University College London
Institute of Education
20 Bedford Way, London
United Kingdom, WC1 0AL
k.saito@ucl.ac.uk
2023-present: Professor of Education, University College London
2018-2023: Associate Professor of Education, University College London
2015-2018: Lecturer in Applied Linguistics, Birkbeck College, University of London
2012-2015: Assistant Professor of English, Waseda University
2011-2012: Postdoctoral Fellow, Simon Fraser University
2008-2011: PhD in Second Language Education, McGill University
2005-2007: M.A. in Linguistics, Syracuse University
| Kazuya's new MA course @ UCL Second Language Speaking and Listening  CLICK HERE |
Kazuya's Supervision (BA, MA & PhD Projects)  CLICK HERE |
1. Funded projects
Saito, K. PI (2020-2024). Training a good ear predicts successful second language acquisition: Interfacing neuroscience, hearing, and education research perspectives. Spencer Foundation Grant ($50,000) [Project Description]
Saito, K. PI (2020-2024). Does having a good ear promote successful L2 speech learning? A behavioural and neural investigation. Leverhulme Trust Research Grant (£233,813) [Project Description]
Saito, K. PI (2019-2021). Interfacing education and neuroscience perspectives on the cognitive foundation of successful foreign language learning. ESRC Japan-UK Grant (£50,294) [Project Description]
2. Designing L2 speech corpus
Saito, K. (2017). Beginner, intermediate and advanced Japanese learners of English in Japan Canada, the US and the UK.Unpublished corpus of second language speech. [Project Description]
3. Synthesizing L2 speech research findings
Naturalistic L2 speech learning
Saito, K. (2018). Advanced segmental and suprasegmental acquisition in naturalistic settings. A contribution to "the handbook of advanced proficiency in second language acquisition" (Wiley-Blackwell) [Download]
Instructed L2 speech learning
Saito, K., & Plonsky, L. (2019). Effects of second language pronunciation teaching revisited: A proposed measurement framework and meta-analysis. Language Learning. [Download] [Related Link]
Saito, K. (2021). What characterizes comprehensible and native‐like pronunciation among English‐as‐a‐second‐language speakers? Meta‐analyses of phonological, rater, and instructional factors. TESOL Quarterly. [Download] [Related Link]
Saito, K. (2021). Corrective feedback and the development of second language pronunciation. A contribution to "the Cambridge handbook of corrective feedback in language learning and teaching" (Cambridge University Press) [Download]
Saito, K. (2018). Recasts in instructed SLA. A book chapter to "the TESOL encyclopedia of ELT" (Wiley-Blackwell) [Download]
A summary of my research programme
+ Please download [here]
Saito, K. (in press). How does having a good ear promote successful second language speech acquisition in adulthood? Introducing auditory precision hypothesis-L2. Language Teaching. [Download] [Related Link]
Saito, K. (in press). Age effects in spoken second language vocabulary attainment beyond the critical period. Studies in Second Language Acquisition. [Download] [Related Link]
Saito, K., & Tierney, A. (in press). Domain-general auditory processing as a conceptual and measurement framework for second language speech learning aptitude: A test-retest reliability study. Studies in Second Language Acquisition. [Download] [Related Link]
Dewaele, J.-M., Saito, K., & Halim, F. (in press). How teacher behaviour shapes Foreign Language learners’ Enjoyment, Anxiety and Attitudes/Motivation: A mixed modelling longitudinal investigation. Language Teaching Research. [Download] [Related Link]
*Sun, H., Saito, K., & Dewaele, J.-M. (in press). Cognitive and socio-psychological individual differences, experience, and naturalistic second language speech learning: A longitudinal study. Language Learning. [Download] [Related Link]
*Shao, Y., Saito, K., & Tierney, A. (in press). How does having a good ear promote instructed second language pronunciation development? Roles of domain-general auditory processing in choral repetition training. TESOL Quarterly. [Download] [Related Link]
*Suzukida, Y., & Saito, K. (in press). Detangling experiential effects of immersion versus classroom instruction on L2 learners' development of comprehensibility: A longitudinal study. Bilingualism: Language and Cognition. [Download] [Related Link]
*Ruan, Y., & Saito, K. (in press). Domain-general auditory difficulties limit instructed second language speech learning: Communicative focus on phonetic form revisited. System. [Download] [Related Link]
*Tran, M., & Saito, K. (in press). Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016). Language Teaching Research. [Download] [Related Link]
Saito, K., *Macmillan, K., *Kachlicka, M., *Kunihara, T., & Minematsu, N. (2023). Automated assessment of second language comprehensibility: Review, training, validation, and generalization studies. Studies in Second Language Acquisition, 45, 234–263. [Download] [Related Link]
Dewaele, J.-M., Saito, K., & Halim, F. (2023). How Foreign Language Enjoyment acts as a buoy for sagging motivation: A longitudinal investigation. Applied Linguistics, 44, 22-45. [Download] [Related Link]
*Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2023). Frequency of exposure influences accentedness and comprehensibility in learners’ pronunciation of second language words. Language Learning, 73, 84-125. [Download] [Related Link]
Saito, K., *Petrova, K., *Suzukida, Y., *Kachlicka, M., & Tierney, A. (2022). Training auditory processing promotes second language speech acquisition. Journal of Experimental Psychology: Human Perception and Performance, 8, 1410. [Download] [Related Link]
Saito, K., *Kachlicka, M., *Suzukida, Y., *Petrova, K., Lee, B., & Tierney, A. (2022). Auditory precision hypothesis-L2: Dimension-specific relationships between auditory processing and second language segmental learning in adulthood. Cognition, 229, 105236. [Download] [Related Link]
Saito, K., *Hanzawa, K., *Petrova, K., *Suzukida, Y., *Kachlicka, M, & Tierney, A. (2022). Incidental and multimodal high variability phonetic training: Potential, limits, and future directions. Language Learning, 72, 1049-1091. [Download] [Related Link]
Saito, K., *Macmillan, K., *Kroeger, S., Magne, V., *Takizawa, K., *Kachlicka, M., & Tierney, A. (2022). Roles of domain-general auditory processing in spoken second-language vocabulary attainment in adulthood. Applied Psycholinguistics 43, 581-606. [Download] [Related Link]
Saito, K., *Haining, C., *Suzukida, Y., Dardon, D., Suzuki, Y., Jeong, H., Revesz, A., Sugiura, M., & Tierney, A. (2022). Does domain-general auditory processing uniquely explain the outcomes of second language speech acquisition, even once cognitive and demographic variables are accounted for? Bilingualism: Language and Cognition, 25, 856-868. [Download] [Related Link]
Saito, K., *Sun, H., *Kachlicka, M., *Robert, J., Nakata, N., & Tierney, A. (2022). Domain-general auditory processing explains multiple dimensions of L2 acquisition in adulthood. Studies in Second Language Acquisition, 44(1), 57-86. [Download] [Related Link]
Saito, K., & *Liu, Y. (2022). Roles of collocation in L2 comprehensibility revisited: Different tasks, L1 vs. L2 raters, and cross-sectional vs. longitudinal analyses. Second Language Research, 38(3), 531-554. [Download] [Related Link]
*Suzukida, Y., & Saito, K. (2022). What is second language pronunciation proficiency? An empirical study. System,106, 102754. [Download] [Related Link]
*Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2022). Does mode of input affect how second language learners create form-meaning connections and pronounce second language words? Modern Language Journal, 106, 351-370. [Download] [Related Link]
*Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2022). The effects of talker variability and frequency of exposure on the acquisition of spoken word knowledge. Studies in Second Language Acquisition, 44(2), 357-380. [Download] [Related Link]
*Uchihara, T., *Eguchi, M., Clenton, J., Kyle, K., & Saito, K. (2022). To what extent is collocation knowledge associated with oral proficiency? A Corpus-based approach to word association. Language and Speech, 65(2), 311-336. [Download] [Related Link]
*Wheeler, P., & Saito, K. (2022). Second language speech intelligibility revisited: differential roles of phonological accuracy, visual speech, and iconic gesture. Modern Language Journal, 106, 429-448. [Download] [Related Link]
*Zheng, C., Saito, K., & Tierney, A. (2022). Successful second language pronunciation learning is linked to precise auditory processing rather than music aptitude. Second Language Research, 38 (3), 477-497. [Download] [Related Link]
Saito., K., *Suzukida, Y., *Tran, M., & Tierney, A. (2021). Domain-general auditory processing partially explains L2 speech learning in classroom settings: A review and generalization study. Language Learning, 71, 669-715. [Download] [Related Link]
Saito, K. (2021). What characterizes comprehensible and nativelike pronunciation among English-as-a-Second-Language speakers? Meta-analyses of phonological, rater, and instructional factors. TESOL Quarterly, 55, 866-900. [Download] [Related Link]
Saito, K., *Suzuki, S., *Oyama, T., & Akiyama, Y. (2021). How does longitudinal interaction differentially promote experienced vs. inexperienced learners’ L2 speech learning? Second Language Research, 37, 547-571. [Download] [Related Link]
*Sun, H., Saito, K., & Tierney, A. (2021). A longitudinal investigation of explicit and implicit auditory processing in L2 segmental and suprasegmental acquisition. Studies in Second Language Acquisition, 43, 551-573. [Download] [Related Link]
*Suzukida, Y., & Saito, K. (2021). Which segmental features matter for successful L2 comprehensibility? Revisiting and generalizing the pedagogical value of the Functional Load principle. Language Teaching Research, 25 (3), 431-450. [Download]nbsp;[Related Link]
Saito, K., *Kachlicka, M., *Sun, H., & Tierney, A. (2020). Domain-general auditory processing, age, experience, and post-pubertal L2 speech learning: A behavioural and neurophysiological investigation. Journal of Memory and Language. [Download] [Related Link]
Saito, K. (2020). Multi- or single-word units? The role of collocation use in comprehensible and contextually appropriate second language speech. Language Learning, 70, 548-588. [Download] [Related Link]
Saito, K., *Sun, H., & Tierney, A. (2020). Domain-general auditory processing as a perceptual-cognitive anchor of L2 pronunciation learning in adulthood: A longitudinal study. Applied Psycholinguistics, 41 , 1083-1123. [Download] [Related Link]
Saito, K., *Macmillan, K., *Tran, M., *Suzukida, Y., *Sun, H., *Magne, V., *Ilkan, M., & Murakami, A. (2020). Developing, analyzing and sharing multivariate datasets: Individual differences in L2 learning revisited. Annual Review of Applied Linguistics, 40 , 9-25. [Download] [Related Link]
Saito, K., Trofimovich, P., Abe, M., & In’nami, Y. (2020). Dunning-Kruger effects in second language speech learning: How does self-perception calibrate with other perception over time? Individual Differences and Learning, 79, 101849. [Download] [Related Link]
*Lee, B., Plonsky, L., & Saito, K. (2020). The effects of perception- vs. production-based pronunciation instruction. System, 88,102185. [Download] [Related Link]
Saito, K., *Tran, M., *Suzukida, Y., *Sun, H., Magne, V., & *Ilkan, M. (2019). How do second language listeners perceive the comprehensibility of foreign-accented speech? Roles of first language profiles, second language proficiency, age, experience, familiarity and metacognition. Studies in Second Language Acquisition, 41, 1133-1149. [Download] [Related Link]
Saito, K., *Sun, H., & Tierney, A. (2019). Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental, prosodic and temporal sensitivity and performance via behavioral and neurophysiological measures Bilingualism: Language and Cognition, 22, 1123-1140. [Download] [Related Link]
Shintani, N., Saito, K., & Koizumi, R. (2019). The relationship between multilingual raters' language background and their perceptions of accentedness and comprehensibility of second language speech. International Journal of Bilingual Education and Bilingualism, 22, 849-869. [Download] [Related Link]
Saito, K., & Plonsky, L. (2019). Effects of second language pronunciation teaching revisited: A proposed measurement framework and meta-analysis. Language Learning. [Download] [Related Link]
Saito, K., *Suzukida, Y., & *Sun, H. (2019). Aptitude, experience and second language pronunciation proficiency development in classroom settings: A longitudinal study. Studies in Second Language Acquisition, 41, 201-225. [Download] [Related Link]
Saito, K. (2019). To what extent does long-term foreign language education improve spoken second language lexical proficiency? TESOL Quarterly, 53, 82-107. [Download] [Related Link]
Saito, K. (2019). The role of aptitude in second language segmental learning:The case of Japanese learners’ English /r/ pronunciation attainment in classroom settings. Applied Psycholinguistics, 40, 183-204. [Download] [Related Link]
Saito, K. (2019). Individual differences in second language speech learning in classroom settings: Roles of awareness in the longitudinal development of Japanese learners’ English /r/ pronunciation. Second Language Research, 40, 183-204. [Download] [Related Link]
*Kachlicka, M., Saito, K. & Tierney, A. (2019). Successful second language learning is tied to robust domain-general auditory processing and stable neural representation of sound. Brain and Language, 192, 15-24. [Download] [Related Link]
Dewaele, J.-M., Franco, A., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment. Modern Language Journal, 103, 412-427. [Download] [Related Link]
Magne, V., *Suzuki, S., *Suzukida, Y., *Ilkan, M., *Tran, M., & Saito, K. (2019). Exploring the dynamic nature of second language listeners' perceived fluency: A mixed-methods approach. TESOL Quarterly, 53, 1139-1150. [Download] [Related Link]
*Appel, R., Trofimovich, P., Saito, K., Isaacs, T., & Webb, S. (2019). Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters. International Journal of Applied Linguistics. [Download] [Related Link]
Saito, K., Dewaele, J.-M., Abe, M., & In'nami, Y. (2018). Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68, 709-743. [Download] [Related Link]
Saito, K., *Ilkan, M., Magne, V., *Tran, M., & *Suzuki, S. (2018).Acoustic characteristics and learner profiles of low, mid and high-level second language fluency. Applied Psycholinguistics, 39, 593-617. [Download] [Related Link]
Saito, K., & *Hanzawa, K. (2018). The role of input in second language oral ability development in foreign language classrooms: A longitudinalstudy. Language Teaching Research, 22, 398-417. [Download] [Related Link]
Saito, K., & Akiyama, Y. (2018). Effects of video-based interaction on the development of second language listening comprehension ability: A longitudinal study. TESOL Quarterly, 52, 163-176. [Download] [Related Link]
Saito, K. & van Poeteren, K. (2018). The perception-production link revisited: The case of Japanese learners' English /r/ performance. International Journal of Applied Linguistics, 28, 3-17. [Download] [Related Link]
*Uchihara, T., & Saito, K. (2018). Exploring the relationship between productive vocabulary knowledge and second language oral ability. The Language Learning Journal, 47, 64-75. [Download] [Related Link]
Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2018). Linguistic dimensions of second language accentedness and comprehensibility vary across speaking tasks. Studies in Second Language Acquisition, 40, 443-457. [Download] [Related Link]
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign Language Enjoyment and Anxiety: The effect of teacher and learner variables. Language Teaching Research. [Download] [Related Link]
Saito, K. (2017). Effects of sound, vocabulary and grammar learning aptitude on adult second language speech attainment in foreign language classrooms. Language Learning, 67, 665-693. [Download] [Related Link]
Saito, K., Dewaele, J.-M., & *Hanzawa, K. (2017). A longitudinal investigation of the relationship between motivation and late second language speech learning in classroom settings. Language and Speech, 60, 614-632. [Download] [Related Link]
Saito, K., Trofimovich, P., & Isaacs, T. (2017). Using listener judgements to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study. Applied Linguistics, 38, 439-462. [Download] [Related Link]
Saito, K., & Akiyama, Y. (2017a). Video-based interaction, negotiation for comprehensibility, and second language speech learning: A longitudinal study. Language Learning, 67, 43-74. [Download] [Related Link]
Saito, K. & Akiyama, Y. (2017b). Linguistic correlates of comprehensibility in second language Japanese speech. Journal of Second Language Pronunciation, 3, 199-218. [Download] [Related Link]
*Saito, Y., & Saito, K. (2017). Differential effects of instruction on the development of second language comprehensibility,word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners. Language Teaching Research, 21, 589-608. [Download] [Related Link]
Saito, K., Webb, S., Trofimovich, P., & Isaacs, T. (2016a). Lexical profiles of comprehensible second language speech: The role of appropriateness, fluency, variation, sophistication, abstractness and sense relations. Studies in Second Language Acquisition, 37, 677-701. [Download] [Related Link]
Saito, K., Webb, S., Trofimovich, P., & Isaacs, T. (2016b). Lexical correlates of comprehensibility versus accentedness in second language speech. Bilingualism: Language and Cognition, 19, 597-609. [Download] [Related Link]
Saito, K., & Shintani, N. (2016a). Foreign accentedness revisited: Canadian and Singaporean raters' perception of Japanese accented English. Language Awareness, 25, 305-317. [Download] [Related Link]
Saito, K., & Shintani, N. (2016b). Do native speakers of North American and Singapore English differentially perceive second language comprehensibility? TESOL Quarterly, 50, 421-446. [Download] [Related Link]
Akiyama, Y., & Saito, K. (2016). Development of comprehensibility and its linguistic correlates: A longitudinal study of video-mediated telecollaboration. Modern Language Journal, 100, 585-609. [Download] [Related Link]
*Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English /r/ to Korean adult EFL learners. System, 60, 117-127. [Download] [Related Link]
Saito, K., & *Hanzawa, K. (2016). Developing second language oral ability in foreign language classrooms: The role of the length and focus of instruction and individual differences. Applied Psycholinguistics, 37, 813-840. [Download] [Related Link]
Saito, K., Trofimovich, P., & Isaacs, T. (2016). Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels. Applied Psycholinguistics, 37, 217-240. [Download] [Related Link]
Trofimovich, P., Isaacs, T., Kennedy, S., Saito, K., & Crowther, D. (2016) Flawed self-assessment: Investigating self- and other-perception of second language speech. Bilingualism: Language and Cognition, 19, 122-140. [Download] [Related Link]
Saito, K. (2015a). The role of age of acquisition in late second language oral proficiency attainment. Studies in Second Language Acquisition, 37, 713-743. [Download] [Related Link]
Saito, K. (2015b). Experience effects on the development of late second language learners' oral proficiency. Language Learning, 65, 563-595. [Download] [Related Link]
Saito, K. (2015c). Communicative focus on L2 phonetic form: Teaching Japanese learners to perceive and produce English /r/ without explicit instruction. Applied Psycholinguistics, 36, 377-409. [Download] [Related Link]
Saito, K. (2015d). Variables affecting the effects of recasts on L2 pronunciation development. Language Teaching Research, 19, 276-300. [Download] [Related Link]
Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2015). Second language comprehensibility revisited: Investigating the effects of learner background. TESOL Quarterly, 49, 814-837. [Download] [Related Link]
Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2015). Does a speaking task affect second language comprehensibility? Modern Language Journal, 99, 80-95. [Download] [Related Link]
Saito, K. (2014). Experienced teachers' perspectives on priorities for improved intelligible pronunciation: The case of Japanese learners of English. International Journal of Applied Linguistics, 24, 250-277. [Download] [Related Link]
Saito, K., & Munro, M. (2014). The early phase of /r/ production development in adult Japanese learners of English. Language and Speech, 57, 451-469. [Download] [Related Link]
Saito, K., & Wu, X. (2014). Communicative focus on form and L2 suprasegmental learning: Teaching Cantonese learners to perceive Mandarin tones. Studies in Second Language Acquisition, 36, 647-680. [Download] [Related Link]
Saito, K. (2013a). Age effects on late bilingualism: The production development of /r/ by high-proficiency Japanese learners of English. Journal of Memory and Language, 69, 546-562. [Download] [Related Link]
Saito, K. (2013b). The acquisitional value of recasts in instructed second language speech learning: Teaching the perception and production of English /r/ to adult Japanese learners . Language Learning, 63, 499-529. [Download] [Related Link]
Saito, K. (2013c). Re-examining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition, 35, 1-29. [Download] [Related Link]
Saito, K., & Brajot, F. (2013). Scrutinizing the role of length of residence and age of acquisition in the interlanguage pronunciation development of English /r/ by late Japanese bilinguals. Bilingualism: Language and Cognition, 16, 847-863. [Download] [Related Link]
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46, 1-40. [Download] [Related Link]
2012
Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 842-854. [Download] [Related Link]
Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness, 21, 369-385. [Download] [Related Link]
Saito, K., & Lyster, R. (2012a). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /r/ by Japanese learners of English. Language Learning, 62, 595-633. [Download] [Related Link]
Saito, K., & Lyster, R. (2012b). Investigating pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly, 46, 387-398. [Download] [Related Link]
Saito, K. (2011a). Identifying problematic segmental features to acquire comprehensible pronunciation in EFL settings: The case of Japanese learners of English. RELC Journal, 42, 363-378. [Download] [Related Link]
Saito, K. (2011b). Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: An instructed SLA approach to L2 phonology. Language Awareness, 20, 45-59. [Download] [Related Link]
Saito, K. (2011c). Differential effects of phonological and lexicogrammatical errors on NS and NNS listener perceptions of comprehensibility: An exploratory study. The Journal of Asia TEFL, 8, 39-61. [Download] [Related Link]
Lyster, R., & Saito, K. (2010a). Corrective feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265-302. [Download] [Related Link]
Lyster, R., & Saito, K. (2010b). Interactional feedback as instructional input: A synthesis of classroom SLA research. Language, Interaction and Acquisition, 1, 276-297. [Download] [Related Link]
Saito, K. (2007). The influence of explicit phonetic instruction on pronunciation teaching in EFL settings: The case of English vowels and Japanese learners of English. Linguistic Journal, 3 (3), 17-41. [Related Link]
Saito, K. (2021). Corrective feedback and the development of L2 pronunciation. In H. Nassaji & E. Kartchava (Eds.). The Cambridge handbook of corrective feedback in language learning and teaching (pp. pp. 407-429). Cambridge, UK: Cambridge University Press. [Download][Related Link]
Saito, K. (2018). Advanced segmental and suprasegmental acquisition.In P. Malovrh & A. Benati (Eds.). The handbook of advanced proficiency in second language acquisition (pp. 282-303). Wiley Blackwell. [Download]
Saito, K. (2018). Recasts. In Liontas, J. (Ed.), The TESOL encyclopedia of ELT. Wiley-Blackwell.[Download] [Related Link]
Saito, K., Trofimovich., P., Isaacs, T., & Webb., S. (2016). Re-examining phonological and lexical correlates of second Language comprehensibility: The role of rater experience. In T. Isaacs & P. Trofimovich (Eds.). Interfaces in second language pronunciation assessment: Interdisciplinary perspectives (pp. 141-156). . Bristol, UK: Multilingual Matters. [Download] [Related Link]
Saito, K. (2015). How do non-native speakers perceive the role of phonology and leixogrammar in improved comprehensibility? Waseda Cultural Review, 46, 63-75.[Download]
Saito, K. (2015). Review of Teaching and Researching English Accents in Native and Non-native Speakers edited by Ewa. Waniek-Klimczak and Linda. Shockey (2013, Springer). World Englishes, 34, 293-295. [Download] [Related Link]
Munro, M. J., Derwing, T. M., & Saito, K. (2013). English L2 vowel acqusition over seven years. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference. Ames, IA: Iowa State University.[Download]
Saito, K. (Monthly submission, April 2013 – March 2015). Introduction to English pronunciation. In 1000-Hour Hearing Marathon. Tokyo: ALC Press Inc. [Author Info]
Saito, K., & Smith, G. (Monthly submission, February 2009 – March 2013). Introduction to English pronunciation. In 1000-Hour Hearing Marathon. Tokyo: ALC Press Inc. [Author Info]
Saito, K., & MacKay, D. (2011, March). What characterizes intelligible pronunciation? The case of 10 experienced non-native speakers in Canada. The English Journal, 41, 22-35. [Download] [Related Link]
Saito, K. (2009, January). How to learn and practice eight English-specific sounds. The English Journal, 39, 24-32. [Related Link]
HOW TO TEACH COMPREHENSIBLE PRONUNCIATION
Top 5 Segmental features crucial for comprehensibility
Sample Article 1 [Download]
Sample Article 2 [Download]
Sample Article 3 [Download]
Sample Article 4 [Download]
Sample Article 5 [Download]
Segmental Summary [Download]
Top 4 Suprasegmental features crucial for comprehensibility
Syllable [Download]
Lexical stress [Download]
Intonation [Download]
Rhythm [Download]
Rhythm & intonation [Download]
References:
① Suzukida, Y., & Saito, K. (in press, 2020). Which segmental features matter for successful L2 comprehensibility? Revisiting and generalizing the pedagogical value of the Functional Load principle. Language Teaching Research.
② Saito, K. (2014). Experienced teachers' perspectives on priorities for
improved intelligible pronunciation: The case of Japanese learners of English.
International Journal of Applied Linguistics, 24, 250-277.
③ Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment
strategies for intelligibility in L2 teacher talk: Results and implications
of a questionnaire study. Language Awareness, 21, 369-385.
④ Saito, K. (2011). Identifying problematic segmental features to acquire comprehensible pronunciation in EFL settings: The case of Japanese learners of English. RELC Journal, 42, 363-378.
HOW TO TEACH ENGLISH [r] "COMMUNICATIVELY"
Focus on English /r/: English Argumentative Project
Day 1 [Download]
Day 2 [Download]
Day 3 [Download]
Day 4 [Download]
Argument creation material ① [Download]
Argument creation material ② [Download]
Teacher manuals [Day 1] [Day 2] [Day 3] [Day 4]
Focus on English /r/: Communicative Games
Find Someone Who [Download]
Karuta: Card Game [Download]
Guessing Game ① [Download]
Guessing Game ② [Download]
Card Reading [Download]
References:
① Saito, K., & Lyster, R. (2012). Effects of form-focused instruction
and corrective feedback on L2 pronunciation development of /r/ by Japanese
learners of English. Language Learning, 62, 595-633.
② Saito, K. (2013). Re-examining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition, 35, 1-29.
③ Saito, K. (2013). The acquisitional value of recasts in instructed second
language speech learning: Teaching the perception and production of English
/r/ to adult Japanese learners . Language Learning, 63, 499-529.
④ Saito, K. (2015). Communicative focus on L2 phonetic form: Teaching Japanese learners to perceive and produce English /r/ without explicit instruction. Applied Psycholinguistics, 36, 377-409.
(2022, June). Research on second language pronunciation teaching and technology A state-of-the-art review. International Conference on ELT in Korea (Seoul, Korea)
(2021, June). How does having a good ear promote successful L2 speech acquisition in adulthood? . The 30th conference of the European Second Language Association (Barcelona, Spain)
(2019, June). How research helps assess, develop and teach comprehensible L2 pronunciation: An overview. The L2 Pronunciation Research Workshop: Bridging the Gap between Research and Practice (Barcelona, Spain)
(2019, May). Assessing, developing and teaching second language comprehensibility as a multifaceted phenomenon: The role of listener and speaker individual differences. The 6th International Conference on English Pronunciation: Issues & Practices (Skopje, Macedonia)
(2017, October). Researching, assessing and teaching comprehensible second language speech. International Conference on Best Practices and Innovations in Education. (İzmir, Turkey)
(2018, June). On the underlying mechanism for L2 speech learning: What have behavioral measures revealed so far?. Tohoku University. (Miyagi, Japan)
(2018, June). Teaching Japanese EFL students to attain comprehensible second language speaking proficiency. Miyagi University of Education. (Miyagi, Japan)
(2018, June). The past, present and future of research on L2 writing/speech. Japan Second Language Acquisition Research Forum. (Osaka, Japan)
(2018, April). What characterises "talents" for successful second language speech learning?. Northumbria University. (Newcastle, UK)
(2018, January). Late second language speech learning: A research synthesis. City University of Hong Kong. (Kowloon Tong, Hong Kong) [Download]
(2018, January). Teaching “comprehensible” second language pronunciation: A research synthesis. University of Reading. (Reading, UK)
(2017, September). Individual differences in second language speech learning in classroom settings: Longitudinal investigations of motivation, use and acquisition. J-SLARF, Chuo University. (Tokyo, Japan)
(2017, June). Effects of explicit pronunciation instruction: Research synthesis. LET Kansai. (Osaka, Japan)
(2017, June). Roles of individual differences in second language speech learning in Japanese EFL classrooms: Cross-sectional and longitudinal perspectives . Kansai University. (Osaka, Japan)
(2017, June). Developing second language speech in foreign language classrooms. Osaka Univesity. (Osaka, Japan)
(2017, May). Effects of instruction on the development of intelligible pronunciation in Japanese EFL classrooms: What and how to teach? International Christian University. (Tokyo, Japan) [Download]
(2017, May). Assessing, teaching and researching second language fluency. International Christian University. (Tokyo, Japan) [Download]
(2017, May). What characterises high, mid and low-level second language fluency?. London Second Language Acquisition Research Forum (London, UK)
(2017, April). Aptitude effects on second language pronunciation proficiency development . St. Mary Universiuty, Twickenham (London, UK)
(2017, March). How to assess, teach and research second language pronunciaiton. Queen Mary Universiuty of London (London, UK)
(2016, October). Researching, learning and training second language speech. Universiuty of York (York, UK)
(2016, May). Role of individual differences in second language speech learning: A longitudinal study. London Second Language Acquisition Research Forum (London, UK)
(2016, February). The pedagogical potential and limits of English Medium Instruction in Japanese English-as-a-Foreign-Language classrooms. Universiuty of Oxford (Oxford, UK)
(2016, February). The role of video-based interaction in the longitudinal development of second language oral ability. University of Essex (Essex, UK)
(2015, December). What makes second language speech comprehensible?Bloomsbury Public Lecture Series, Birkbeck, Univesity of London (London, UK)
(2015, November). To what extent can conversational interaction help second language speech learning?. Institute of Education, Univeristy College London (London, UK)
(2015, May). Improving L2 oral abilit via e-FonF. LET Kansai (Osaka, Japan)
(2014, November). What is comprehensible second language speech? The case of Japanese learners of English. The Japan Association of College English Teachers (Tokyo, Japan)
(2014, June). Second language speaking: Reviews, results and implications of empirical studies. TALK, Waseda University[Abstract][LINK].
(2014, May). Researching second language oral proficiency. ETJ Tokyo Workshop[Abstract][LINK].
(2014, February, March). Teaching and researching second language speech. Temple University, Japan Campus (Tokyo/Osaka, Japan)[Abstract].
(2013, June). Improving the comprehensibility of adult Japanese learners of English: What and how to teach?. Miyagi University (Sendai, Japan)[Abstract].
Magne, V., *Ilkan, M., *Tran, M., Suzuki, S., & Saito, K. (2017, August).Acoustic characteristics and learner profiles of low, mid and high level second language fluency. Paper presented at the 27th annual conference of the European Second Language Association (EUROSLA), University of Reading, UK.
*Sun, H., Saito, K., & Dewaele, J-M. (2017, August). Second language oral ability development and individual differences during study abroad: A longitudinal study. Paper presented at the 27th annual conference of the European Second Language Association (EUROSLA), University of Reading, UK.
*Suzukida, Y., & Saito, K. (2017, August). Examining the segmental and suprasegmental correlates of second language pronunciation proficiency. Paper presented at the 27th annual conference of the European Second Language Association (EUROSLA), University of Reading, UK.
Saito., K., Suzukida, Y., & Sun, H. (2017, August). Aptitude, experience and second language pronunciation proficiency development; A longitudinal study. Paper presented at the 27th annual conference of the European Second Language Association (EUROSLA), University of Reading, UK.
*Uchihara, T., Saito, K., & Clenton, J.(2017, March). Investigating the potential relationships between L2 speaking performance and productive vocabulary. Paper presented at the annual conference of the American Association for Applied Linguistics, Portland, OR.
*Sun, H., Saito, K., & Dewaele, JM. (2017, March). Second language speech evelopment and individual differences in the early phase of immersion: A longitudinal study. Paper presented at the annual conference of the American Association for Applied Linguistics, Portland, OR.
Plonsky, L., & Saito, K. (2017, March). Variation in L2 pronunciation: A proposed framework and systematic review. Paper presented at Georgetown University Roundtable on Linguistics and Languages (GURT), Washington, DC.
Plonsky, L., & Saito, K. (2016, September). A proposed framework and systematic review on second language pronunciation assessment. Paper presented at the Second Language Research Forum, Columbia University, New York City, NY.
Saito, K. (2016, September). Longitudinal development of second language ability in Japanese EFL classrooms. Paper presented at Pacific Second Language Research Forum (PacSLRF), Tokyo, Japan.
*Sun, H., Saito, K., & Jean-Marc, Dewaele. (2016, September). Role of learning context in the L2 motivational orientation: A comparative study of Chinese learners of English in EFL and ESL contexts. Paper presented at the 49th Annual Meeting of the British Association for Applied Linguistics (BAAL), Anglia Ruskin University, UK.
Saito, K. (2016, August).Defining the rate of learning, ultimate attainment and near-nativelikeness: An empirical study. Paper presented at the 26th annual conference of the European Second Language Association (EUROSLA), the University of Jyvaskyla, Finland
Saito, K., & Akiyama, Y. (2016, June). The role of video-based interaction in the longitudinal development of second language oral ability: An experimental study. Paper presented at New Sounds, Aarhus, Denmark
Appel, R., Trofimovich, P., Saito, K. Webb, S., & Isaacs. T. (2016, May). Comprehensibility and nativelikeness from the perspective of naive L1 English raters. Paper presented at Canadian Association of Applied Linguistics conference (CAAL), Calgary, AB, Canada
Dewaele, J-M., Witney, J., Saito, K., & Dewaele, L. (2016, April). Foreign language enjoyment & foreign language classroom anxiety in British FL classrooms: The effect of teacher & learner variables. Paper presented at the annual conference of the American Association for Applied Linguistics, Orlando, FL.
Saito, K., & Akiyama, Y. (2015, August).Interaction, negotiation for meaning, and second language speech learning: A longitudinal study. Paper presented at the 25th annual conference of the European Second Language Association (EUROSLA), Aix-Marseille University, France.
Isaacs, T., Trofimovich, P., Crowther, D., Saito, K., & Foote, J. (2014, September).Beyond the "armchair" method of rating scale construction: Validating an empirically-derived L2 comprehensibility scale. Paper accepted for presentation at the 24th annual conference of the European Second Language Association (EUROSLA), York, UK
Hanzawa, K., & Saito, K. (2014, September). Segmental acquisition by Japanese learners of English under foreign language classroom conditions: A longitudinal study of vowel production. Paper accepted for presentation at the 24th annual conference of the European Second Language Association (EUROSLA), York, UK.
Hanzawa, K., & Saito, K. (2014, July). The acquisition of voice onset time by Japanese learners of English: A one academic year study. Paper accepted for presentation at the Perception-Production Studies and Corpus-based Approaches in Second Language Phonetics and Phonology international workshop, Tokyo, Japan.
Isaacs, T., Trofimovich, P., Crowther, D., Saito, K., & Foote, J. (2014, June). Modelling comprehensibility in an oral production scale for L2 learners of English: Which linguistic factors generalize across L1s? Paper accepted for presentation at Language Testing Research Colloquium, Amsterdam, Netherlands.
Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2014, May). Differentiating accent from comprehensibility:The importance of learner background. Paper accepted for presentation at the Canadian Association of Applied Linguistics Annual Conference, Brock University, ON, Canada.
Saito, K. (2014, March). Experience effects on late second language learners' oral proficiency development . Paper presented at the annual conference of the American Association for Applied Linguistics, Portland, OR.
Trofimovich, P., Saito, K., & Isaacs, T. (2014, March). Comprehensibility versus accent: Using global listener ratings to investigate phonological, lexical, and grammatical influences on L2 speech. Paper presented at the annual conference of the American Association for Applied Linguistics, Portland, OR.
Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2014, March). L2 comprehensibility revisited: Investigating the effects of learner background and speaking task. Paper presented at the annual conference of the American Association for Applied Linguistics, Portland, OR.
Wu, X., & Saito, K. (2013, December). Difficulty in the acquisition of Mandarin high level and high falling tones by Cantonese learners. Paper presented for presentation at the 166th Meeting of the Acoustical Society of America, San Francisco, CA.
Munro, M., Derwing, T., & Saito, K. (2013, June). Aspiring to aspirate: A longitudinal study of English voiceless stop acquisition. Paper presented at the Canadian Association of Applied Linguistics Annual Conference, Victoria University, BC, Canada.
Saito, K. (2013, May). Age effects on late bilingualism: The production development of /r/ by high-proficiency Japanese learners of English (Acoustic perspective). Paper presented at New Sounds, Concordia University, QC, Canada.
Saito, K. (2013, March). Age effects on late bilingualism: The production development of /r/ by high-proficiency Japanese learners of English (Listener perspective). Paper presented at the annual conference of the American Association for Applied Linguistics, Dallas, TX.
Saito, K., & Wu, X. (2013, March). Communicative focus on form and L2 suprasegmental learning. Paper presented at the annual conference of the American Association for Applied Linguistics, Dallas, TX.
Munro, M., Derwing, T., & Saito, K. (2012, August). English L2 vowel acquisition over seven years. Paper presented at The 4th Annual Conference Pronunciation in Second Language Learning and Teaaching, Vancouver, BC.
Saito, K. (2012, August). Recasts in instructed L2 speech learning: Teaching the perception and production of English /r/ to adult Japanese learners. Paper presented at the 4th Annual Conference Pronunciation in Second Language Learning and Teaaching, Vancouver, BC.
Saito, K., & Brajot, F. (2011, May). The role of length of residence on the production of /r/ by Japanese L2 learners of English: An acoustic perspective. Paper presented at National Interdisciplinary Graduate Symposium: Cultivating Community, Concordia University, Montreal.
Saito, K., Druda, G., MacKay, D., & Quiroga, J. (2011, April). Effects of instruction on L2 pronunciation development: A synthesis of nine quasi-experimental intervention studies. Paper presented at Second Language Phonetics: From Lab to Life, Universite du Quebec Montreal, Montreal.
Saito, K. (2011, March). Effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic instruction. Paper presented at presentation at the annual conference of the American Association for Applied Linguistics, Chicago, IL.
Saito, K. (2011, March). Towards indentifying teaching and learning priorities for acquiring intelligible pronunciation. Paper presented at the 10th annual EGSS conference, McGill University, Montreal. [Download]
MacKay, D., & Saito, K. (2011, March). Re-examining what constitutes intelligible pronunciation: the case of 10 experienced non-native speakers of English in Canada. Paper presented at the 10th annual EGSS conference, McGill University, Montreal. [Download]
Saito, K. (2010, March). Effects of form-focused instruction and corrective feedback on L2 pronunciation. Paper presented at the annual conference of the American Association for Applied Linguistics, Atlanta, GA.
Lyster, R., & Saito, K. (2009, October). A meta-analysis of corrective feedback in classroom SLA. Paper presented at the Second Language Research Forum, Michigan State University, Lansing, MI.
Saito, K. (2009, May). Communicative focus on form and L2 phonology. Paper presented at the Canadian Association of Applied Linguistics Annual Conference, Carlton University, ON, Canada.
Saito, K. (2009, March) An instructed SLA approach to L2 phonology. Paper presented at Georgetown University Round Table, Georgetown University, Washington, DC.
Saito, K. (2009, March) The impact of English-specific segmentals on mutual intelligibility: Suggestions for pronunciation teaching. Paper presented at The 30th Annual NY TESOL Applied Linguistics Conference, Columbia University, New York City, NY.
Saito, K. (2009, March). The importance of expert judgments. Paper presented at the 8th annual EGSS conference, McGill University, Montreal.
Saito, K. (2007, December). The influence of explicit phonetic instruction on pronunciation teaching in EFL settings: The case of English vowels and Japanese learners of English. Paper presented at Interfaces of Intelligent Computer-Assisted Language Learning, University of Waterloo, ON, Canada.
Saito, K. (2007, November) The influence of explicit phonetic instruction on "comprehensibility" and "accentedness": The case of the tailored phonological syllabus for Japanese learners of English. Paper presented at PhD Colloquium, University of Buffalo, NY.
Saito, K. (2007, April) On establishing authentic phonetic categories in L2 speech: The case of /s/ and /sh/ in English and Japanese. Paper presented at Student Corridor, Syracuse University, NY.
Saito, K. (2007, March) The influence of L1 phonological pattern on L2 speech: The case of fricatives in English and Japanese. Paper presented at Niagara Linguistic society, University of Toronto, Toronto, ON.
Birkbeck, University of London
Language Teaching Research (BA) 2016-2017, 2018-2019
Language Learning (BA) 2015-2016, 2017-2018
Investigating Language (BA) (team-taught) 2015-2016, 2016-2017, 2017-2018, 2018-2019
Second Language Acquisition (MA) 2016-2017, 2017-2018
Second and Additional Language Acquisition (MA)(co-taught with Jean-Marc Dewaele) 2015-2016
Linguistics Description and Corpus Application (MA) (co-taught with Rachelle Vessey) 2016-2017
Linguistic Description for Language Teaching (MA) (co-taught with Bojana Petric) 2015-2016
Introduction to Applied Linguistics (MA) (team-taught) 2015-2016, 2016-2017, 2017-2018, 2018-2019
Empirical Workshop (MA) (team-taught) 2015-2016, 2016-2017, 2017-2018
Temple University of Japan Campus
Teaching and Researching Second Language Speech (MA/PhD) 2013-2014
Teaching and Researching Second Language Speaking and Listening (MA) 2014-2015
Independent Research Study (PhD)2015-2016
Waseda University
Introduction to the Study of Second Language Education (BA)
Second Language Speech Learning (PhD)
Teaching Second Language Oral Proficiency
McGill University
Second Language Learning: Classroom Settings (BA)
Syracuse University
JPS 101, JPS 102, JPS 200, Japanese (BA)
See a list of reserach projects.
Waseda University Research Award for High-Impact Publication, April 2015, Waseda University [Related Link]
The K.B. Jenkes Prize, May 2012, McGill University [Related Link]
Doctoral Award for Research and Professional Excellence, August 2010, McGill University [Related Link]
Advisory Board
Studies in Second Language Acquisition (Cambridge University Press)
TESOL Quarterly (Wiley-Blackwell)
Language Teaching Research (SAGE)
Journal of Second Language Pronunciation (John Benjamins)
International Journal of Applied Linguistics: ITL (John Benjamins)
Grant Proposal Reviewer
Reviewer for Free Competition Humanities Scheme, the Council for Social Sciences and the Humanities of the Netherlands Organization for Scientific Research
Reviewer for SSHRC Insight Grants, Social Sciences and Humanities Research Council in Canada
Reviewer for Standard Research Grant, the Swiss National Science Foundation
Reviewer for the Language Learning Early Career Research Grant, Language Learning (Wiley-Blackwell)
Reviewer for the Free Competition Humanities Scheme, the Council for Social Sciences and the Humanities of the Netherlands Organization for Scientific Research
Reviewer for the AUS Faculty Research Grant, the Research Council of American University of Sharjah
Ad hoc Journal Reviewer
Reviewer for Language Teaching Research, SAGE. (2011, 2013, 2015, 2016, 2017, 2018)
Reviewer for Language and Speech, SAGE. (2014, 2015, 2016, 2017, 2018)
Reviewer for TESOL Quarterly, Wiley-Blackwell. (2011, 2012, 2013, 2014, 2015, 2016, 2017, 2018)
Reviewer for Journal of Second Language Pronunciation, John Benjamins (2015, 2016, 2017, 2018)
Reviewer for Language Learning, Wiley-Blackwell. (2009, 2010, 2015, 2017, 2018)
Reviewer for International Journal of Bilingual Education and Biligualism, Routledge. (2015, 2016, 2017, 2018)
Reviewer for The Modern Language Journal, Wiley-Blackwell. (2011, 2012, 2014, 2015, 2016, 2017, 2018)
Reviewer for Applied Psycholinguistics, Cambridge University Press. (2015, 2016, 2017)
Reviewer for Studies in Second Language Acquisition, Cambridge University Press. (2014, 2016, 2017, 2018)
Reviewer for International Journal of Applied Linguistics (ITL), John Benjamins. (2018)
Reviewer for The Annual Conference Pronunciation in Second Language Learning and Teaaching (2012, 2017, 2018)
Reviewer for Language Teaching, Cambridge University Press. (2013, 2014, 2015, 2018)
Reviewer for Applied Linguistics Review. De Gruyter. (2016, 2017, 2018)
Reviewer for International Journal of Bilingualism, SAGE. (2015, 2016, 2018)
Reviewer for International Journal of Applied Linguistics (InJAL) . Wiley-Blackwell. (2016, 2017)
Reviewer for Canadian Modern Language Review, University of Toronto Press. (2012, 2014, 2016, 2017)
Reviewer for Innovation in Language Learning and Teaching , Routledge. (2016)
Reviewer for Language Awareness, Routledge. (2015)
Reviewer for Classroom Discourse, Routledge. (2015)
Reviewer for Second Language Research, SAGE. (2015)
Reviewer for Applied Linguistics, Oxford University Press. (2011, 2014)
Reviewer for Canadian Association of Applied Linguistics Annual Conference (2013, 2014)
Reviewer for Journal of Immersion and Content-Based Language Education, John Benjamins. (2013)
Reviewer for Speech Communication, Elsevier. (2013)
Reviewer for Journal of Speech Sciences, LBASS. (2013)
Reviewer for TESL Canada Journal, TESL CANADA. (2013)
Reviewer for The New Sounds 2013 conference (2013)
Reviewer for The Annual Conference of the American Association for Applied Linguistics (2013)
Reviewer for System, Elsevier. (2009, 2010, 2012)