, prosodic, lexical, and morphosyntactic dimensions of L2 proficiency. Overall, auditory processing was a primary determinant of a range of participants’ proficiency scores, even after biographical factors (experience, age) were controlled for. The link between audition and proficiency was especially clear for L2 learners who had passed beyond the initial phase of immersion (length of residence &gt; 1 year). The findings suggest that greater auditory processing skill benefits post-pubertal L2 learners immersed in naturalistic settings for a sufficient period of time by allowing them to better utilize received input, which results in greater language gains and leads to more advanced L2 proficiency in the long run (similar to L1 acquisition).

      DOI: 10.1017/s0272263120000467

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    • Examining the validity of the LexTALE Test for Japanese college students Peer-reviewed

      Nakata Tatsuya, Tamura Yu, Aubrey Scott

      The Journal of AsiaTEFL17 ( 2 ) 335 - 348   30 6 2020

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      Authorship:Lead author, Corresponding author   Publishing type:Research paper (scientific journal)   Publisher:The Journal of Asia TEFL  

      DOI: 10.18823/asiatefl.2020.17.2.2.335

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    • Empirical feasibility of the desirable difficulty framework: Toward more systematic research on L2 practice for broader pedagogical implications Invited

      YUICHI SUZUKI, TATSUYA NAKATA, ROBERT DEKEYSER

      The Modern Language Journal (Wiley-Blackwell)104 ( 1 ) 313 - 319   3 2020

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

      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: 10.1111/modl.12625

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      Other Link: https://onlinelibrary.wiley.com/doi/full-xml/10.1111/modl.12625

    • Vocabulary and computer technology: A commentary on four studies for JALT Vocabulary SIG

      Nakata, T

      Vocabulary Learning and Instruction9   39 - 47   2020

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      Authorship:Lead author, Corresponding author  

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    • The desirable difficulty framework as a theoretical foundation for optimizing and researching second language practice Invited

      Suzuki, Yuichi, Nakata,Tatsuya, DeKeyser, Robert

      The Modern Language Journal (Wiley-Blackwell)103 ( 3 ) 713 - 720   8 2019

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      Language:English   Publishing type:Research paper (scientific journal)  

      DOI: 10.1111/modl.12585

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    • Optimizing second language practice in the classroom: Perspectives from cognitive psychology Invited

      Suzuki, Yuichi, Nakata,Tatsuya, DeKeyser, Robert

      The Modern Language Journal (Wiley-Blackwell)103 ( 3 ) 551 - 561   8 2019

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      Language:English   Publishing type:Research paper (scientific journal)  

      DOI: 10.1111/modl.12582

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    • Mixing grammar exercises facilitates long-term retention: Effects of blocking, interleaving, and increasing practice. Peer-reviewed

      Nakata,Tatsuya, Suzuki, Yuichi

      The Modern Language Journal (Wiley-Blackwell)103 ( 3 ) 629 - 647   8 2019

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

      DOI: 10.1111/modl.12581

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    • Effects of massing and spacing on the learning of semantically related and unrelated words Peer-reviewed

      Nakata Tatsuya, Suzuki Yuichi

      Studies in Second Language Acquisition (Cambridge University Press)41 ( 2 ) 287 - 311   7 2019

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

      DOI: 10.1017/S0272263118000219

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    • 復習間隔を少しずつ広げていくことは長期的な記憶保持を促進するか? 先行研究の批判的検証

      中田 達也

      外国語教育研究(関西大学外国語学部紀要)19   2018

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

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    • Does repeated practice make perfect? The effects of within-session repeated retrieval on second language vocabulary learning Peer-reviewed

      Tatsuya Nakata

      Studies in Second Language Acquisition (Cambridge University Press)39 ( 4 ) 653 - 679   12 2017

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

      Although research shows that repetition increases second language vocabulary learning, only several studies have examined the long-term effects of increasing retrieval frequency in one learning session. With this in mind, the present study examined the effects of within-session repeated retrieval on vocabulary learning. The study is original in that it (a) gave posttests after a delay greater than 2 weeks, (b) employed a paired-associate format to exert strict control over the treatment, (c) considered time-on-task as a factor, and (d) used the same target items for different frequency levels. In this study, 98 Japanese learners studied 16 English-Japanese word pairs using one of the following four retrieval frequency levels: one, three, five, or seven. Results showed that five and seven retrievals contributed to significantly higher scores than one and three retrievals regardless of the posttest timing. When time-on-task was controlled, however, one retrieval led to the largest gain.

      DOI: 10.1017/S0272263116000280

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    • Effects of retrieval formats on second language vocabulary learning Peer-reviewed

      Tatsuya Nakata

      International Review of Applied Linguistics in Language Teaching (Walter de Gruyter)54 ( 3 ) 257 - 289   9 2016

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      Authorship:Lead author, Corresponding author   Language:English   Publishing type:Research paper (scientific journal)   Publisher:WALTER DE GRUYTER GMBH  

      The present study set out to examine how we can optimize pairedassociate learning of second language (L2) vocabulary. In paired-associate learning, retrieval, where learners are required to access information about an L2 word from memory, is found to increase vocabulary learning. Retrieval can be categorized according to dichotomies of (a) recognition versus recall and (b) receptive versus productive. In order to identify the optimal retrieval format, the present study compared the effects of the following four conditions: recognition, recall, hybrid (combination of recall and recognition), and productive recall only. In this study, 64 English-speaking college students studied 60 Swahili-English word pairs using computer-based flashcard software. Results suggested that for paired-associate learning of L2 vocabulary, (a) recall formats are more effective than recognition for the acquisition of productive knowledge of orthography and (b) recognition formats are more desirable than recall when knowledge of spelling is not required.

      DOI: 10.1515/iral-2015-0022

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    • Does studying vocabulary in smaller sets increase learning? The effects of part and whole learning on second language vocabulary acquisition. Peer-reviewed

      Nakata Tatsuya, Stuart Webb

      Studies in Second Language Acquisition (Cambridge University Press)38, 523-552 ( 4 ) 677 - 711   2016

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

      DOI: 10.1017/S0272263115000236

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    • Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning? Peer-reviewed

      Nakata Tatsuya

      Studies in Second Language Acquisition (Cambridge University Press)37 ( 4 ) 677 - 711   12 2015

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

      Although expanding spacing is often regarded as the most effective practice schedule, studies comparing equal and expanding spacing have yielded mixed results. The present study set out to examine whether the amount of spacing and the retention interval may influence the effects of expanding and equal spacing on second language (L2) vocabulary learning. One hundred and twenty-eight Japanese college students studied 20 English-Japanese word pairs. The type of spacing (expanding and equal) and the amount of spacing (massed, short, medium, and long) were manipulated. Results demonstrated a limited, yet statistically significant, advantage of expanding spacing. The finding is significant because this is the first L2 study to find the superiority of expanding over equal spacing. The main effect of the amount of spacing was also significant, producing large effect sizes. Taken together, the results suggest that expanding spacing may facilitate vocabulary learning, although introducing spacing may have a larger effect.

      DOI: 10.1017/S0272263114000825

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    • Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning? Peer-reviewed

      Nakata Tatsuya

      Language Teaching Research (SAGE Publications)19, 416-434 ( 4 ) 416 - 434   2015

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

      Feedback, or information given to learners regarding their performance, is found to facilitate second language (L2) learning. Research also suggests that the timing of feedback (whether it is provided immediately or after a delay) may affect learning. The purpose of the present study was to identify the optimal feedback timing for L2 vocabulary learning. This study differs from previous feedback timing studies in two important respects. First, unlike some previous studies, feedback timing was not confounded with lag to test (interval between the last encounter with a given item and the posttest). Second, in order to test the view that delayed feedback may be particularly effective when learners make few errors during learning, the present study manipulated the frequency of practice to influence learning phase performance. In this study, 98 Japanese college students studied 16 English-Japanese word pairs. Immediate feedback was given immediately after each response, whereas delayed feedback was withheld until all target items were practised. Learning was measured by posttests administered immediately, 1 week, and 4 weeks after the treatment. Results suggested that when lag to test is controlled, feedback timing may have little effect on L2 vocabulary learning regardless of the frequency of errors during learning.

      DOI: 10.1177/1362168814541721

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    • Do the cognacy characteristics of loanwords make them more easily learned than noncognates? Peer-reviewed

      James Rogers, Stuart Webb, Nakata Tatsuya

      Language Teaching Research (SAGE Publications)19, 9-27 ( 1 ) 9 - 27   2015

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      Language:English   Publishing type:Research paper (scientific journal)   Publisher:SAGE PUBLICATIONS LTD  

      This study investigates the effects of cognacy on vocabulary learning. The research expands on earlier designs by measuring learning of English Japanese cognates with both decontextualized and contextualized tests, scoring responses at two levels of sensitivity, and examining learning in a more ecologically valid setting. The results indicated that Japanese learners could successfully recall the L2 forms of more cognates than noncognates, supporting earlier findings. However, when scoring was sensitive to partial knowledge of written form, the results indicated that greater knowledge of noncognates was gained. Because there was greater potential for learning noncognates due to the higher pretest scores for cognates, relative gains were also examined. The relative gains were greater for cognates than noncognates on a form recall test. The results of a cloze test contrasted with those of the form recall test. Gains were significantly larger for noncognates than cognates immediately after the treatment although no statistically significant difference existed 1 week after learning. Taken together, the research indicates that although the L2 forms of cognates may be more easily learned, it may be more challenging for second language learners to use cognates than noncognates, at least shortly after learning.

      DOI: 10.1177/1362168814541752

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    • Are learners aware of effective ways to learn second language vocabulary from retrieval? Perceived effects of relative spacing, absolute spacing, and feedback timing on vocabulary learning. Invited

      Nakata Tatsuya

      Vocabulary Learning and Instruction.4, 66-73   2015

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      Publishing type:Research paper (scientific journal)  

      DOI: 10.7820/vli.v04.1.nakata

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    • Optimising second language vocabulary learning from flashcards

      NAKATA,Tatsuya

      PhD thesis submitted to Victoria University of Wellington   2013

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      Language:English   Publishing type:Doctoral thesis  

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    • Computer-assisted second language vocabulary learning in a paired-associate paradigm: a critical investigation of flashcard software Peer-reviewed

      Tatsuya Nakata

      Computer Assisted Language Learning (Routledge)24 ( 1 ) 17 - 38   2011

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      Authorship:Lead author, Corresponding author   Language:English   Publishing type:Research paper (scientific journal)   Publisher:ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

      The present study aims to conduct a comprehensive investigation of flashcard software for learning vocabulary in a second language. Nine flashcard programs were analysed using 17 criteria derived from previous studies on flashcard learning as well as paired-associate learning. Results suggest that in general, most programs have been developed in a way that maximises vocabulary learning. For instance, seven of the nine programs allow flashcard creation, offer multilingual support and allow learners to add contexts, audios or images to flashcards. Furthermore, eight programs provide various types of exercises, and nine programs support scheduling. At the same time, the present study has also shown that existing flashcard programs have some room for improvement. More specifically, most programs are limited in their ability to support data entry, increase retrieval effort and promote generative use of target words. When individual programs are compared, iKnow! seems to be the best program among those investigated. It offers the most comprehensive support for data entry, automatically generates distractors for multiple-choice exercises and increases retrieval effort by systematically introducing various types of exercises. The variations among the programs in their design suggest that there do not exist commonly accepted guidelines for how flashcard software should be designed.

      DOI: 10.1080/09588221.2010.520675

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    • Development and examination of a test of English word meanings for Japanese learners: Scoring based on correctness and confidence level

      Nakata Tatsuya

      STEP Bulletin21, 78-95   11 2009

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      Publishing type:Research paper (scientific journal)  

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    • The effects of positive evidence and metalinguistic information on L2 lexico-semantic development. Peer-reviewed

      Nakata Tatsuya

      JACET Journal49, 1-13   10 2009

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      Publishing type:Research paper (scientific journal)  

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    • English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning. Peer-reviewed

      Nakata Tatsuya

      ReCALL (Cambridge University Press)20, 3-20   1 2008

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      Publishing type:Research paper (scientific journal)  

      DOI: 10.1017/S0958344008000219

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    • English collocation learning through meaning-focused and form-focused activities: Interactions of activity types and L1-L2 congruence.

      Nakata Tatsuya

      Proceedings of the 11th Conference of Pan-Pacific Association of Applied Linguistics.154-168   6 2007

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      Publishing type:Research paper (international conference proceedings)  

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    • English collocation learning through meaning-focused and form-focused tasks. Peer-reviewed

      Nakata Tatsuya

      Bulletin of Foreign Language Teaching Association (University of Tokyo)11, 51-68   4 2007

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

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    • Learning formulaic sequences with the Low-First Spaced Learning Method Peer-reviewed

      Nakata Tatsuya

      anguage and Information Sciences (University of Tokyo)5, 165-180   2007

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

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    • Implementing optimal spaced learning for English vocabulary learning: Towards improvement of the Low-First Method derived from the reactivation theory. Peer-reviewed

      Nakata Tatsuya

      The JALT CALL Journal (The Japan Association for Language Teaching CALL SIG)2, 19-36   8 2006

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      Publishing type:Research paper (scientific journal)  

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    • English vocabulary learning based on the reactivation theory of spacing effects: Examination of the effects of structural elaboration as corrective feedback. Peer-reviewed

      Nakata Tatsuya

      anguage and Information Sciences (University of Tokyo)4, 229-242   2006

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    Misc.

    • 新しい日常における英語語彙指導(2):学習方略指導と語彙テストの観点 Invited

      中田達也, 内原卓海

      英語教育(大修館書店)69 ( 9 ) 68 - 69   11 2020

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      Authorship:Lead author  

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    • 新しい日常における英語語彙指導(1):カリキュラム計画の観点から Invited

      中田達也, 江口政貴, 柳沢明文

      英語教育(大修館書店)69 ( 8 ) 74 - 75   10 2020

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      Authorship:Lead author  

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    • 【学習法】最も効果的な「復習スケジュール」に関する驚きの研究結果 Invited

      中田達也

      現代ビジネス(講談社)   2 2020

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    • その学習法は正しいか? 『うまくいっている』という幻想に要注意 Invited

      中田達也

      現代ビジネス(講談社)   1 2020

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    • 【研究結果】本当に何かを習得したいなら、学習ではなく〇〇が効果的 Invited

      中田達也

      現代ビジネス(講談社)   12 2019

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    • - Invited

      NAKATA,Tatsuya

      English Teachers' Magazine65 ( 3 ) 19 - 21   2016

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    Books and Other Publications

    • 外国語学習での暗示的・明示的知識の役割とは何か

      中田達也( Role: Contributor ,  第4章 英単語の和訳はわかるのにコミュニケーションで使えないのはなぜなのか? 第二言語における明示的・暗示的な語彙知識の発達)

      大修館書店  9 2021 

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    • The Cambridge handbook of corrective feedback in language learning and teaching.

      Kamiya Nobuhiro, Nakata Tatsuya( Role: Contributor ,  Corrective feedback and the development of L2 vocabulary)

      Cambridge, UK: Cambridge University Press.  2021 

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      Language:English Book type:Scholarly book

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    • Routledge Handbook of Vocabulary Studies.

      Nakata Tatsuya( Role: Contributor ,  Learning words through flashcards and wordcards)

      New York, NY: Routledge.  2020 

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      Language:English Book type:Scholarly book

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    • 英語教師力アップシリーズ第5巻 授業力アップのための英語情報マニュアル

      中田 達也( Role: Contributor ,  第 1 章 海外留学に向けての出願・第 2 章 海外現地での授業参観)

      開拓社  11 2019 

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    • 英単語学習の科学

      中田, 達也

      研究社  4 2019  ( ISBN:9784327452896

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      Total pages:ix, 143p   Language:Japanese

      CiNii Books

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    • 『実践例で学ぶ第二言語習得研究に基づく英語指導』

      Nakata Tatsuya( Role: Contributor ,  第9章 語彙指導)

      東京:大修館書店  11 7 2017  ( ISBN:4469246115

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      Total pages:205   Responsible for pages:124-140   Book type:Scholarly book

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    • Corrective feedback in second language teaching and learning: Research, theory, applications, implications.

      Paul Quinn, Nakata Tatsuya( Role: Contributor ,  The timing of oral corrective feedback)

      New York, NY: Routledge  4 2017  ( ISBN:9781138657298

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      Responsible for pages:35-47   Language:English Book type:Scholarly book

      CiNii Books

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    • 朝倉日英対照言語学シリーズ 発展編 2 心理言語学

      Nakata Tatsuya( Role: Contributor ,  第2章 単語・語彙の獲得)

      東京:朝倉書店  31 3 2017  ( ISBN:4254516320

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      Total pages:166   Responsible for pages:41-71   Book type:Scholarly book

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    • Second language acquisition research and materials development for language learning

      Nakata Tatsuya, Stuart Webb( Role: Contributor ,  Vocabulary learning exercises: Evaluating a selection of exercises commonly featured in language learning materials.)

      New York, NY: Routledge.  2016 

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      Responsible for pages:123-138   Language:English Book type:Scholarly book

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    • Encyclopedia of Applied Linguistics

      Nakata Tatsuya( Role: Contributor ,  Web-based lexical resources.)

      Oxford, UK; Wiley-Blackwell.  2013 

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      Responsible for pages:6166-6177   Language:English Book type:Dictionary, encyclopedia

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    • A handbook of foreign language education and research

      Nakata Tatsuya( Role: Contributor ,  Regression analysis)

      Tokyo: Shohakusha.  5 2012  ( ISBN:4775402013

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      Total pages:380   Responsible for pages:132-146   Book type:Scholarly book

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    • On the frontiers of foreign language education: From four skills to intercultural communication

      Nakata Tatsuya( Role: Contributor ,  The role of positive evidence for L2 lexico-semantic development: From perspectives of prototype, item learning, and rule forming)

      Tokyo: Seibido.  1 2009  ( ISBN:479197140X

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      Total pages:326   Responsible for pages:2-14   Book type:Scholarly book

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    • How to make the best of JACET 8000: For educational and research application

      Nakata Tatsuya( Role: Contributor ,  English word lists for Japanese learners: JACET 8000 and SVL 12000)

      Tokyo: The Japan Association of College English Teachers.  3 2004 

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      Responsible for pages:58-59   Book type:Scholarly book

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    Presentations

    • 分散学習が第二言語語彙知識の発達に与える影響:自動化とコロケーション知識の観点から Invited

      中田達也

      ことばの科学会オープンフォーラム  10 2021 

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      Presentation type:Symposium, workshop panel (nominated)  

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    • Effects of spacing and massing on the acquisition of verb-noun collocations: From item learning and system learning perspectives

      Satoshi Yamagata, Tatsuya Nakata, James Rogers

      7 2021 

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      Presentation type:Oral presentation (general)  

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    • Effects of distributed practice over a semester: Cumulative tests as a way to facilitate second language vocabulary learning

      Saori Tada, Tatsuya Nakata, Stuart McLean

      7 2021 

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      Presentation type:Oral presentation (general)  

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    • Effects of massed and spaced distribution on the acquisition of explicit and tacit vocabulary knowledge

      Tatsuya Nakata, Elgort Irina

      The 30th Annual Conference of the European Second Language Association (EuroSLA)  7 2021 

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      Presentation type:Oral presentation (general)  

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    • 第二言語習得研究に基づく効果的な英語語彙指導 Invited

      中田 達也

      東京家政大学第 17 回英語教育シンポジウム  10 2019 

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    • 第二言語習得研究から考える効果的な英単語学習法-学習スケジュールおよび学習方式の効果- Invited

      中田 達也

      法政大学英文学会総会  10 2019 

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    • Does spacing facilitate contextual vocabulary learning? Effects of practice distribution on the acquisition of explicit and tacit vocabulary knowledge

      NAKATA,Tatsuya, ELGORT, Irina

      Vocab@Leuven Conference  7 2019 

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    • Effects of blocking and interleaving on second language grammar learning

      Nakata Tatsuya, Suzuki Yuichi

      Asia TEFL 2018  2018 

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    • How temporal spacing facilitates second language vocabulary learning: Some empirical evidence and directions for future research

      Nakata Tatsuya

      2018 

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    • The effects of spacing on second language vocabulary learning Invited

      Nakata Tatsuya

      Invited lecture at the Cognitive Approaches to Second Language Acquisition (CASLA) research group, The University of Amsterdam.  2017 

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    • Optimizing computer-based second language vocabulary learning Invited

      Nakata Tatsuya

      Okayama JALT Monthly Meeting  2017 

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      Venue:Notre Dame Seishin University  

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

      Nakata Tatsuya, Suzuki Yuichi

      The 27th Annual Conference of the European Second Language Association (EuroSLA).  2017 

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    • Second language vocabulary learning from retrieval Invited

      Nakata Tatsuya

      International Forum on Second Language Lexical Processing and Acquisition  2017 

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    • 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- Invited

      中田達也, 鈴木祐一

      外国語教育メディア学会関西支部2017年度春季研究大会・関西英語教育学会2017年度研究大会  2017 

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    • 明示的指導の理論と実践-発音・語彙・文法習得への可能性を検証する- Invited

      斉藤一弥, 中田達也, 鈴木祐一, 新谷奈津子

      外国語教育メディア学会関西支部2017年度春季研究大会・関西英語教育学会2017年度研究大会(招待シンポジウム)  2017 

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    • 単語カードを使った英語語彙学習・IT を活用した英語語彙指導 Invited

      中田 達也

      宮城教育大学小学校英語教育研究センター公開講演会  2016 

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      Venue:宮城  

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    • Effects of within-session repeated retrieval on second language vocabulary learning

      Nakata Tatsuya

      Vocab@Tokyo Conference 2016.  2016 

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      Venue:Meiji Gakuin University, Tokyo  

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    • Optimizing second language vocabulary learning. Invited

      Nakata Tatsuya

      Invited lecture at JACET Kanto Chapter Monthly Meeting  2015 

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      Venue:Tokyo, Japan.  

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    • Does studying vocabulary in smaller sets increase learning? Effects of whole and part learning on second language vocabulary acquisition.

      Nakata Tatsuya

      The 25th Annual Conference of the European Second Language Association (EuroSLA).  2015 

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      Venue:Aix-en-Provence, France.  

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    • Are learners aware of effective ways to learn second language vocabulary from retrieval? Perceived effects of relative spacing, absolute spacing, and feedback timing on vocabulary learning. Invited

      Nakata Tatsuya

      JALT Vocabulary Special Interest Group Symposium  2015 

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      Venue:Fukuoka, Japan  

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    • Does gradually increasing spacing increase second language vocabulary learning?

      Nakata Tatsuya

      Vocab@Vic 2013  2013 

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      Venue:Wellington, New Zealand.  

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    • Effects of expanding and equal spacing on second language vocabulary learning: Do the amount of spacing and retention interval make a difference?

      Nakata Tatsuya

      The 22nd Annual Conference of the European Second Language Association (EuroSLA)  2012 

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      Venue:Poznań, Poland.  

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    • The effects of block size on L2 vocabulary learning.

      Nakata Tatsuya

      1st Auckland Postgraduate Conference in Linguistics and Applied Linguistics  2011 

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      Venue:Auckland, New Zealand.  

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    • 第二言語語意習得における肯定証拠とメタ言語情報の役割

      中田 達也

      JACET全国大会  2008 

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    • English collocation learning through meaning-focused and form-focused activities: Interactions of activity types and L1-L2 congruence.

      Nakata Tatsuya

      11th Pan-Pacific Association of Applied Linguistics Conference  2006 

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      Venue:Chuncheon, South Korea.  

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    Teaching Experience

    • 2021 
      Master's Thesis Supervision ( Rikkyo University )

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    • 2021 
      Exploring Intercultural Communication ( Rikkyo University )

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    • 2020 
      Master's Thesis Seminar ( Rikkyo University )

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    • 2020 
      海外留学研修 ( 立教大学異文化コミュニケーション学部 )

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    • 2020 
      Teaching Practicum ( Rikkyo University, Graduate School of Intercultural Communication )

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    • 2020 
      言語コミュニケーション研究入門 ( 立教大学異文化コミュニケーション学部 )

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    • 2020 
      専門演習 ( 立教大学異文化コミュニケーション学部 )

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    • 2020 
      英語科教育研究 ( 立教大学異文化コミュニケーション学部 )

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    • 2020 
      Theories of Second Language Acquisition(第二言語習得理論) ( Rikkyo University, College of Intercultural Communication )

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    • 2020 
      Introduction to the Study of English(英語学概論) ( Rikkyo University, College of Intercultural Communication )

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    • 2020 
      英語コミュニケーション教育学 ( 立教大学異文化コミュニケーション学部 )

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    • 2020 
      言語コミュニケーション研究基礎論 ( 立教大学大学院異文化コミュニケーション研究科 )

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    • 2020 
      言語教育研究特殊講義A ( 立教大学大学院異文化コミュニケーション研究科 )

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    • 2020 
      College Life Planning ( Rikkyo University )

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    • 2019 
      言語習得論演習 ( 法政大学文学部英文学科 )

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    • 2017 - 2018 
      英語科教育法IV ( 関西大学外国語学部、文学部 )

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    • 2015 - 2018 
      D応用研究法2:量的研究法 ( 関西大学大学院外国語教育学研究科 )

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    • 2018 
      卒業演習 ( 関西大学外国語学部 )

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    • 2017 
      専門演習 ( 関西大学外国語学部 )

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    • 2015 
      基礎演習 ( 関西大学外国語学部 )

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      Grammar and Vocabulary Development ( 関西大学外国語学部 )

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    Professional Memberships

    Research Projects

    • 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

      日本学術振興会  科学研究費助成事業 若手研究 

      中田 達也

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      4 2019 - 3 2022

      Grant number:19K13306

      Authorship:Principal investigator 

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

      本研究の目的は、英語におけるコロケーション知識の習得において、集中学習・分散学習がどのような役割を果たすかを調査することである。これまでの研究では、個別の単語に関しては、集中学習よりも分散学習の方が習得を促進することが示されている。一方で、集中学習・分散学習が複数の語から構成されるコロケーション知識の習得にどのような役割を果たすかは明らかになっていない。以上のような理由から、本研究では集中学習・分散学習が英語コロケーション知識の習得において果たす役割を調査することで、効果的な語彙学習法を提案することを目的としている。
      2019年度は、以下の3点を行った。第1に、82人の日本語を母語とする高校生を対象に、集中学習・分散学習が第二言語コロケーション知識の習得において果たす役割に関するデータ収集を行った。具体的には、研究参加者は集中学習条件および分散学習条件という2つの条件で、27の動詞+名詞からなるコロケーション(例. draw a conclusion, break a record, make contact)を3週間にわたって学習した。学習の成果は、学習の直後および1カ月後に行われた事後テストによって測定された。分析の結果、直後テスト・遅延テストのいずれにおいても、分散学習条件の方が集中学習条件よりも有意に高い得点に結び付いたことが示唆された。
      第2に、国際学会Vocab@Leuvenでの口頭発表等、研究課題に関連した口頭発表を3本行った。
      第3に、研究課題に関連した単著書籍を1冊、論文を6本、書籍のチャプターを2本執筆した。また、査読付き国際誌The Modern Language Journal (Wiley-Blackwell) のguest editorとして、第二言語習得における練習の効果に関する特集号を担当した。なお、同誌のImpact Factorは3.76であり、この数字はJournal Citation Reportsに登録されている言語学分野の国際ジャーナル184誌中4位である。

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    • 第二言語スピーキングの評価および発達における語彙知識の役割

      関西大学  若手研究者育成経費 

      中田 達也

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      4 2018 - 3 2019

      Authorship:Principal investigator  Grant type:Competitive

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    • 明示的・暗示的語彙知識の習得における集中学習と分散学習の効果

      日本学術振興会  科学研究費補助金 若手研究(A) 

      中田 達也

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      4 2016 - 3 2019

      Authorship:Principal investigator  Grant type:Competitive

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    • 帰納的な英語語彙習得における集中学習と分散学習の効果

      日本学術振興会  科学研究費補助金 研究活動スタート支援 

      中田 達也

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      9 2015 - 3 2016

      Authorship:Principal investigator  Grant type:Competitive

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    • Optimising second language vocabulary learning from flashcards

      Victoria University of Wellington  Faculty Research Grant 

      NAKATA,Tatsuya

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      2010 - 2012

      Authorship:Principal investigator  Grant type:Competitive

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    • 日本人学習者の英語語意知識測定テストの開発と検証:正答率・自信尺度・反応時間による評価

      公益財団法人日本英語検定協会  英検研究助成 

      中田 達也

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      2008 - 2009

      Authorship:Principal investigator  Grant type:Competitive

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    Social Contribution

    • NHK教育テレビおよびNHKラジオ第2「ニュースで英会話」製作 協力(e-learningシステムの監修および問題作成担当)

      4 2013 - 3 2018

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    • NHK教育テレビおよびNHKラジオ第2「ニュースで英会話」製作 協力(e-learningシステムの監修および問題作成担当)

      4 2009 - 11 2009

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    • NHK教育テレビ「新3か月トピック英会話:英単語ネットワーク~めざせ10,000語!」製作協力(英文データ解析およびコンテンツ作成担当 )

      7 2007 - 9 2007

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