Curriculum Vitae - School of Languages, Literatures, and Cultures

YUICHI SUZUKI, Page 1 of 5
April, 2014
Yuichi Suzuki
Curriculum Vitae
St. Mary's Hall 1106A, University of Maryland College Park, Maryland 20742
Phone: 240-755-2338
E-mail: [email protected]
EDUCATION
PhD Candidate in PhD Program of Second Language Acquisition, University of
Maryland College Park, August 2011 – .
M.E. (Teaching English as a foreign language), Tokyo Gakugei University, March 2011.
B.A. (Teaching Japanese as a second language), Tokyo Gakugei University, March 2009.
PROFESSIONAL EXPERIENCES
Japanese language instructor
 Sept. 2010 – Mar. 2011, Japanese Language and Japan Studies Program, Nihon
University, Tokyo.
 Instructed beginner and intermediate Japanese language courses for
international students.
 Sept. 2006, S&N Hayakawa Enterprises Pvt. Ltd, Chennai, India.
 Instructed beginner Japanese language courses in three universities in India.
English language instructor
 Sept. 2006 – Mar. 2009, Eiko Seminar, Tokyo.
 Instructed Elementary and junior high school students’ English course.
 Apr. 2005 – Mar. 2006, Riso Kyoiku Co., Ltd, Tokyo.
 Instructed high school students’ English courses.
Language Testing
 May-June. 2011, Avant Assessment, OR, USA.
 Identified Japanese texts that match to Interagency Language Roundtable
Levels 3 and 4 and analyzed the text features.
 June. 2010 – August. 2011, Independent Administrative Institution Japan Student
Services Organization (JASSO), Tokyo.
 Constructed test items for Examination for Japanese University Admission for
International Students (EJU) that is held biannually.
 July. 2009 – June. 2011, JASSO, Tokyo.
 Assessing writing tasks of Examination for Japanese University Admission for
International Students (EJU) that is held biannually.
On-line Foreign Language Education
 Dec. 2007 – July. 2011, Japanese Pod 101.com, Innovative Language Learning,
Tokyo.
 Served as on-line Japanese language learning program coordinator
 Coordinated some of the program’s courses of Japanese learning by
cooperating with co-workers and individuals outside the company
 Designed the course curriculums and over 100 lessons
 Conducted recordings with co-hosts
 Tutored several Japanese language learners online
 Supervised learners’ forum and comment sections of lessons
Teaching Assistant
YUICHI SUZUKI, Page 2 of 5

31 July - 6 Aug., 2010, Intensive Training Course of English A, Tokyo Gakugei
University.
 Instructing and leading various types of English learning activities for
undergraduate students.
 23 - 27 Aug., 2010, Intensive Training Course of English C, Tokyo Gakugei
University.
 Instructing and leading various types of English learning tasks for
undergraduate students.
 May - July, 2010, Phonetics, Tokyo Gakugei University.
 Instructing and leading English listening tasks for undergraduate students.
 25 - 31 July, 2009, Intensive Training Course of English A, Tokyo Gakugei
University.
 Instructing and leading various types of English learning activities for
undergraduate students.
Tutor of International Students
 Apr. 2010 – Mar. 2011, Tokyo Gakugei University.
 Tutored a research student at Tokyo Gakugei University, who is a
Japanese-descended citizen of Hawaii
 Apr. 2009 – July 2009, Tokyo Gakugei University.
 Tutored a Serbian International student at Tokyo Gakugei University.
Certifications
 The Korean Language Proficiency Test 3rd grade
 Guide Interpreter Certificate (English), Japan Ministry of Transportation, Japan
 Junior High School Teacher Certificate (Japanese; English), 1st grade, Japan
 Senior High School Teacher Certificate (Japanese; English), 1st grade, Japan
 Junior High School Teacher Certificate (English), specialized certificate, Japan
 Senior High School Teacher Certificate (English), specialized certificate, Japan
PUBLICATIONS
Book Chapter
Suzuki, Y. (2011). Chapter 2 How the Class Models were Developed. In Kanatani, K. (Ed).
Change English Education in Senior High School! -Three Models to Overcome a
Situation Where ONLY Grammar Translation Method is Employed. -. ALC. Tokyo. 「
[ 第
2章: 授業モデルはこうして生まれた」『高校英語授業を変える！訳読オンリー
から抜け出す３つの授業モデル』]
Articles in Refereed Journals
Suzuki, Y. (2010). When Does Chunk Reading Help Learners’ Comprehension? - On Relative
Clause - LEO, vol.39, 1-24.
Suzuki, Y. (2012). Empirical Studies on the Effectiveness of Oral Reading Instruction
–Vocabulary Acquisition and Learners’ Belief –. East Asian Japanese Education and
Japanese Culture. 15, 169-186. 「教室における音読指導の効果検証―語彙習得と学
習者ビリーフ―」『東アジア日本語教育・日本文化研究学会』
Suzuki, Y. (2012). Authenticity of JSL Textbooks - Analysis of Discourse in the Lost and
Found -. Proceedings of 19th Princeton Japanese Pedagogy Forum. pp. 296-304.
Suzuki, Y. (under review). Validity and Reliability of Second Language Self-Assessment: The
Role of Experiences in an Immersion Context.
YUICHI SUZUKI, Page 3 of 5
Suzuki, Y. & DeKeyser, R. (under review). Does Elicited Imitation Measure Implicit
Knowledge?: Evidence from the Word-Monitoring Task.
Suzuki, Y. & DeKeyser, R. (submitted). Distributed vs. massed practice: Individualizing
treatments for the proceduralization of grammar knowledge.
Articles in Non-Refereed Journals
Suzuki, Y. (2011). What Makes Learners Write Cohesively? – On Syntactic Processing Speed -.
STEP bulletin vol.23, 30-52.「どうして『つながりのある文章』が書けるのか―文法
処理速度に焦点を当てて―」
Suzuki, Y. (2012). Loudspeaker: Application of Classroom Shadowing Practice of English
Education to Japanese Education. Educational Practice Research Forum. 「ラウドスピ
ーカー―英語教育におけるシャドーイング教室活動を日本語教育へ応用する―」
『WEB版実践研究フォーラム報告』
Unpublished Theses
Suzuki, Y. (2008). The Effectiveness of Oral Reading - On Vocabulary Acquisition and Change
of Beliefs –
Suzuki, Y. (2010). What Makes Learners Write Cohesively? - On Automaticity in Syntactic
Processing –
Unpublished Research Papers
Suzuki, Y. (in preparation). What is the Role of Aural Stimuli in SPOT-New Dimension of
Timed Proficiency TestSuzuki, Y. (in preparation). The Relationship between Automaticity in Syntactic Processing and
Cohesion in Writing.
PRESENTATIONS
Suzuki, Y. (2010, August). Who gets benefits from Chunk Reading – On Relative Clause –.
Paper presented at KATE The 34th Annual Convention in Tsukuba, Ibaraki, Japan.
Suzuki, Y. (2010, August). How to conduct empirical research in English education – For
Undergraduate and Master Students – Paper presented at Intercollegiate Session on
Research in Progress of KATE The 34th Annual Convention in Tsukuba, Ibaraki, Japan.
Suzuki, Y. (2011, August). What is Necessary for Writing Cohesively – On automaticity in
Syntactic Processing. Paper presented at KATE The 35th Annual Convention in
Kanagawa, Japan.
Al Thowaini, A., Al Thowaini, B., Jiang, N., Li, M., Lukyanchenko, A., Stojanovska, I., Suzuki,
Y. (2011, September) Implicit & explicit L2 learning, knowledge, and
automaticity. Poster presented at the second Language Science Day, University of
Maryland.
Suzuki, Y. (2011, November). Oral Reading for Intake - On Vocabulary Acquisition and Shift of
Belief of Learners -. Paper presented at the East Asian Japanese Education and
Literatures Conference, Paris, France.
Suzuki, Y. (2012, May). Authenticity of JSL Textbooks - Analysis of Discourse in the Lost and
Found -. Paper presented at the 19th Princeton Japanese Pedagogy Forum.
Suzuki, Y. (2012, June). Implicit Learning of Japanese Verbal Inflection –The Pilot -. Paper
Presented at the 12h annual conference of the Japan Second Language Association,
Tokyo, Japan.
Suzuki, Y. (2012, July). Processing of Japanese verbal morphology in L1 and L2.
YUICHI SUZUKI, Page 4 of 5
Paper presented at the 14th Japanese Society for Language Sciences, Nagoya, Japan.
Suzuki, Y. (2012, July). Shadowing as a Classroom Activity: Applying Loud Speaker in English
Education to Japanese Education. Poster presented at Jissen Kenkyu Forum, Tokyo,
Japan.「シャドーイングを教室活動へ－英語教育におけるラウドスピーカーを日
本語教育へ応用する－」2012年実践研究フォーラム
Freynik, S. M., Li, M., Suzuki, Y., Gor, K., Jiang, N. (2012, September). Morphological
Processing in a Second Language. Poster presented at the third Language Science Day,
University of Maryland.
Suzuki, Y. (2013, April). Can We Learn Foreign Languages Better without Increasing Study
? Paper presented at Graduate Research Interaction Day (GRID) at University of
Maryland College Park.
Suzuki, Y. (2013, June). Which is More Effective Practice, Intensive or Distributed?:
Aptitude-by-Treatment Interaction. Paper presented at the 85th Dainigengo Shutoku
Kenkyuukai (Kanto), Ochanomizu University, Tokyo Japan.「集中学習と分散学習はど
ちらが効果的か？－外国語学習の適性が与える影響－」
Kachinske, I., Pandža, N.B., Solovyeva, K., Suzuki, Y., Jain, T., DeKeyser, R.M. (2013,
September). Implicit & Explicit L2 Learning and Knowledge. Poster presented at the
third Language Science Day, University of Maryland.
Suzuki, Y. & DeKeyser, R. (2013, October). Distributed vs. massed practice: Individualizing
treatments for the proceduralization of grammar knowledge. Paper presented at the Second
Language Research Form 2013, Brigham Young University.
Suzuki, Y. (2014, March). Measuring automaticity in second language Japanese: Real-time predictive
sentence processing with Japanese case-markers wa and ga. Paper presented at the Eighth
International Conference on Practical Linguitics of Japanese [ICPLJ8], National Institute for
Japanese Language and Linguistics [NINJAL], Tokyo.
Suzuki, Y. (2014, April). Explicit and Implicit Knowledge in Second Language: Evidence from
Eye-tracking and Grammaticality Judgment Test. Paper presented at Graduate Research
Interaction Day (GRID) at University of Maryland College Park.
Suzuki, Y. (2014, April). Proceduralization of L2 morphology: Interactions between practice
distribution, morphological complexity, and aptitudes. Paper presented at The Symposium on
Cognitive Processes, Instruction and Difficulty in SLA, Vrije Universiteit Brussel, Brussels,
Belgium.
AWARDS AND GRANTS
2010
2010
20112012
2012-2014
2013
Research grant from the Society for Testing English Proficiency (STEP), $2000
Scholarship for international workshop titled Introduction to Item Response Theory and
Computerized Adaptive Testing (hosted by Assessment Systems, $100
Scholarship from Independent Administrative Institution Japan Student Services
Organization (JASSO), PhD program full tuition fee and stipends.
Hermine and Luc Secretan Memorial Graduate Support Fellowship, $410
Integrative Graduate Education and Research Training (IGERT) Fellowship, National
Science Foundation, Biological and Computational Foundations of Language Diversity
University of Maryland at College Park.
The second-place winner of oral presentation in Education Pedagogy and
Learning section at Graduate Research Interaction Day (GRID) at University of
Maryland College Park, April 10
YUICHI SUZUKI, Page 5 of 5
2014
2014
Student best abstract award for the presentation at the Eighth International
Conference on Practical Linguistics of Japanese [ICPLJ8], National Institute for
Japanese Language and Linguistics [NINJAL], Tokyo. (March, 2014).
Language Learning Dissertation Grant, Validated measures of implicit second
language knowledge: Clarifying the role of explicit and implicit learning
processes ($2000)
TRAVEL AWARDS
2012
2012
2013
2013
2014
2014
2014
2014
SLLC Travel Award to present at JSLS 2012 ($1500)
SLA Travel Award to present at 19th Princeton Japanese Pedagogy Forum ($200)
SLLC Travel Award to present at SLRF 2013 ($412)
ARHU Graduate Student Travel Award to present at SLRF 2013 ($412)
IGERT Travel Support to present Eighth International Conference on Practical
Linguistics of Japanese [ICPLJ8] ($638)
Jacob K. Goldhaber Travel Grant to present Eighth International Conference on
Practical Linguistics of Japanese [ICPLJ8] ($600)
IGERT Travel Support to present at the Symposium on Cognitive Processes,
Instruction and Difficulty in SLA ($600)
SLLC Travel Award to present at the Symposium on Cognitive Processes,
Instruction and Difficulty in SLA ($338)
ACADEMIC MEMBERSHIPS
• Member, JASLA (Japanese Association of Second Language Acquisition)

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