ルーカス マットマット・ルーカス |
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専門分野
専門分野 | キーワード |
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応用言語学 |
研究課題
現在の研究課題名 | 言語間の影響と英語学習者の文法的な正確さ向上。 |
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研究態様 | |
研究期間 | |
研究制度 | |
キーワード | 言語間の影響(母語の転移);文法の正確さ;意識向上 |
研究分野 | 応用言語学 |
研究テーマ概要 | 主な研究分野は応用言語学/第二言語習得研究、特に言語間の影響と英語学習者の文法的な正確さ向上。 |
研究職歴
- Kansai University: Faculty of Foreign Language Studies, Associate Professor 2020年4月 1日
- Kansai University: Faculty of Foreign Language Studies, Specially Appointed Lecturer in Foreign Language Education 2019年4月 1日~2020年3月 31日
- Ritsumeikan University: College of Information Science, Contract Lecturer 2016年4月 1日~2019年3月 31日
- Kansai University: Faculty of Foreign Language Studies, Specially Appointed Lecturer in Foreign Language Education 2013年4月 1日~2016年3月 31日
研究業績
雑誌記事Book review: Crosslinguistic influence and second language learning (Kevin McManus, Routledge)査読有学術雑誌単著マット・ルーカスTESOL Journal2023年1月 18日10.1002/tesj.699Despite its impact being documented for decades, the role of prior language knowledge and experience—commonly referred to as crosslinguistic influence (CLI)—is a frequently overlooked aspect of second language learning. Previous texts have served to further our understanding of this phenomenon, most notably with Jarvis and Pavlenko’s (2008) Crosslinguistic influence in language and cognition and Alonso’s (2016) Crosslinguistic influence in second language acquisition. Carrying on from where these landmark volumes left off, the book under review—the latest edition to Routledge’s Cognitive Science and Second Language Acquisition Series—substantially adds to a growing body of work associated with CLI. It initiates a renewed look at this specialized subfield of second language acquisition (SLA), made accessible through its well-written, cogent style along with its clear agenda of three overarching aims (p. 2). The first of these aims is to provide a review of language learning theories that attribute critical roles for CLI; the second examines empirical studies that investigate the role of CLI in second language learning; and the third builds upon the second by focusing on instructional studies that attempt to reduce the negative effects of CLI. This last aim is particularly welcomed, as it highlights the much-needed element of “So what?”, providing a foundation for research-based insights to translate into pedagogical applications.
論文Exploring web-based contrastive instruction to enhance deictic referencing accuracy in L2 spoken performance査読有学術雑誌単著マット・ルーカスThe Journal of Asia TEFL19(3), 937 - 9612022年9月 30日Learners whose first language lacks a system for acknowledging countability and associated plural forms may experience problems in English when surrounding sentences are deictically referenced (e.g., that/those; it is/they are). Moreover, noun phrases may be omitted or repeated, resulting in further inaccuracies. This exploratory study (N = 81) sought to establish whether a synthesis of input-based and output-based contrastive instruction delivered through an online medium would improve deictic referencing accuracy in a controlled speaking task among Japanese university EFL learners. The findings revealed that for deictic plural forms, no significant differences were observed between the experimental and control groups. However, for noun phrase omissions and repetitions, the experimental group displayed significant within-group improvements, suggesting partial effectiveness of the treatment. The study reiterates the resistant nature of linguistic features influenced by the underlying concept of countability, yet highlights the rich potential that web-based contrastive instruction may provide in enhancing grammatical accuracy.
国際学会Accuracy matters: Factors affecting web-based explicit instruction of plural marking査読有その他単著マット・ルーカス2022年3月 22日TESOL 2022 International Convention & English Language Expo(Online)
論文Agglutination, loanwords, and Japanese morpholexical categoryhood: Cross-linguistic factors in the grammatical handling of verbs and adjectives in written English査読有学術雑誌マット・ルーカスThe Linguistics Journal14(1), 7 - 432020年8月 The present study targets the agglutinative nature of Japanese morphemes as a potential factor affecting the grammatical handling of verbs and adjectives in written English. It attempts to move beyond traditional descriptor classifications by developing sets of morpholexical subcategories in a bid to isolate specific instances of cross-linguistic influence. Through devising parameters that divide verbs and adjectives into non-loanword and loanword forms, the study set out to identify the extent to which these morpholexical subcategories might influence accuracy with respect to how well Japanese university EFL learners are able to (1) recognize English morphological errors in reading, and (2) appropriately produce their forms in English writing. Using two acceptability judgement tests and one constrained writing task, the results (N = 151) indicated that loanword forms, on the whole, were more problematic than non-loanword forms, suggesting that habituated loanword usage in L1 may have ramifications on L2 inflectional accuracy. Implications are discussed.
論文Cross-linguistic influence and plural marking: enhancing error recognition and written accuracy among Japanese EFL learners through web-based awareness-raising学術雑誌単著マット・ルーカスLanguage Awareness29(2), 155 - 1772020年3月 10.1080/09658416.2020.1737096The present study investigated the interface between explicit instruction and computer-assisted language learning (CALL) in an effort to reduce plural marking errors among Japanese EFL learners. The instruction involved raising contrastive awareness of cross-linguistic and conceptual features, and was delivered via an online medium. A total of 180 students from a university in Western Japan participated in the study, in which two points of enquiry were examined: (1) the extent to which such an instructional composite would affect Japanese learners’ ability to (a) recognize plural omission errors in L2 reading, and (b) produce their obligatory plural forms in L2 writing; and (2) the extent to which online instruction would be sufficient to facilitate change in subsequent performance related to plural accuracy. In contrast with the control condition, the findings from the experimental condition indicated that positive learning outcomes had taken place with regard to both error recognition and plural production, and that web-based instruction was therefore effective in this instance. Theoretical reflections, practical implications, and future avenues of research are discussed.
論文Harnessing web-based contrastive instruction to address English relative clause accuracy and subject-object asymmetry査読有学術雑誌マット・ルーカス;竹内理System85, 102 - 1122019年10月 10.1016/j.system.2019.102112This exploratory study set out to investigate two principal aims: (1) the general effect of contrastive linguistic input delivered via an online medium on the subsequent written accuracy of subject and object restrictive relative clauses; and (2) the specific effect of administering such instruction in equal proportion on both clause types in light of markedness theory (that purports easier structures will naturally improve when harder ones are afforded more pedagogical attention). To meet these aims, a total of 156 Japanese EFL university learners were divided into two groups: an experimental group that was exposed to four web-based treatment sessions over four consecutive weeks, and a control group that continued with their regular studies without any contrastive input. Statistical analyses of pre, post, and delayed posttest performances demonstrated that the intervention led to positive learning outcomes for overall clause accuracy. However, in spite of markedness theory predicting a greater improvement for subject relative clauses (which are generally deemed easier), the reverse was found to be true. Interpretations for this unexpected finding are provided, along with pedagogical implications and future directions for related research.
論文Not all nouns are created equal: Japanese EFL learners, written English, and plural marking of loanwords and non-loanwords査読有学術雑誌単著マット・ルーカスThe Asian EFL Journal Quarterly20(6) 114 - 1442018年6月
国際学会Cross-linguistic influence in deictic referencing among Japanese EFL learners査読有その他単著マット・ルーカス2018年2月 9日The 14th Annual CamTESOL Conference on English Language Teaching: Regional ELT Research Symposium,Phnom Penh, Cambodia
著書Research-based vocabulary instruction strategies査読有その他分担執筆マット・ルーカス;グローガン・マイルズ;竹内理In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (Winner of the Association of American Publishers 2019 PROSE Award) Wiley-Blackwell: USA2018年2月
著書Encouraging and motivating vocabulary development査読有その他分担執筆マット・ルーカス;グローガン・マイルズ;竹内理Encouraging and motivating vocabulary development2018年2月
国際学会Ameliorating relative clause accuracy issues among Japanese learners with online instruction査読有その他単著マット・ルーカス2018年1月 26日The 38th Thailand TESOL International ConferenceChiang Mai, Thailand
論文Cross-linguistic awareness-raising practices can enhance written performance in EFL classes in Japanese universities査読有学術雑誌共著マット・ルーカス;アンドルーラ・ヤクウメッティInternational Journal of Bilingual Education and Bilingualism22(8) 958 - 9732017年5月 10日https://doi.org/10.1080/13670050.2017.1325833
国際学会The potential influence of Japanese agglutinative forms on English accuracy査読有その他単著マット・ルーカス2017年3月 21日TESOL International Convention and English Language Expo: Doctoral Research ForumSeattle, WA, United States
国際学会Defossilizing pluralization errors with cross-linguistic web-based instruction査読有その他単著マット・ルーカス2017年1月 21日The 37th Thailand TESOL International ConferenceBangkok, Thailand
国際学会Cross-linguistic influence from English loanwords査読有その他マット・ルーカス2016年11月 27日Japan Association for Language Teaching (JALT)Nagoya, Japan