Details of a Researcher - WAKAARI Yasuhiko

WAKAARI Yasuhiko

写真a

Affiliation

Faculty of Education and Human Studies Department of School Education Department of Primary and Secondary Education Course for Primary and Secondary Education

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Research Interests 【 display / non-display 】

Materials analysis
English Language Teaching
History of English Language Teaching in Japan
Teacher education

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Graduating School 【 display / non-display 】

1993.04

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1998.03

Tsuru University Faculty of Literature Graduated

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Graduate School 【 display / non-display 】

2003.04

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2009.03

Takushoku University Graduate School, Division of Language Education Doctor's Course Accomplished credits for doctoral program

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Campus Career 【 display / non-display 】

2025.04

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Now

Akita University Faculty of Education and Human Studies Department of School Education Department of Primary and Secondary Education Course for Primary and Secondary Education Associate Professor
2014.04

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2025.03

Akita University Faculty of Education and Human Studies Department of School Education Combined Courses for English,Mathematics and Science Teachers Course for English Language Teachers Associate Professor
2009.10

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2014.03

Akita University Faculty of Education and Human Studies Program in School Education Program in School Education Program in School Education Associate Professor
2007.04

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2009.09

Akita University Faculty of Education and Human Studies Program in School Education Program in School Education Program in School Education Lecturer

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Research Achievements 【 display / non-display 】

◆Original paper【 display / non-display 】

中学校英語授業における教師と生徒のやり取り改善の取り組み —JTEとALTの役割分担に焦点をあてて—

若有保彦

東北英語教育学会研究紀要 ( 東北英語教育学会 ) 45 ( 0 ) 77 - 91 2025.03 [Refereed]

Research paper (journal) Single author

In the second year of a three-year research project aimed at supporting subject teaching by young English teachers working in small rural schools with limited opportunities to learn from experienced teachers of the same subject, this study examines classroom interactions between teachers and students, focusing on the division of roles between a Japanese teacher of English (JTE) and an assistant language teacher (ALT) in team teaching. An analysis of transcriptions from six English lessons conducted over a two-year period revealed developments in the roles of the ALT, which had been identified in the first year as an area requiring improvement during after class discussions with external educators. The findings indicate that both the quantity and quality of the ALT's involvement evolved: the number of interactions initiated by the ALT more than tripled from the first class in the first year, and the ALT assumed a greater variety of roles, such as delivering presentations on the main topic of a lesson, while the JTE facilitated interactions between the ALT and students. However, challenges remain in optimizing the use of the ALT, particularly in the JTE's interventions in the interactions between the ALT and students.

DOI

How Did the Interactions Between Teachers and Students Change Over a Year?: A Case Study at a Junior High School in Akita

Wakaari Yasuhiko

東北英語教育学会研究紀要 ( 東北英語教育学会 ) 44 ( 0 ) 45 - 60 2024.04 [Refereed]

Research paper (journal) Single author

As a part of a research project to support subject teaching of young English teachers who work in small rural schools where there are limited opportunities to learn from experienced teachers of the same subject, this study focused on the interactions between teachers and students in English classes. The study examined how the interactions changed in three lessons over a year by adopting the revised version of CARES-EFL as a framework for interaction analysis. The results of the study revealed that the ratio of use of English by the participant teacher, which was pointed out as one of the issues to be addressed in an after-class discussion with other educators, increased by more than 20% and in some cases the teacher used the mixed languages (i.e., Japanese and English) to make herself understood, while familiarizing students with English expressions. In addition, the assistant language teacherʼs utterances changed from those merely presenting models for oral repetition or oral cues for a game-like activity, both of which are considered specific to language classrooms and not authentic in daily life, to more authentic ones by asking topic-related questions and changing them according to the studentsʼ level of understanding. On the other hand, the amount of the interactions initiated by the assistant language teacher and that of the interactions initiated by the students were pointed out as an issue to be improved in the future. The study also showed some limitations of CARES-EFL and its revised version in analyzing classroom interactions.

DOI

Comparison of Textbooks Used in the Late 2000s and Now: From the Viewpoint of Characteristic Features of Authentic Dialogues

Wakaari Yasuhiko

東北英語教育学会研究紀要 ( 東北英語教育学会 ) 43 ( 0 ) 55 - 68 2023.05 [Refereed]

Research paper (journal) Single author

The revised Course of Study for upper secondary schools, which was implemented in fiscal 2022, newly emphasizes the importance of spoken interaction and improvisation. In this paper I take up the issue of text authenticity and analyze dialogues in the textbooks now and those used in the late 2000s, when a more relaxed education policy was introduced, from the viewpoint of to what extent they reflect characteristic features of authentic dialogues. The results of the comparison revealed that (1) generally speaking, the dialogues of both recent and older textbooks reflect the nature of authentic conversation in terms of lexical density, (2) the dialogues of recent textbooks still have not adopted some features of authentic conversation (e.g., false starts and terminal overlaps) and they became rather worse in the adoption of repetitions and latching, and (3) though not to a sufficient degree, some improvement has been made in the frequency of hesitation devices and back-channels, and the variety of the former also increased. These results indicate a necessity for the textbooks to adopt more and a wider variety of features of authentic conversation in the dialogues.

DOI CiNii Research

What ideas did WAKABAYASHI Shunsuke have in his last career?: An analysis of his articles between fiscal 1994 and 2002

Yasuhiko WAKAARI

TELES Journal ( The Tohoku English Language Education Society ) ( 42 ) 75 - 89 2022.03 [Refereed]

Research paper (journal) Single author

What ideas did WAKABAYASHI Shunsuke have in his late-career?: An analysis of his articles between 1980 and 1994

Yasuhiko WAKAARI

TELES Journal ( The Tohoku English Language Education Society ) ( 41 ) 89 - 102 2021.03 [Refereed]

Research paper (journal) Single author

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