RESEARCH:研究活動

SELECTED PUBLICATIONS (*mark indicates publications in Japanese) and PRESENTATIONS

Books

*Yashima, T. & Kubota, M. (2012) Intercultural communication: Global mind and local affect. Tokyo: Shohakusha. p.1-320.

*Yashima, T. (2004) Second Language communication and intercultural adaptation. Tokyo: Taga Publishing. p.1-304.

*Yashima, T. (2004). Motivation and affect in foreign language communication. Osaka: Kansai University Press. p.1-198.

Translation

*Yashima, T. & Takeuchi, O.(2006) Gaikokugo Kyouikugaku notameno Shitsumonshiho [Zoltan Dörnyei, Questionnaires in Second Language Research] Tokyo: Shohakusha p. 1- 196.

Book Chapters

Yashima, T., Ikeda, M. & Nakahira, S., (2016). Talk and silence in an EFL classroom: Interplay of learners and context. In J. King, (ed.) The dynamic interplay between context and the learner. (pp.104−126). Hampshire, UK; Palgrave Macmillan.

Yashima, T. (2014). Self-regulation and autonomous dependency among Japanese learners of English. In Murray, G. & Smith, R. (Eds.). The social dimensions of autonomy in language learning. (Pp. 60-87.) Hampshire, UK; Palgrave Macmillan.

Yashima, T. (2013). Imagined L2 selves and motivation for intercultural communication. In Apple, M. T., Da Silva, D., & Fellner, T. (Eds.). Language learning motivation in Japan. (Pp.35-53.) Bristol, UK: Multilingual Matters.

Yashima, T. (2013). Individuality, imagination and community in a globalizing world: An Asian EFL perspective. In Benson, P. and Cooker, L. (Eds.). The applied linguistic individual: Sociocultural approaches to autonomy, agency and identity. (Pp. 46-58.). London: Equinox.

Yashima, T. (2012). Willingness to communicate: Momentary volition that results in L2 behaviour In Mercer, S., Ryan, S., & Williams, M. (Eds). Psychology for language learning: Insights from research, theory and practice. (Pp.119-135.). Hampshire, UK; Palgrave Macmillan.

Noels, K., Yashima, T., & Zhang, R. (2011). Language, identity and intercultural communication. In Jackson, J. (Ed.) The Routledge handbook of language and intercultural communication. (Pp. 52-66.). London: Routledge.

*Yashima, T. & Ohtani, M. (2011). Intercultuarl communication and English education. In Shiozawa, T., Yoshikawa, H., & Ishikawa, Y. (Eds.). Eigokyoikugaku taikei Vol.3 Eigokyoikuto bunka. Tokyo: Taishukan. Pp. 50-73.

Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL Context. In Dörnyei, Z. and Ushioda, E. (Eds.). Motivation, language identity and the L2 self. (Pp.144-163.). Clevedon, UK: Multilingual Matters.

*Yashima, T. (2007. 7). Bilingualism and education. In Kohno, M., Ikari, Y, Ishikawa, K., Kadota, S., Murata, J., & Yamane, S. (Eds.). Explorations into the mechanism of language and cognition. Tokyo: Sanseido. Pp.156-167.

*Yashima, T. (1985). An analysis of interpretation skills. In Kohno, M. & Sawamura, F. Listening & Speaking: A New Perspective. (1985) Tokyo: Yamaguchishten. Pp.176ー193.

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Articles

Yashima, T., MacIntyre, P. & Ikeda, M. (2018). Situated willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research. 22, 115—137. DOI: 10.1177/1362168816657851

Yashima, T., Nishida, R., & Mizumoto, A. (2017). Influence of learner beliefs and gender on the motivating power of L2 Selves. The Modern Language Journal, 101, 4, 691-711. doi.org/10.1111/modl.12430

Nishida, R. & Yashima, T. (2017). Language proficiency, motivation and affect among Japanese University EFL learners focusing on early language learning experience. Annual Review of English Language Education in Japan, 28, 1-16.

Kojima, N. & Yashima, T. (2017). Motivation in English Medium Instruction classrooms from the perspective of self-determination theory and the ideal self. JACET Journal, 61, 23-39.

*Yashima, T. (2016). A qualitative study of learning through participation in international volunteering. Journal of Faculty of Foreign Languages, Kasnai University, 15, 33-50.

Denies, K., Yashima, T., & Janssen, R. (2015). Classroom versus societal willingness to communicate: Investigating French as a second language in Flanders. The Modern Language Journal, 99, 718-739

Yashima, T. & Arano, K. (2014).  Understanding EFL learners’ motivational dynamics: A three-level model from a dynamic systems and sociocultural perspectiveInDörnyei, Z., MacIntyre, P. D., & Henry, A. (Eds.). Motivational dynamics in language learning. (Pp. 285-314.) . Multilingual Matters.

Yashima, T. (2013).  Agency in second language acquisition.  C. A. Chapelle (Ed.). The Encyclopedia of Applied Linguistics (Social interaction and complexity theory approaches to SLA.). Wiley-Blackwell.

Yashima, T. (2012).  Development of intercultural competence through participating in international volunteering. (Paper presented in a Symposium, Effects of different learning environments on various types of English skills and knowledge in Japanese students: Mixed-method approaches, organized by Miyuki Sasaki, Naoko Taguchi, Tomoko Yashima. ) The JACET 51st International Conference Proceedings.

Nakahira, S. & Yashima, T. (2012). Toward the development of instruments to assess motivation based on the L2 motivational self system. JACET Journal, 55, 31-48.

Maekawa, Y. & Yashima, T. (2012). Examining the motivational effect of presentation-based instruction on Japanese engineering students: From the viewpoints of the ideal self and self-determination theory. Language, Education, & Technology, 49, 65-92.

Maekawa, Y. & Yashima, T. (2012). Examining the effects of presentation-based instruction on Japanese engineering students’ attitudes towards learning English. JACET Kansai Journal, 14, 17-28.

*Yashima, T. (2011). Communication in English for living in a multicultural society.  Kokusairikaikyouiku Kenkyusenta Nnepo (Miyagi University of Education), 6, 1-14. 

Nishida, R. & Yashima, T.  (2010). Classroom interactions of teachers and elementary school pupils as observed during a musical project in a Japanese elementary school. System, 38, 480-490.

Yashima, T. (2010). The effects of international volunteer work experiences on intercultural competence of Japanese youth. International Journal of Intercultural Relations, 34, 268-282. 

Nakahira, S., Yashima, T., & Maekawa, Y. (2010). Relationships among motivation, psychological needs, FL WTC, and Can-Do statements of English language learning based on self-determination theory: Preliminary study of non-English-major junior college students in Japan. JACET Kansai Journal, 12, 44-55. 

*Deguchi, T. & Yashima, T. (2009). An analysis of intercultural interactions among participants of an international volunteer project: The dialogic process toward a mutual understanding. Journal of Multicultural Relations, 6, 37-51.

Nishida, R. & Yashima, T. (2009). An investigation of factors affecting willingness to communicate and interest in foreign countries among young learners. Language, Education, & Technology, 46, 151-170.

Yashima, T. & Zenuk-Nishide, L. (2008). The impact of learning contexts on proficiency, attitudes, and L2 communication: Creating an imagined international community. System, 36, 566-585.

Deguchi, T. & Yashima, T. (2008). Interpersonal relationships between international students and Japanese college students at a Japanese college dormitory as a community of practice, Journal of Multicultural Relations, 5, 33-47.

Yashima, T., Noels, K., Shizuka, T., Takeuchi, O., Yamane, S., & Yoshizawa, K. (2008). The interplay of classroom anxiety, intrinsic motivation, and gender in the Japanese EFL context.   Kansai University Journal of Foreign Language Education and Research, 17, 41-64.

Simic, M., Tanaka, T., & Yashima, T. (2007).  Willingness to communicate in Japanese as a third language among International Students in Japan. Multicultural Relations, 4, 101-122.

Namura, K., Ikeda, M., & Yashima, T (2007). How can teachers motivate their learners in the classroom? An exploratory study based on the ARCS model. Language Education & Technology, 43, 169-186.

*Yashima, T., Abe, J. & Deguchi, T. (2007) Qualitative analyses of what students learned in intercultural communication classes: Action research by a community of teacher-trainees. LET Kansai Shibu Kenkyu Shuroku, 11, 29-43.

*Yashima, T. (2007) Understanding of words at critical moments of intercultural contact — From a perspective of the social cultural theory.  In Takeuchi, O., Kikuchi, A., Nabei, T., Yamane, S., Yashima, T., Sumi, S., &. Ikeda, M. (Eds.). Exploration of English Language Instruction. Tokyo: Sanseido.  p. 116-129.

*Chon, H. & Yashima, T. (2006). Language use and ethnic identity of Koreans in Japan.  Journal of Multicultural Relations, 3, 41-49.

*Yashima, T. (2006). Emotional scripts and second language communication. Kansai University Foreign Language Education, 10, 43- 58.

Shizuka, T., Takeuchi, O., Yashima, T., & Yoshizawa, K. (2006). A comparison of three- and four-option English tests for university entrance selection purposes in Japan.  Language Testing, 23, 35-57. 

Yashima, T., Zenuk-Nishide, L & Shimizu, K. (2004). Influence of attitudes and affect on willingness to communicate and L2 communication. Language Learning, 54, 119-152. 

Yashima, T. (2002). Willingness to communicate in L2: The Japanese EFL context. The Modern Language Journal, 86, 54-66.

Yashima, T. & Tanaka, T. (2001). Roles of social support and social skills in the intercultural adjustment of Japanese adolescent sojourners in the USA. Psychological Reports, 88, 1201-1210.

Yashima, T (2000). L2 use anxiety and willingness for intercultural interaction. Kansai University Audio-visual Education, 23, 1-15.

Yashima, T. (2000). Orientations and motivation in foreign language learning: A study of Japanese college students. JACET Bulletin, 31, 121-133.

Yashima, T. (1999). Influence of personality, L2 proficiency and attitudes on Japanese adolescents' intercultural adjustment. JALT Journal, 21-1, .66-86. 

*Tanaka, T. & Yashima, T. (1999).  Social support and intercultural adjustment of adolescent Japanese sojourners in the U. S. A. Journal of Intercultural Communication, 3, 99-113. 

*Yashima, T. & Tanaka, T. (1998). Social skills and intercultural adjustment of second language users.  Journal of Language Processing, 2 14-26.

Yashima, T (1998).  Willingness to communicate in a foreign language: A preliminary study. Kansai University Journal of Informatics, 9, 121-134.

Viswat, L. & Yashima, T. (1998). English teaching for social adjustment: Research and application. Otemon Gakuin Eibungaku Ronshu, 7, 61-79. 

Yashima, T. & Viswat, L. (1997).  Acquisition of 'fluency' in L2' through an overseas study program. JACET Bulletin, 193-206.

*Yashima, T. (1997). Extroversion, introversion and foreign language learning.  Language Laboratory, 34, 93-105.

*Yashima, T. and Tanaka, T. (1996).  English teaching for intercultural adjustment using social skill training techniques.  Intercultural/transcultural Education: Bulletin of Intercultural Education Research Society, 10, 150-166.

Yashima, T. (1995).  English proficiency, personality and intercultural adjustment of Japanese students studying in America Intercultural Communication Studies 5, 83-108.  (International Association for Intercultural Communication Studies)

*Yashima, T. (1994). Acquisition of communicative competence through overseas study in America --A case study of Japanese high school students. Language Laboratory, 31, 31-43,

Yashima, T. & Viswat, L. (1993). An analysis of communication problems of Japanese high school students and their host families. Human Communication Studies, 21, 181-196.

Yashima, T. & Viswat, L. (1992).  Sojourner adjustment: The role of a support group. Heian Jogakuin Kiyo, 22, 49-59.

Yashima, T. & Viswat, L. (1991). A study of Japanese high school students' intercultural experience -- Change in image of Americans. Human Communication Studies, 19, 181-194.

Yashima, T. (1989). Application of interpretation training to English pedagogy I -  Shadowing.  Heian Jogakuin Eigaku, 21, 29ー37.

Yashima, T. (1987). The effect of background knowledge on the EFL reading process. Osaka Jogakin Kiyo, 18, 111-124.

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Lectures and Presentations

Lectures and talks at academic conferences

New horizons in researching foreign language motivation and affect ─WTC, L2 Self, & Community. Invited talk at 21st Seminar of BA and MA Thesis Presentations, Kansai English Language Education Society, held at Kansai International University, Hyogo, Japan, February 11, 2018

L2 Motivation and willingness to communicate in a globalizing world (2017). A plenary talk at Okinawa JALT, 2017 at Okinawa Christian University, December 17, 2017.

Yashima, T. (2016). Motivation and willingness to communicate: An Asian EFL Perspective. Keynote Speech at the 33rd International Conference on English Teaching and Learning. May 29, 2016, at National Changhua University of Education. Changhua, Taiwan.

Yashima, T. (2015). Imagined L2 selves and motivation to communicate. Plenary Speech at JALT 2015, 41st Annual International Conference on Language Teaching and Educational Materials Exhibition. Nov. 22, 2015, Shizuoka Convention &Arts Center “Granship,” Shizuoka, Japan.

*Yashima, T. (2012, 12).  English communication in a multicultural society.  A lecture at Miyagi University of Education.

Yashima, T. (2011). Imagined L2 Selves and Motivation for Intercultural Communication.An invited talk at  JALT CUE  2011 Conference Toyogakuen University,  Tokyo. July 2, 2011

*Yashima, T. (2010, 6).  Multicultural awareness and participating in an imagined international community.  A talk in the Symposium at 27th Chubu Chapter Convention of JACET. Chukyo University.

Yashima, T. (2009, 12). English teaching and motivation.  A talk in the Symposium <Curriculum, teaching materials, teaching methods: Focusing on Theories (Organized by Yukawa, E.)  Kinugasa Campus, Ritsumeikan University.

Yashima, T.(2007, 10). Intercultural mobility, language learning and identity.  Panel discussion “Multicultural relations and identity. In the 6th National Convention of Japan Society for Multicultural Relations.  Hyogo Prefectural University. Kobe, Japan

Yashima, T.(2007. 10). Autonomy and willingness to communicate: The Development of an English-using ideal self.  An invited talk at 3rd International Conference of the Independent Learning Association, Kanda University of International Studies, Chiba, Japan.

Yashima, T.(2006, 11). Second language communication and emotions. A keynote speech at the Fifth Symposium of Communication Association of Japan Kansai Chapter. Senri Kinran University.

Yashima, T. (2005. 11).L2 Learning, Communication, and Identity: What we learn from the Canadian tradition. An invited talk at ATESL Edmonton Local Meeting, NorQuest College, Edmonton, Alberta, Canada.

Yashima, T. (2005, 10).L2 Communication and Acculturation: A Japanese perspective. A talk at Social Cultural Psychological Area Meeting of Department of Psychology, University of Alberta.

Yashima, T.(2004, 12). Affect and motivation in English communication: What we learn from intercultural contact studies. A lecture at Osaka Seminar, Kansai English Language Education Society. Kansai University.

Yashima, T.(2003, 5). Exploring the influence of intercultural contact. A talk in the Symposium < Developing intercultural communication competence> at the 24th Conference of Association of Intercultural/ Transcultural Education. Sinshu University.

Yashima, T. (1997). A talk in the Symposium < English education for intercultural communication purposes> Language Laboratory Association Kansai Chapter Autumn Meeting. Ehime University.

Presentations at International Conferences

Yashima, T. (2018). Researching nested systems and their interactions: Dynamic WTC in the classroom. A paper presented in Symposium: Simply researching complexity in language learning and teaching (with Sampson, R., Pinner, R., Falout, J.), at PLL3 (Psychology of Language Learning 3), Waseda University, Tokyo, Japan. June 8, 2018.

Fukui, H. & Yashima, T. (2018). Emerging ideal multilingual selves: Narratives of Japanese students learning two languages in Taiwan. A paper presented at PLL3 (Psychology of Language Learning 3), Waseda University, Tokyo, Japan. June 8, 2018.

Yashima, T. & Nishida, R. (2016). Influence of learner beliefs and gender on the motivating power of future L2 selves. Paper presented at Psychology of Language Learning 2 Conferene, Jyväskyylä, Finland. August 23, 2016.

Kojima, N. Yashima, T. (2016). Exploring motivation towards English-Medium Instruction: A study of Japanese University Students from Perspectives of Self-Determination Theory and The L2 Motivational Self System. The Japan Association for Language Education & Technology (LET) The 56th National Conference. held at Waseda University, Tokyo. August 8th, 2016

Yashima, T. & Ikeda, M. (2014). Emergent motivation to communicate in an L2: Interplay of individual characteristics and contextual factors. Paper presented at International Conference on Motivational Dynamics and Second Language Acquisition, at University of Nottingham. August 29th, 2014), Nottingham, UK.

Nishida, R. & Yashima, T. (2014). Overviews of motivation, communicative/traditional language learning orientation, and linguistic abilities among Japanese university EFL Learners. Paper presented at The World Congress of AILA 2014 at Brisbane, Australia. August 11, 2014.

Yashima, T. & Arano, K. (2013).  Three-level model of motivational dynamics: An approach to understanding EFL students’ decisions to continue learning. In Dörnyei, Z. & MacIntyre, P. (Organizers) Motivational Dynamics in Second Language Acquisition. The AAAL 2013 Annual Conference at Dallas, March, 17, 2013.  Congress Program Abstract p.88.

Yashima, T. (2012).  Development of intercultural competence through participating in international volunteering.  Paper presented in a Symposium, Effects of different learning environments on various types of English skills and knowledge in Japanese students: Mixed-method approaches., organized by Miyuki Sasaki, Naoko Taguchi, Tomoko Yashima.  The JACET 51st International Convention, at Aichi Prefectural University. August, 31, 2012

Yashima, T. (2011).  Development of learner autonomy through social learning opportunities. Research Network Symposium on Learner Autonomy.  The 16th World Congress of Applied Linguistics, AILA 2011 Aug. 26, Beijing Foreign Language University.  

Yashima, T. (2011). Imagined L2 selves and motivation for intercultural communication.An invited talk at JALT CUE 2011 Conference, Toyogakuen University, Tokyo.July 2, 2011

Nishida, R. & Yashima, T. (2010).  Classroom interactions of teachers and elementary school pupils through a musical project: An analysis from a sociocultural theoretical perspective.  The AAAL 2010 Annual Conference.  March 9, 2010, Atlanta.

Deguchi, T. & Yashima, T. (2010).  L2 communication among participants of an international volunteer project: A discursive process of the dialogue toward mutual understanding.  The AAAL 2010 Annual Conference.  March 7, 2010, Atlanta.

Yashima, T. (2009). The impact of participation in international work projects on L2 learning motivation, WTC and international posture: Development of the possible L2 self.  The AAAL 2009 Conference. March 21, 2009.  Denver, Colorado  

Nishida, R. & Yashima, T. (2009). The enhancement of intrinsic motivation and willingness to communicate through a musical project in young EFL learners.  The AAAL 2009 Conference.  March 24, 2009. Denver, Colorado   

Yashima, T. (2008). Development of “English-using ideal selves” through participation in international work projects. The15th World Congress of Applied Linguistics, August 26, 2008  Essen, Germany.

Yashima, T.(2007. 10). Autonomy and willingness to communicate: The Development of an English-using ideal self.  An invited talk at 3rd International Conference of the Independent Learning Association, Kanda University of International Studies, Chiba, Japan.

Yashima, T. (2007, 4).  Social and cognitive views on the nature of language and cultural learning through overseas study for EFL learners. Social and Cognitive Aspects of Second Language Learning and Teaching Conference, University of Auckland, New Zealand.

Yashima, T. (2007, 2). Willingness to communicate as a goal for ELT in Japan: International posture and English using self. A talk at International Symposium on English Education in Japan: Exploring New Frontiers. Kansai University.

Yashima, T. (2004, 11). Willingness to communicate as a key to participation in intercultural contexts. The Second Asia TEFL International Conference, Seoul Olympic Parktel, Seoul, South Korea. The Proceedings of AISA TEFL P.126.

Yoshizawa, K., Shizuka, T., Takeuchi, O., & Yashima, T. (2004, 5) Test-task characteristics and validation of English language tests. AAAL Annual Conference. Portland, Oregon.

Yashima, T., Zenuk-Nishide, L & Shimizu, K. (2002, 12). Influence of attitudes and affect on L2 communication: A study of Japanese high school students. The13th World Congress of Applied Linguistics, Singapore.

Tanaka, T. & Yashima, T. (1999, 8). Social support and intercultural adjustment of adolescent Japanese sojourners Third Conference of the Asian Association of Social Psychology. Academia Sinica, Taipei, Taiwan.

Yashima, T. (1999, 7). L2 Communication anxiety and willingness for intercultural interaction 12th World Congress of Applied Linguistics Waseda University, Tokyo, Japan

Yashima, T.  (1999, 3).  Orientations and motivation in foreign language learning: A study of Japanese college students. International Symposium onIndividual Differences in Foreign Language Learning, Aoyamagakuin University, Tokyo, Japan.

Yashima, T. (1996, 8). Extroversion, EFL proficiency, and inter-cultural adjustment to the U.S.A. 11th World Congress of Applied Linguistics. Jyvaskyla, Finland.

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