¬ò—˜Œb (Rie KOIZUMI) ‚ÌŒ¤‹†Šˆ“®Ð‰î
(2018
”N12ŒŽ11“úŒ»Ý)

ƒ˜_•¶—vŽ| (ˆê•”)EŒ¤‹†‚ÌŒoˆÜEŠ´‘z (ˆê•”)„

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1) Koizumi, R. (2000). Comparison between teacher-made achievement tests and teacher-made oral interview tests
|From the perspectives of their relationship and analytic scales| [‹³Žtì¬“ž’B“xƒeƒXƒg‚Æ‹³Žtì¬ƒI[ƒ‰ƒ‹EƒCƒ“ƒ^ƒrƒ…[ƒeƒXƒg‚Ì”äŠrF2‚‚̃eƒXƒg‚ÌŠÖ˜A‚Æ•ªÍ“IŽÚ“x‚ÌŠÏ“_‚©‚ç]. Tsukuba Review of English Language Teaching, 21, 21-39. (•½¬12”N3ŒŽ”­s)

2) Koizumi, R. (2001). Attitudes, communication apprehension, and test anxiety among Japanese junior high school students [“ú–{l’†Šw¶‚É‚¨‚¯‚é‘Ô“xEƒRƒ~ƒ…ƒjƒP[ƒVƒ‡ƒ“•sˆÀEƒeƒXƒg•sˆÀ]. Tsukuba Review of English Language Teaching, 22, 125-145. (•½¬13”N3ŒŽ”­s)

3) Koizumi, R., & Kurizaki, I. (2002a). Developing rating scales for monologues from Japanese junior high school students [“ú–{l’†Šw¶‚ÉŒü‚¯‚½ƒ‚ƒmƒ[ƒO‚Ì•]‰¿ŽÚ“xì¬]. Annual Review of English Language Education in Japan, 13, 51-60. Retrieved from http://ci.nii.ac.jp/naid/110008512216 (•½¬14”N5ŒŽ”­s)

4) ¬ò—˜Œb & ŒI›½ˆí”ü. (2002b). u“ú–{l’†Šw¶‚̃‚ƒmƒ[ƒO‚É‚¨‚¯‚éƒXƒs[ƒLƒ“ƒO‚Ì“Á’¥v. wŠÖ“ŒbM‰z‰pŒê‹³ˆçŠw‰ïŒ¤‹†‹I—vx, 16, 17-28. (•½¬14”N5ŒŽ”­s) Retrieved from http://ci.nii.ac.jp/naid/110009590276


5) Koizumi, R. (2002). The effects of motivation, language anxiety, and test anxiety on English proficiency of Japanese junior high school students [
“ú–{l’†Šw¶‚É‚¨‚¯‚é“®‹@•t‚¯EŒ¾Œê•sˆÀEƒeƒXƒg•sˆÀ‚ª‰pŒên’B“x‚É—^‚¦‚é‰e‹¿]. Japan Language Testing Association Journal, 5, 91-110. (•½¬14”N10ŒŽ”­s) Retrieved from http://ci.nii.ac.jp/naid/110009607535

ƒ˜_•¶ (’˜ìŒ Šm”FÏ)„

6) ¬ò—˜Œb & ŽR“àˆí”ü. (2003j u“ú–{l’†Šw¶‚̃Xƒs[ƒLƒ“ƒO‚Ì”­’BFŽ©ŒÈÐ‰î‚̃^ƒXƒN‚ð—p‚¢‚āv. wŠÖ“ŒbM‰z‰pŒê‹³ˆçŠw‰ïŒ¤‹†‹I—vx, 17, 33-44. (•½¬15”N3ŒŽ”­s) Retrieved from http://ci.nii.ac.jp/naid/110009590174

 

7) Koizumi, R. (2003). A productive vocabulary knowledge test for novice Japanese learners of English: Validity and its scoring methods [“ú–{l‰pŒê‰‹‰ŽÒ‚Ì‚½‚ß‚Ì”­•\Œêœb’mŽ¯ƒeƒXƒgF‘Ó–«‚ƍ̓_•û–@]. JABAET (Japan-Britain Association for English Teaching) Journal, 7, 23-52.
ƒ˜_•¶ (˜_•¶‚Ì’˜ìŒ ‚Í“ú‰p‰pŒê‹³ˆçŠw‰ï‚É‹A‘®‚µ‚Ü‚·‚ªAŽ©•ª‚̃z[ƒ€ƒy[ƒW‚Å‚ÌŒöŠJ‚Ö‚Ì‚²‹–‰Â‚ð‚¢‚½‚¾‚«‚Ü‚µ‚½)„

 

8) Ushiro, Y., Koizumi, R., Infnami, Y., Shimizu, M., Hijikata, Y., Kikuchi, K., Nakagawa, C., Naya, M., Ohkubo, A., & Murata, E. (2004). The effects of background knowledge on L2 reading comprehension: Special focus on background knowledge test methods [”wŒi’mŽ¯‚ªL2“ljð‚Ö—^‚¦‚é‰e‹¿F”wŒi’mŽ¯‘ª’èƒeƒXƒg•û–@‚É’–Ú‚µ‚Ä]. JACET (Japan Association of College English Teachers) Bulletin, 38, 63-77. Retrieved from http://ci.nii.ac.jp/naid/110006318190
2004”N3ŒŽ
ƒŒ¤‹†‚ÌŒoˆÜ¨HP‚ÉŒ¤‹†‰ß’ö‚ª‚Ü‚Æ‚Ü‚Á‚Ä‚¢‚Ü‚· (ƒŠ[ƒfƒBƒ“ƒOŒ¤‹†‰ïFŒ¤‹†‚Ì‹OÕ)„

9) Ushiro, Y., Shimizu, M., Koizumi, R., Infnami, Y., & Hijikata, Y. (2004). Which affects EFL reading comprehension more, background knowledge or reading proficiency [‰p•¶“ljð‚É‚¨‚¯‚é”wŒi’mŽ¯‚Ɠljðn’B“x‚̉e‹¿]? Annual Review of English Language Education in Japan, 15, 149-158. Retrieved from http://ci.nii.ac.jp/naid/110008512273
ƒŒ¤‹†‚ÌŒoˆÜ¨HP‚ÉŒ¤‹†‰ß’ö‚ª‚Ü‚Æ‚Ü‚Á‚Ä‚¢‚Ü‚· (ƒŠ[ƒfƒBƒ“ƒOŒ¤‹†‰ïFŒ¤‹†‚Ì‹OÕ) „

10) Koizumi, R. (2005). Predicting speaking ability from vocabulary knowledge [Œêœb’mŽ¯‚É‚æ‚éƒXƒs[ƒLƒ“ƒO”\—Í‚Ì—\‘ª‰Â”\«]. JLTA (Japan Language Testing Association) Journal, 7, 1-20. Retrieved from http://ci.nii.ac.jp/naid/110009607538

ƒ˜_•¶ (’˜ìŒ Šm”FÏ)„

11) Koizumi, R. (2005). Speaking performance measures of fluency, accuracy, syntactic complexity, and lexical complexity [ƒXƒs[ƒLƒ“ƒOƒpƒtƒH[ƒ}ƒ“ƒX‚Ì—¬’¨‚³E³Šm‚³E“Œê“I•¡ŽG‚³EŒêœb“I•¡ŽG‚³‚ÌŽw•W]. JABAET (Japan-Britain Association for English Teaching) Journal, 9, 5-33.
2005”N10ŒŽ
ƒ˜_•¶ (˜_•¶‚Ì’˜ìŒ ‚Í“ú‰p‰pŒê‹³ˆçŠw‰ï‚É‹A‘®‚µ‚Ü‚·‚ªAŽ©•ª‚̃z[ƒ€ƒy[ƒW‚Å‚ÌŒöŠJ‚Ö‚Ì‚²‹–‰Â‚ð‚¢‚½‚¾‚«‚Ü‚µ‚½)„

 

12) Koizumi, R. (2005). Attainment levels of speaking ability of Japanese junior high school students [“ú–{l’†Šw¶‚̃Xƒs[ƒLƒ“ƒO”\—Í‚Ì“ž’B“xƒŒƒxƒ‹]. JLTA (Japan Language Testing Association) Journal, 8, 31-50. Retrieved from http://ci.nii.ac.jp/naid/110009607549

ƒ˜_•¶ (’˜ìŒ Šm”FÏ)„
November 2015


13) Koizumi, R., & Katagiri, K. (2007). Changes in speaking performance of Japanese high school students: The case of an English course at a SELHi. ARELE (Annual Review of English Language Education in Japan), 18, 81-90. Retrieved from http://ci.nii.ac.jp/naid/110008512322
[
“ú–{l‚Z¶‚̃Xƒs[ƒLƒ“ƒO‚̕ω»FSELHiŽw’èZ‰pŒê‰È‚Å‚ÌŽ–—á]

14) Hirai, A., & Koizumi, R. (2008). Validation of an EBB scale: A case of the Story Retelling Speaking Test [EBB
ŽÚ“x‚̑Ó–«ŒŸØFƒXƒg[ƒŠ[¥ƒŠƒeƒŠƒ“ƒOEƒXƒs[ƒLƒ“ƒOEƒeƒXƒg‚̏ꍇ]. JLTA (Japan Language Testing Association) Journal, 11, 1-20. Retrieved from http://ci.nii.ac.jp/naid/110009607578
ƒ˜_•¶ (’˜ìŒ Šm”FÏ)„
9ŒŽ20“ú”­s


15) Koizumi, R., & Katagiri, K. (2009). Changes in speaking performance of Japanese high school students: Longitudinal and cross-sectional studies at a SELHi. ARELE (Annual Review of English Language Education in Japan), 20, 51-60.

March 31. Retrieved from http://ci.nii.ac.jp/naid/110008512369

[“ú–{l‚Z¶‚̃Xƒs[ƒLƒ“ƒO‚̕ω»FSELHi‚É‚¨‚¯‚éc’f“IE‰¡’f“IŒ¤‹†].


16)
¬ò—˜Œb. (2009). uí”Ö‘åŠw‘ÛŠw•”‚ÌŠw¶‚̉pŒêƒXƒs[ƒLƒ“ƒO‚Ì“Á’¥F“ú–{l‰pŒêã‹‰ŽÒ‚ƉpŒê•êŒê˜bŽÒ‚Æ‚Ì”äŠr‚©‚ç [Characteristics of the spoken English of Japanese students at the College of Applied International Studies at Tokiwa University: Comparisons with Japanese proficient learners of English and native speakers of English]v. wí”֍‘Û‹I—vx, 13, 53-70. Retrieved from http://www.tokiwa.ac.jp/tokiwa/publication/international/pdf/kokusai13_2009.pdf

March 31.

 

17) Infnami, Y., & Koizumi, R. (2009). A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats. Language Testing, 26, 219-244. doi:10.1177/0265532208101006

April 2009 vol. 26 no. 2

(SAGE Publications, UK & USA)
[Authorsf accepted manuscript]

[ƒŠ[ƒfƒBƒ“ƒOEƒŠƒXƒjƒ“ƒOEƒeƒXƒgEƒpƒtƒH[ƒ}ƒ“ƒX‚É‚¨‚¯‚éƒeƒXƒgŒ`Ž®‚̉e‹¿‚ɂ‚¢‚Ẵƒ^•ªÍF‘½Žˆ‘I‘ðŽ®–â‘è‚ÆŽ©—R‹LqŽ®–â‘è‚ɏœ_‚ð‚ ‚Ä‚Ä]


18) Hirai, A., & Koizumi, R. (2009). Development of a practical speaking test with a positive impact on learning using a story retelling technique. Language Assessment Quarterly, 6, 151-167. doi:10.1080/15434300902801925

[Authorsf accepted manuscript]

[ƒXƒg[ƒŠ[EƒŠƒeƒŠƒ“ƒO‚ÌŽè–@‚ð—p‚¢‚½AŠwK‚Ƀvƒ‰ƒX‚̉e‹¿‚Ì‚ ‚éŽÀ—p«‚̍‚‚¢ƒeƒXƒg‚ÌŠJ”­]
April 2009

Taylor & Francis (UK)
Volume 6, Issue 2, 2009

 

19) Infnami, Y., & Koizumi, R. (2010). Database selection guidelines for meta-analysis in applied linguistics. TESOL Quarterly, 44, 169-184. doi:10.5054/tq.2010.215253

[Authorsf accepted manuscript]

(Teachers of English to Speakers of Other Languages/Ingenta, USA)

[‰ž—pŒ¾ŒêŠw‚É‚¨‚¯‚郁ƒ^•ªÍ‚Ì‚½‚߂̃f[ƒ^ƒx[ƒX‘I‘ð‚̃KƒCƒhƒ‰ƒCƒ“]

March 2010

44(1)

 

20) ¬ò—˜Œb. (2010). uTOEIC®ƒeƒXƒg‚É‚¨‚¯‚é4‹Z”\‚̍‚‚³‚̃MƒƒƒbƒvFŠwKŽÒ‚̃Oƒ‹[ƒv‰»‚Æ—\‘ª—vˆöv. w‘åŠw‰pŒê‹³ˆç‚ÆTOEIC®ƒeƒXƒg\2010ƒVƒ“ƒ|ƒWƒEƒ€”­•\˜_•¶W\x (pp. 99-115). “Œ‹žF‘ÛƒrƒWƒlƒXƒRƒ~ƒ…ƒjƒP[ƒVƒ‡ƒ“‹¦‰ï. Retrieved from http://www7b.biglobe.ne.jp/~koizumi/TOEIC_skill_gap_paper.pdf

3ŒŽ21“ú”­s

Koizumi, R. (2010). TOEIC® Test ni okeru yonginou no takasa no gap [Gaps between four skills assessed by the TOEIC® Test: Examining learner groups and predictor variables]. Proceedings of a symposium co-sponsored by Kobe University Shin Ishikawa Laboratory and Institute for International Business Communication (IIBC), Kyoto, Japan, 99-115.

 

21) Koizumi, R., & Hirai, A. (2010). Exploring the quality of the Story Retelling Speaking Test: Roles of story length, comprehension questions, keywords, and opinions. ARELE (Annual Review of English Language Education in Japan), 21, 211-220. Retrieved from http://ci.nii.ac.jp/naid/110008512411

[ƒXƒg[ƒŠ[ƒŠƒeƒŠƒ“ƒOEƒXƒs[ƒLƒ“ƒOƒeƒXƒg\ƒXƒg[ƒŠ[‚Ì’·‚³E—‰ð“xŠm”F–â‘èEƒL[ƒ[ƒhEˆÓŒ©’q‚Ì–ðŠ„\]

3ŒŽ31“ú”­s

 

22) Koizumi, R., & Fujimori, C. (2010). An exploration of the measures to detect changes in speaking performance: A case study based on picture description. JACET (Japan Association of College English Teachers) Journal, 50, 81-91. Retrieved from http://ci.nii.ac.jp/naid/110008593492

3ŒŽ30“ú”­s

[ƒXƒs[ƒLƒ“ƒOEƒpƒtƒH[ƒ}ƒ“ƒX‚É‚¨‚¯‚é•Ï‰»‚ð’T’m‚·‚éŽw•W‚Ì’TõFŠG‚Ì•`ŽÊ‚ÉŠî‚­ƒP[ƒXEƒXƒ^ƒfƒB]

23) Infnami, Y., & Koizumi, R. (2010). Can structural equation models in second language testing and learning research be successfully replicated? International Journal of Testing, 10, 262-273. doi:10.1080/15305058.2010.482219

[‘æ“ñŒ¾ŒêƒeƒXƒeƒBƒ“ƒOEŠwKŒ¤‹†‚É‚¨‚¯‚é\‘¢•û’öŽ®ƒ‚ƒfƒ‹‚͍Č»‚Å‚«‚é‚©]
(Taylor & Francis/Routledge/Informaworld, UK & USA)

Issue 3 2010

[Authorsf Accepted Manuscript]

 

24) ¬ò—˜ŒbE”Ñ‘º‰pŽ÷ (2010) uƒjƒ…[ƒ‰ƒ‹ƒeƒXƒg—˜_‚Ì“Á’¥FŒÃ“T“IƒeƒXƒg—˜_Eƒ‰ƒbƒVƒ…ƒ‚ƒfƒŠƒ“ƒO‚Æ‚Ì”äŠr‚©‚çv JLTA (Japan Language Testing Association) Journal, 13, 91-109. Retrieved from http://ci.nii.ac.jp/naid/110009561399

[Characteristics of Neural Test Theory: Comparison with Classical Test Theory and Rasch Modeling]

2010”N11ŒŽ

ƒ˜_•¶ (’˜ìŒ Šm”FÏ)„

 

25) Koizumi, R., Sakai, H., Ido, T., Ota, H., Hayama, M., Sato, M., & Nemoto, A. (2011). Development and validation of a diagnostic grammar test for Japanese learners of English. Language Assessment Quarterly, 8, 53-72. doi:10.1080/15434303.2010.536868

Volume 8, Issue 1; 10 Feb, 2011

[“ú–{l‰pŒêŠwKŽÒ‚Ì‚½‚ß‚Ì•¶–@f’fƒeƒXƒg‚ÌŠJ”­‚ƑÓ–«ŒŸØ]

ƒCƒMƒŠƒXATaylor & Franciso”Å

[Authorsf Accepted Manuscript]

 

26) “¡XçqE¬ò—˜Œb (2011) uƒXƒs[ƒ`”­•\‚É‚¨‚¯‚éALT‚ÆJTE‚É‚æ‚é‘S‘Ì“I•]‰¿F³Šm‚³E—¬’¨‚³E•¡ŽG‚³‚Ì‹qŠÏ“I‘ª’è‚Ɛ¶“k‚É‚æ‚é‘ŠŒÝ•]‰¿‚Æ”äŠr‚µ‚āv KATE (Kanto-koshinetsu Association of Teachers of English) Journal, 25, 21-31. Retrieved from http://ci.nii.ac.jp/naid/110009458411

wŠÖ“ŒbM‰z‰pŒê‹³ˆçŠw‰ïŒ¤‹†Šw‰ïŽx

[Holistic ratings of speech presentation by the ALT and the JTE: Compared with the objective measures of accuracy, fluency, and complexity, and with studentsf peer evaluation]

3ŒŽ1“ú”­s

 

27) ¬ò—˜Œb (2011) uƒvƒŒƒCƒXƒƒ“ƒgEƒeƒXƒg‚Ì—LŒø«F2Ží—ނ̃eƒXƒg‚Ì”äŠr‚ÆŠw¶‚Ì”½‰ž‚©‚çvwí”֍‘Û‹I—vx, 15, 1-15. Retrieved from http://www.tokiwa.ac.jp/tokiwa/publication/international/pdf/kokusai15_2011.pdf

[Examining the effectiveness of placement tests: Comparison between two tests and investigation of studentsf reactions]

3ŒŽ31“ú”­s

 

28) Koizumi, R. (2011). Test-taking processes of the Lexical Organisation Test: Comparing it with the Word Associates Test. ARELE (Annual Review of English Language Education in Japan), 22, 153-168. Retrieved from http://ci.nii.ac.jp/naid/110009425254

[Œêœb\¬ƒeƒXƒg‚É‚¨‚¯‚éŽóŒ±ƒvƒƒZƒXFŒê˜A‘zƒeƒXƒg‚Æ”äŠr‚µ‚Ä]

3ŒŽ31“ú”­s

 

29) Koizumi, R., Sakai, H., Ido, T., Ota, H., Hayama, M., Sato, M., & Nemoto, A. (2011). Toward validity argument for test interpretation and use based on scores of a diagnostic grammar test for Japanese learners of English. Japanese Journal for Research on Testing, 7, 99-119.

[“ú–{l‰pŒêŠwKŽÒ‚Ì‚½‚ß‚Ì•¶–@f’fƒeƒXƒg‚̑Ó–«‚ÌŽå’£‚ÉŒü‚¯‚Ä]

w“ú–{ƒeƒXƒgŠw‰ïŽx@6ŒŽ1“ú”­s

˜_•¶‚Ì’˜ìŒ ‚Í“ú–{ƒeƒXƒgŠw‰ï‚É‹A‘®‚µ‚Ü‚·‚ªAŽ©•ª‚̃z[ƒ€ƒy[ƒW‚Å‚ÌŒöŠJ‚Ö‚Ì‚²‹–‰Â‚ð‚¢‚½‚¾‚«‚Ü‚µ‚½B

ƒ˜_•¶ (’˜ìŒ Šm”FÏ)„

 

30) Infnami, Y., & Koizumi, R. (2011). Structural equation modeling in language testing and learning research: A review. Language Assessment Quarterly, 8, 250-276. doi:10.1080/15434303.2011.565844

ƒCƒMƒŠƒXATaylor & Franciso”Å

[Œ¾ŒêƒeƒXƒgEŠwKŒ¤‹†‚É‚¨‚¯‚鋤•ªŽU\‘¢•ªÍFƒŒƒrƒ…[]

Volume 8, Issue 3, 2011

16 Aug, 2011

[Authorsf Accepted Manuscript]

 

31) Koizumi, R., & Mochizuki, M. (2011). Development and validation of the PC version of the Mochizuki Vocabulary Size Test. JACET (Japan Association of College English Teachers) Journal, 53, 35-55. Retrieved from http://ci.nii.ac.jp/naid/110008897624

[–]ŒŽŒêœbƒTƒCƒYƒeƒXƒgPC”Å‚ÌŠJ”­‚ƑÓ–«ŒŸØ]

October 27, 2011

 

32) Infnami, Y., & Koizumi, R. (2012). Factor structure of the revised TOEIC® test: A multiple-sample analysis. Language Testing, 29, 131-152. doi:10.1177/0265532211413444 (SAGE Publications, UK & USA)

[Authorsf Accepted Manuscript]

January 2012; vol. 29 no. 1

[‰ü’ùŒãTOEIC®ƒeƒXƒg‚̈öŽq\‘¢F‘¼•êW’c•ªÍ‚ð—p‚¢‚Ä]

 

33) Kasahara, K., & Koizumi, R. (2012). Relationship between depth of collocation knowledge and L2 proficiency using the Depth Test of Collocation Knowledge. ARELE (Annual Review of English Language Education in Japan), 23, 329-344. Retrieved from http://ci.nii.ac.jp/naid/110009603313

[ƒRƒƒP[ƒVƒ‡ƒ“’mŽ¯‚̐[‚³‚Æ‘æ“ñŒ¾Œên’B“x‚ÌŠÖŒWFƒRƒƒP[ƒVƒ‡ƒ“’mŽ¯‚̐[‚³ƒeƒXƒg‚ð—p‚¢‚Ä]

 

34) Koizumi, R., & Hirai, A. (2012). Comparing the Story Retelling Speaking Test with other speaking tests. JALT (Japan Association for Language Teaching) Journal, 34, 35-59. Retrieved from http://jalt-publications.org/jj/articles/1507-comparing-story-retelling-speaking-test-other-speaking-tests

[Story Retelling Speaking Test‚𑼃eƒXƒg‚Æ”äŠr‚µ‚Ä]

Issue 34.1; May 2012

 

35) Koizumi, R. (2012). Relationships between text length and lexical diversity measures: Can we use short texts of less than 100 tokens? Vocabulary Learning and Instruction, 1(1), 60-69. doi:10.7820/vli.v01.1.koizumi Retrieved from http://vli-journal.org/issues/01.1/issue01.1.10.html

[ƒeƒLƒXƒg‚Ì’·‚³‚ÆŒêœb‘½—l«‚ÌŽw•W‚ÌŠÖŒWF100Œê–¢–ž‚Ì’Z‚¢ƒeƒLƒXƒg‚Å•ªÍ‚Å‚«‚é‚©]

JALT Vocabulary SIG

August 2012

 

36) Infnami, Y., & Koizumi, R. (2012). A quantitative reanalysis of data on the structure of L1 and L2 language ability in multitrait-multimethod studies. Asian EFL Journal, 14(3), 214265. Retrieved from http://asian-efl-journal.com/wp-content/plugins/google-document-embedder/load.php?d=http%3A%2F%2Fasian-efl-journal.com%2Fwp-content%2Fuploads%2Fmgm%2Fdownloads%2F97448600.pdf

[‘½“Á«‘½•û–@‚ð—p‚¢‚½Œ¤‹†‚É‚¨‚¯‚é‘æˆêŒ¾ŒêE‘æ“ñŒ¾Œê‚Ì”\—͍\‘¢ƒf[ƒ^‚Ì—Ê“IÄ•ªÍ]

Asian EFL Journal Press

Academic Scholars Publishing House

Sydney, Australia

2012, September

 

37) Koizumi, R., & Infnami, Y. (2012). Effects of text length on lexical diversity measures: Using short texts with less than 200 tokens. System, 40, 554–564. doi:10.1016/j.system.2012.10.012

[Authorsf Accepted Manuscript]

Volume 40, Issue 4, December 2012

[ƒeƒLƒXƒg‚Ì’·‚³‚ªŒêœb‘½—l«‚Ö—^‚¦‚é‰e‹¿F200Œê–¢–ž‚Ì’Z‚¢ƒeƒLƒXƒg‚ð—p‚¢‚Ä]

Elsevier Ltd., Netherlands

 

38) Koizumi, R., & Infnami, Y. (2013). Vocabulary knowledge and speaking proficiency among second language learners from novice to intermediate levels. Journal of Language Teaching and Research, 4, 900-913. doi:10.4304/jltr.4.5.900-913 Retrieved from http://www.academypublication.com/issues/past/jltr/vol04/05/02.pdf

http://www.academypublication.com/issues/past/jltr/vol04/05/05.html

Current publisher: Academy Publication (London, U.K.)

Originally: Academy Publisher (Finland)

Vol 4, No 5 (2013)

[‰‹‰E’†‹‰‘æ“ñŒ¾ŒêŠwKŽÒ‚É‚¨‚¯‚éŒêœb’mŽ¯‚ƃXƒs[ƒLƒ“ƒOn’B“x]

September, 2013 [Supplementary materials]

 

39) Infnami, Y., & Koizumi, R. (2013). Review of sample size for structural equation models in second language testing and learning research: A Monte Carlo approach. International Journal of Testing, 13, 329-353. doi:10.1080/15305058.2013.806925

 (Taylor & Francis/Routledge/Informaworld, UK & USA)

[‘æ“ñŒ¾ŒêƒeƒXƒeƒBƒ“ƒOEŠwKŒ¤‹†‚É‚¨‚¯‚é\‘¢•û’öŽ®ƒ‚ƒfƒ‹‚Ì‚½‚߂̃Tƒ“ƒvƒ‹ƒTƒCƒY‚̃Šƒrƒ…[Fƒ‚ƒ“ƒeEƒJƒ‹ƒEƒAƒvƒ[ƒ`]

Volume 13, Issue 4; September 2013

[Authorsf Accepted Manuscript]

 

40) Hirai, A., & Koizumi, R. (2013). Validation of empirically derived rating scales for a Story Retelling Speaking Test. Language Assessment Quarterly, 10, 398-422. doi:10.1080/15434303.2013.824973 (Taylor & Francis/Routledge/Informaworld, UK & USA)

[Authorsf Accepted Manuscript]

[Story Retelling Speaking TestŒü‚¯‚ÌŽÀØ“I‚ɍ쐬‚µ‚½•]‰¿ŽÚ“x‚̑Ó–«ŒŸØ]

Volume 10, Issue 4, 2013

(Taylor & Francis/Routledge/Informaworld, UK & USA)

December 2013

 

41) Infnami, Y., & Koizumi, R. (2014). Effects of verbalization on L2 listening test performance. Journal of Shinawatra University, 1(1), 22-41.

January, 2014

http://jcwalsh.wordpress.com/2014/05/20/journal-of-shinawatra-university-vol-1-no-1-january-2014/

[Œ¾Œê‰»‚ªL2ƒŠƒXƒjƒ“ƒOEƒeƒXƒgEƒpƒtƒH[ƒ}ƒ“ƒX‚É—^‚¦‚é‰e‹¿]

Shinawatra University, Thailand

 

42) Koizumi, R., & Infnami, Y. (2014). Modeling complexity, accuracy, and fluency of Japanese learners of English: A structural equation modeling approach. JALT Journal, 36, 25-46. Retrieved from http://jalt-publications.org/jj/articles/3728-modeling-complexity-accuracy-and-fluency-japanese-learners-english-structural-equat

[“ú–{l‰pŒêŠwKŽÒ‚É‚¨‚¯‚é•¡ŽG‚³E³Šm‚³E—¬’¨‚³‚̃‚ƒfƒ‹‰»F‹¤•ªŽU\‘¢•ªÍ‚ð—p‚¢‚Ä]

2014, May, 36(1)

[Supplementary materials]

 

43) Infnami, Y., & Koizumi, R. (2014). Research synthesis and meta-analysis in second language learning and testing. English Teaching & Learning, 38(3), 1-27. Special Issue: Research synthesis and meta-analysis in second language learning and testing. doi:10.6330/ETL.2014.38.3.01

[‘æ“ñŒ¾ŒêŠwK‚ƃeƒXƒeƒBƒ“ƒOŒ¤‹†‚É‚¨‚¯‚錤‹†‚Ì“‡‚ƃƒ^•ªÍ]

http://www.etl.url.tw/issue_detail.php?bgid=254

2014 Fall

ISSN: 1023-7267

The journal is housed in the Department of English at National Taiwan Normal University and published by Airiti Press.

 

44) Koizumi, R. (2015). Factor structure and four-skill profiles of the TOEIC® tests among Japanese university learners of English. ARELE (Annual Review of English Language Education in Japan), 26, 109-124. Retrieved from http://ci.nii.ac.jp/naid/110010006584

March 31, 2015

[“ú–{l‘åŠw¶‚̉pŒêŠwKŽÒ‚É‚¨‚¯‚éTOEICƒeƒXƒg‚̈öŽq\‘¢‚Æ4‹Z”\ƒvƒƒtƒ@ƒCƒ‹]

 

45) Koizumi, R., In'nami, Y., Azuma, J. Asano, K., Agawa, T., & Eberl, D. (2015). Assessing L2 proficiency growth: Considering regression to the mean and the standard error of difference. Shiken, 19(1), 3-15. Retrieved from http://teval.jalt.org/node/16

April, 29, 2015

JALT Testing and Evaluation (TEVAL) SIG

[‘æ“ñŒ¾Œên’B“x‚̐L‚Ñ‚ð•]‰¿‚·‚éF•½‹Ï‚ւ̉ñ‹A‚Æ‘ª’è‚Ì•W€Œë·‚ðl—¶‚µ‚Ä]

 

46) Koizumi, R. (2015). Second language vocabulary assessment studies: Validity evidence and future directions. Vocabulary Learning and Instruction, 4(1), 36-46. doi:http://dx.doi.org/10.7820/vli.v04.1.2187-2759 Retrieved from http://vli-journal.org/wp/vli-v04-1-2187-2759/

[‘æ“ñŒ¾ŒêŒêœb•]‰¿Œ¤‹†F‘Ó–«‚̏؋’‚ƍ¡Œã‚Ì•ûŒü«]

October

 

47) Infnami, Y., Koizumi, R., & Nakamura, K. (2016). Factor structure of the Test of English for Academic Purposes (TEAP®) test in relation to the TOEFL iBT® test. Language Testing in Asia, 6(3), 1-23. doi:10.1186/s40468-016-0025-9  Retrieved from http://www.languagetestingasia.com/content/6/1/3

[Test of English for Academic Purposes (TEAP®)‚̈öŽq\‘¢‚ÆTOEFL iBT® ‚Æ‚ÌŠÖ˜A]

2ŒŽ

 

48) Koizumi, R., & Infnami, Y. (2016). Language assessment literacy of examinees: Their perceptions of tests before and after taking a course in language assessment. In Y. Ishikawa, S. Ishikawa, Y. Shimizu, T. Tabata, K. Cho, & T. Maeda (Eds.), Language studies and quantitative methods (pp. 100-115). Tokyo: Kinseido.

http://ci.nii.ac.jp/ncid/BB21208951

[ŽóŒ±ŽÒ‚ÌŒ¾Œê•]‰¿ƒŠƒ^ƒ‰ƒV[FŒ¾Œê•]‰¿‚̃R[ƒX‚ðŽæ‚é‘O‚ÆŽæ‚Á‚½Œã‚̃eƒXƒg‚ɑ΂·‚錩•û]

(Koizumi, R., & Infnami, Y. (2016). Language assessment literacy of examinees: Their perceptions of tests before and after taking a course in language assessment. Îì—LEÎìTˆê˜YE´…—TŽqE“c”¨’qŽiE’·‰Á“ÞŽqE‘O“c’‰•Fi•ÒjwŒ¾ŒêŒ¤‹†‚Æ—Ê“IƒAƒvƒ[ƒ`x(pp. 100-115). “Œ‹žF‹à¯“°)

2016”N3ŒŽ10“ú

’˜ŽÒFÎì—LEÎìTˆê˜YE´…—TŽqE“c”¨’qŽiE’·‰Á“ÞŽqE‘O“c’‰•FEóˆä~E¡”öN—TEˆó“ì—mE‹àŽqŒb”üŽqEƒJƒŒƒCƒ‰¼è‡ŽqE–Ø‘º“N•vEŒFàVFºE¬ò—˜ŒbE¬ŽR—R‹I]EâV“¡—ÁŽqEàV–ؑבãE´…—TŽqE”’ŒËŽ¡‹vE‚Œ©•qŽqE“c’†ÈìE’†‘º‚³‚æE’†‘º—mˆêE“¡Ž}”ü•äE¼–{‰À•äŽqE…–{“āEŽO‘î^‹IE‹{è‰À“T

 

49) Infnami, Y., & Koizumi, R. (2016). Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies. Language Testing, 33, 341-366. doi:10.1177/0265532215587390

(SAGE Publications, UK & USA)

[Authorsf Accepted Manuscript]

[‘æ“ñŒ¾ŒêƒXƒs[ƒLƒ“ƒOEƒ‰ƒCƒeƒBƒ“ƒO‚É‚¨‚¯‚éƒ^ƒXƒN‚Æ•]‰¿ŽÒ‚̉e‹¿Fˆê”ʉ»‰Â”\«—˜_‚ðŽg—p‚µ‚½Œ¤‹†‚Ì“‡]

[Dataset for the synthesis (information on studies included and excluded in the synthesis); The same file is also found in IRIS (http://www.iris-database.org/iris/app/home/index)]

Volume: 33 issue: 3, page(s): 341-366

Article first published online: June 17, 2015; Issue published: July 1, 2016

 

50) Koizumi, R., Infnami, Y., Asano, K., & Agawa, T. (2016). Validity evidence of Criterion® for assessing L2 writing proficiency in a Japanese university context. Language Testing in Asia, 6(5), 1-26. doi:10.1186/s40468-016-0027-7  Retrieved from http://www.languagetestingasia.com/content/6/1/5

[“ú–{‚Ì‘åŠw‚Ì•¶–¬‚É‚¨‚¯‚éA‘æ“ñŒ¾Œêƒ‰ƒCƒeƒBƒ“ƒOn’B“x•]‰¿‚Ì‚½‚ß‚ÌCriterion®‚̑Ó–«‚̏؋’]

Springer, Germany

4 July 2016

 

51) Koizumi, R., Infnami, Y., & Fukazawa, M. (2016). Development of a paired oral test for Japanese university students. In C. Saida, Y. Hoshino, & J. Dunlea (Eds.), British Council New Directions in Language Assessment: JASELE Journal Special Edition (pp. 103–121). Tokyo: British Council Japan.

[“ú–{l‘åŠw¶‚Ì‚½‚߂̃yƒAŒ^ƒI[ƒ‰ƒ‹ƒeƒXƒg‚ÌŠJ”­]

October 2016

 

52) Koizumi, R., Okabe, Y., & Kashimada, Y. (2017). A multifaceted Rasch analysis of rater reliability of the Speaking Section of the GTEC CBT. Annual Review of English Language Education in Japan, 28, 241-256.

ƒ“ú–{Œê‚ł̂܂Ƃ߁@http://cees.or.jp/act/report.html „

[‘½‘Šƒ‰ƒbƒVƒ…•ªÍ‚ð—p‚¢‚½GTEC CBTƒXƒs[ƒLƒ“ƒO‚É‚¨‚¯‚é•]‰¿ŽÒM—Š«‚ÌŒŸ“¢]

March 2017

‘åCŠÙ‘“Xw‰pŒê‹³ˆçx2017”N12ŒŽ†‚́u‰pŒê‹³ˆç@Œ¤‹†‚ÆŽÀ‘Hv‚Ì—“‚ÅŽæ‚èã‚°‚Ä‚¢‚½‚¾‚«‚Ü‚µ‚½B

 

53) Infnami, Y., Koizumi, R., Sawaki, Y., & Watanabe, Y. (2017). Issues of language assessment in Japan: Past, present and future [Editorial by Guest Editors of the Special Issue]. Language Assessment Quarterly, 14, 189-191. doi:10.1080/15434303.2017.1357725

[“ú–{‚É‚¨‚¯‚錾Œê•]‰¿‚Ì–â‘èF‰ß‹ŽEŒ»ÝE–¢—ˆ] (“Á•Ê†‚̃QƒXƒg•ÒŽÒ‚É‚æ‚é˜_à)

Taylor & Francis, UK.@October

 

54) Sawaki, Y., & Koizumi, R. (2017). Providing test performance feedback that bridges assessment and instruction: The case of two standardized English language tests in Japan. Language Assessment Quarterly, 14, 234-256. doi:10.1080/15434303.2017.1348504

[•]‰¿‚ÆŽw“±‚ð‚‚Ȃ°‚éƒeƒXƒgƒpƒtƒH[ƒ}ƒ“ƒX‚̃tƒB[ƒhƒoƒbƒN‚Ì’ñ‹ŸF“ú–{‚É‚¨‚¯‚é2‚‚̉pŒê•W€‰»ƒeƒXƒg‚̏ꍇ]

Taylor & Francis, UK.@ October

 

55) Infnami, Y., & Koizumi, R. (2017). Using EIKEN, TOEFL, and TOEIC to award EFL course credits in Japanese universities. Language Assessment Quarterly, 14, 274-293. doi:10.1080/15434303.2016.1262375

[“ú–{‚Ì‘åŠw‚É‚¨‚¯‚éAŠO‘Œê‚Æ‚µ‚ẲpŒê‚ÌŽö‹Æ’PˆÊ”F’è‚Ì‚½‚߂̉pŒŸATOEFLATOEIC‚ÌŽg—p]

Taylor & Francis, UK.@ October

 

56) Kuramoto, N., & Koizumi, R. (2018). Current issues in large-scale educational assessment in Japan: Focus on national assessment of academic ability and university entrance examinations. Assessment in Education: Principles, Policy & Practice, 25, 415-433. doi:10.1080/0969594X.2016.1225667

Issue 4 August

Corresponding author: Koizumi

[“ú–{‚É‚¨‚¯‚é‘å‹K–Í‹³ˆç•]‰¿‚̍ŋ߂̓®ŒüF‘S‘“IŠw—Í’²¸‚Æ‘åŠw“üŽŽ‚ɏœ_‚ð’u‚¢‚Ä]

Taylor & Francis, UK.

Gold Open Access: http://www.tandfonline.com/doi/full/10.1080/0969594X.2016.1225667

 

57) Shintani, N., Saito, K., & Koizumi, R. (in press). The relationship between multilingual ratersf language background and their perceptions of accentedness and comprehensibility of second language speech. International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2017.1320967

Taylor & Francis, UK.

Published online: 08 May 2017

 

 

 

y¸“Ç‚È‚µ˜_•¶z
1) Koizumi, R. (2005). Validating a productive vocabulary knowledge test for novice Japanese learners of English [
“ú–{l‰pŒê‰‹‰ŽÒ‚Ì‚½‚ß‚Ì”­•\Œêœb’mŽ¯ƒeƒXƒg‚̑Ó–«ŒŸØ]. Facilitating vocabulary acquisition--JACET summer seminar proceedings No. 4 (pp. 64-69). Tokyo: Japan Association of College English Teachers (JACET).

 

2) ¬ò—˜Œb. (2005). u“ú–{l’†‚¶‚É‚¨‚¯‚é”­•\Œêœb’mŽ¯‚̍L‚³‚Ɛ[‚³‚ÌŠÖŒWv. STEP Bulletin, 17, 63-80. Retrieved from https://www.eiken.or.jp/center_for_research/list_1/17/


3)
¬ò—˜Œb. (2010). u•s‹K‘¥“®ŽŒ‚̉ߋŽŒ`E‰ß‹Ž•ªŽŒŒ`‚̏K“¾v. wí”֍‘Û‹I—vx, 14, 213-220. Retrieved from http://www.tokiwa.ac.jp/tokiwa/publication/international/pdf/kokusai14_2010.pdf

3ŒŽ31“ú”­s

 

4) Infnami, Y., & Koizumi, R. (2012). Reproduction of structural equation models in second language testing and learning research. wŠO‘Œê‹³ˆçƒƒfƒBƒAŠw‰ï(LET) ŠÖ¼Žx•”ƒƒ\ƒhƒƒW[Œ¤‹†•”‰ï2011”N“x•ñ˜_Wx, 2, 15–40. Retrieved from http://www.mizumot.com/method/2011-03_Innami_Koizumi.pdf

[‘æ“ñŒ¾ŒêƒeƒXƒeƒBƒ“ƒOEŠwKŒ¤‹†‚É‚¨‚¯‚鋤•ªŽU\‘¢•ªÍƒ‚ƒfƒ‹‚̍Č»]

[Reports of 2011 Studies in Japan Association for Language Education and Technology, Kansai Chapter, Methodology Special Interest Groups (SIG)]

•½¬24 (2012) ”N4ŒŽ”­s

Infnami, Y., & Koizumi, R. (2012). Reproduction of structural equation models in second language testing and learning research. Reports of 2011 Studies in Japan Association for Language Education and Technology, Kansai Chapter, Methodology Special Interest Groups (SIG), 2, 15–40. Retrieved from http://www.mizumot.com/method/2011-03_Innami_Koizumi.pdf

 

5) Koizumi, R., Infnami, Y., & Fukazawa, M. (2016). Multifaceted Rasch analysis of paired oral tasks for Japanese learners of English. In Q. Zhang (Ed.), Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings (pp. 89-106). Gateway East, Singapore: Springer Singapore. doi:10.1007/978-981-10-1687-5

[“ú–{l‰pŒêŠwKŽÒ‚Ì‚½‚߂̃yƒAŒ^ƒI[ƒ‰ƒ‹ƒ^ƒXƒN‚Ì‘½‘Šƒ‰ƒbƒVƒ…•ªÍ]

September

https://link.springer.com/chapter/10.1007%2F978-981-10-1687-5_6

 

6) ¬ò—˜ŒbEƒAƒ‹ƒN‹³ˆç‘‡Œ¤‹†Š (2017). wTelephone Standard Speaking Test (TSST) ‚̑Ó–«ŒŸØx (ƒAƒ‹ƒN‰pŒê‹³ˆçŽÀ‘ÔƒŒƒ|[ƒg, Vol. 10). “Œ‹žFƒAƒ‹ƒN‹³ˆç‘‡Œ¤‹†Š  https://www.alc.co.jp/company/report/

11ŒŽ14“ú

ƒFacets input and output files; –{˜_•¶‚ÅŽg—p‚µ‚½Facets‚̃Cƒ“ƒvƒbƒgƒtƒ@ƒCƒ‹A‚»‚̃AƒEƒgƒvƒbƒgƒtƒ@ƒCƒ‹„

‹–‰Â‚𓾂ătƒ@ƒCƒ‹‚ðŒöŠJ‚µ‚Ü‚·iŒÂlî•ñ‚âŠé‹Æ“àî•ñ‚ðœ‚­‚·‚ׂājB‚±‚ê‚ÆFacetsƒ[ƒNƒVƒ‡ƒbƒv‚Ì”­•\Ž‘—¿‚ðŒ©‚ê‚΁AFacets‚Ì‘å‚Ü‚©‚ÈŽg‚¢•û‚ª•ª‚©‚é‚ÆŽv‚¢‚Ü‚·B

7)
¬ò—˜Œb (2018). uƒ_ƒCƒAƒ[ƒOŒ^ƒ^ƒXƒN‚É‚æ‚éƒXƒs[ƒLƒ“ƒO”\—Í•]‰¿Œ¤‹†‚Ì“®Œü\ŠwKŽÒ‘ΘbŒ^ƒeƒXƒg‚𒆐S‚Ɂ\v In S. Ishikawa (Ed.), Learner Corpus Studies in Asia and the World: Vol. 3 Papers from LCSAW2017 (pp. 27|42). School of Languages & Communication, Kobe University. Retrieved from http://www.lib.kobe-u.ac.jp/kernel/seika/ISSN=21876746.html

March 2018

 

 

y’˜‘EûŽqz
1)
“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï‰^‰cˆÏˆõ‰ï (‘å—FŒ«“ñ, Randy Thrasher, ’†‘º—DŽ¡, “n•”—Ç“T, ŠÄC), JLTA Language Testing —pŒêWˆÏˆõ‰ï (•Ð‹Ëˆê•F, ¬ò—˜Œb, ’†‘º—mˆê, –ö£—z‰î, Ž·•ME•ÒW). (2006). w“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï@Œ¾ŒêƒeƒXƒeƒBƒ“ƒO—pŒêW@“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï@ƒeƒXƒeƒBƒ“ƒO‚ÌŽÀŽ{‹K”Í [The JLTA bilingual list of language testing terms The JLTA Code of Good Testing Practice]x. ’·–ìF“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï.
Retrieved from http://jlta2016.sakura.ne.jp/?page_id=35
2006
”N6ŒŽ


2)
‹à’JŒ› & ‰pŒêf’fƒeƒXƒgŠJ”­ƒOƒ‹[ƒv. (2006). w‰pŒêf’fƒeƒXƒgŠJ”­‚Ö‚Ì“¹--ELPAu‰pŒêf’fƒeƒXƒgvƒvƒƒWƒFƒNƒg‚Ì‹OÕ--x. “Œ‹žFNPO–@l@‰pŒê‰^—p”\—Í•]‰¿‹¦‰ï (ELPA).
http://english-assessment.org/books.php#edit
http://ci.nii.ac.jp/ncid/BA78785481
‰pŒêf’fƒeƒXƒgŠJ”­ƒOƒ‹[ƒvF
•¶–@ƒ`[ƒ€FˆäŒË¹GA‘¾“c—mA–Ø‘ºŒbA¬ò—˜ŒbAŽðˆä‰pŽ÷A²“¡³rAª–{ÍŽq
Œêœbƒ`[ƒ€F–Ø‘ºŒbA“c’†ÈìA”ª“‡“™AˆË“c‚݂«
‰¹ºƒ`[ƒ€FˆäŒË¹GA_”’“NŽjA¬›˜a–çA•Äì’©Žq

3)
Žðˆä‰pŽ÷ & ¬ò—˜Œb. (2008). uEDiT•¶–@f’fƒeƒXƒg‚̐f’fŒã‚ɉ½‚ª‚Å‚«‚é‚©\Žw“±–@‚ƃ[ƒNƒuƒbƒN‚Ì’ñˆÄ\v. ‹à’JŒ› (ŠÄC), wV‚µ‚¢‰pŒê•¶–@f’fƒeƒXƒg‚Ì’ñˆÄx (pp. 24-31). “Œ‹žFNPO–@l@‰pŒê‰^—p”\—Í•]‰¿‹¦‰ï (ELPA).
http://npo-elpa.org/research/


4)
¬ò—˜Œb. (2008). uEDiT•¶–@f’fƒeƒXƒg‚̑Ó–«v. ‹à’JŒ› (ŠÄC), wV‚µ‚¢‰pŒê•¶–@f’fƒeƒXƒg‚Ì’ñˆÄx (pp. 43-53). “Œ‹žFNPO–@l@‰pŒê‰^—p”\—Í•]‰¿‹¦‰ï (ELPA).
9
ŒŽ
Koizumi, R. (2008). EDiT bunpo shindan test no datosei [Validity of Edit (English Diagnostic Test Grammar)]. In Kanatani, K (Ed.), Atarashii eigo bunpo shindan test no teian [Proposal to a new English grammar diagnostic test] (pp. 43-53). Tokyo: Association for English Language Proficiency Assessment (ELPA).
http://npo-elpa.org/research/

 

5) ‘å—FŒ«“ñ, ’†‘º—mˆê, & ¬ò—˜Œb (•Ò’˜), –ö“cŒb”üŽq, “n粐^—R”ü, ”Ñ‘º‰pŽ÷ (’˜). (2009). wŒ¾ŒêƒeƒXƒgF–Ú•W‚Ì“ž’B‚Æ–¢“ž’B [Setting Performance Standards on Language Tests]x. “Œ‹žFNPO–@l@‰pŒê‰^—p”\—Í•]‰¿‹¦‰ï (ELPA).

http://english-assessment.org/books.php#gengo
2009
”N9ŒŽ
–{‘‚̊ďCŽÒ‚́A‘å—FŒ«“ñB•ÒŽÒ‚́A’†‘º—mˆêA¬ò—˜Œb

 

‘å—FŒ«“ñ & ¬ò—˜Œb. u‚±‚ê‚Ü‚Å‚Ì•ªŠ„“_Ý’è•û–@v (pp. 69-81)

¬ò—˜Œb. u•ªŠ„“_Ý’è‚Ì‹ï‘Ì“IŽè‡v (pp. 120-129)

’†‘º—mˆê & ¬ò—˜Œb. u‚¨‚í‚è‚Ɂv (p. 134)


6)
¬ò—˜Œb. (2009). u‰p•¶“ljð‚ÆŒêœb’mŽ¯v. ‰Ké—SŽi (•Ò). w‰pŒêƒŠ[ƒfƒBƒ“ƒO‚̉Ȋwx(pp. 17-32). “Œ‹žFŒ¤‹†ŽÐ.

‰Ké—SŽi (•Ò) (2009) w‰pŒêƒŠ[ƒfƒBƒ“ƒO‚̉Ȋwx “Œ‹žFŒ¤‹†ŽÐ

https://webshop.kenkyusha.co.jp/book/978-4-327-41072-8.html
12
ŒŽ

ISBN-10: 4327410721

ISBN-13: 978-4327410728

’˜ŽÒF‰Ké—SŽi, b”ã‚ ‚©‚è, ¬ò—˜Œb, ´…—y, ´…^‹I, ’†ì’m‰ÀŽq, ¯–ì—RŽq

7) –]ŒŽ³“¹ (‘ã•\) (2010) u‹Z”\•Ê‹y‚Ñ‘‡“I‰pŒê”\—͂𐄒肷‚éŒêœbƒeƒXƒg‚ÌŠJ”­FƒTƒCƒYA\¬A”F’m‘¬“x‚Ì—Z‡v. •½¬19-21”N“x‰ÈŠwŒ¤‹†”ï•â•‹àŠî”ÕŒ¤‹† (B) Œ¤‹†¬‰Ê•ñ‘ (Œ¤‹†‰Û‘è”ԍ†19320084)

3ŒŽ20“ú”­s

¬ò—˜Œb’S“–

ƒvƒƒgƒRƒ‹•ªÍ‚É‚æ‚éLOT‚̑Ó–«ŒŸØ (pp. 30-43)

‰pŒên’B“x‘S‘Ì‚Ì—\‘ª (TOEIC“¾“_‚Ì—\‘ªECASEC“¾“_‚Ì—\‘ª) (pp. 70-85)

Versant‚ð—p‚¢‚½ƒXƒs[ƒLƒ“ƒOEƒŠƒXƒjƒ“ƒO—Í‚Ì—\‘ª (pp. 94-103)

 

8) ‘ŠàVˆê”üE–]ŒŽ³“¹ (•Ò) (2010) w‰pŒêŒêœbŽw“±‚ÌŽÀ‘HƒAƒCƒfƒBƒAWx “Œ‹žF‘åCŠÙ

http://www.taishukan.co.jp/book/b197120.html

ISBN-10: 4469245569

ISBN-13: 978-4469245561

ŒêœbƒeƒXƒg‚̏͂̈ꕔ‚ðŽ·•M

u‘æ4.1ß@ŽÀ‘H—á34: 1‰Û‚²‚Ƃ̃Š[ƒfƒBƒ“ƒOŒ^ƒeƒXƒgA4.1ßŽÀ‘H—á35: 1‰Û‚²‚Ƃ̃‰ƒCƒeƒBƒ“ƒOŒ^ƒeƒXƒgA4.2ßŽÀ‘H—á36: •M‹L”ÅŒêœbƒTƒCƒYƒeƒXƒgA4.2ßŽÀ‘H—á37: ƒpƒ\ƒRƒ“”ÅŒêœbƒTƒCƒYƒeƒXƒgA4.2ßŽÀ‘H—á38: ŒêœbƒTƒCƒY‚ÌŽ©ŒÈƒeƒXƒgvu•t˜^Tip 7: „’èŒêœbƒTƒCƒY‚̉ðŽß‚Å’ˆÓ‚·‚ׂ«“_‚Ƃ́Hv208`231•ÅA246`247•ÅA2010”NB•ª’S’˜B

9ŒŽ

 

9) ¬ò—˜Œb (2011) uƒŠƒXƒjƒ“ƒO‚Ì‘ª’èE•]‰¿v ÎìËˆêE¼“c³EÄ“c’q—¢ (•Ò) w‰pŒê‹³ˆçŠw‘ÌŒn‘æ13Šª@ƒeƒXƒeƒBƒ“ƒO‚Æ•]‰¿\4‹Z”\‚Ì‘ª’è‚©‚ç‘åŠw“üŽŽ‚܂Ł\x (pp. 173-187). “Œ‹žF‘åCŠÙ

Koizumi, R. (2011). Listening no sokutei hyouka [Listening in testing and assessment]. In S. Ishikawa, T. Nishida, & C. Saida (Eds.), Eigo kyoiku gaku taikei dai 13 kan: Testing to hyoka: Yon gino no sokutei kara daigaku nyushi made [A series of studies of English education (Vol. 13): Language testing and assessment: Approach to four-skill measurement and university entrance examination]. (pp. 173-187). Tokyo: Taishukan.

3ŒŽ

 

10) ˆó“ì—mE¬ò—˜ŒbE•½ˆä–¾‘ã (2012). uƒƒ^•ªÍ\•¡”‚ÌŒ¤‹†‚𓝍‡‚·‚év •½ˆä–¾‘ã•Ò’˜w‹³ˆçES—ŒnŒ¤‹†‚Ì‚½‚߂̃f[ƒ^•ªÍ“ü–å\—˜_‚ÆŽÀ‘H‚©‚çŠw‚ÔSPSSŠˆ—p–@x (pp. 224-248) “Œ‹žF“Œ‹ž}‘

6ŒŽ25“ú”­s

http://www.tokyo-tosho.co.jp/books/ISBN978-4-489-02128-2.html

(‘æ2”Å‚ª2017”N‚É”­s‚³‚ê‚Ü‚µ‚½)

 

11) ¬ò—˜Œb (2012). uƒeƒLƒXƒg‚Ì“ïˆÕ“x‚ÌŽÚ“xv. ‰Ké—SŽi (•Ò). w‰pŒêƒŠ[ƒfƒBƒ“ƒOƒeƒXƒg‚̍l‚¦•û‚ƍì‚è•ûx(pp. 20-24). “Œ‹žFŒ¤‹†ŽÐ.
https://webshop.kenkyusha.co.jp/book/978-4-327-41082-7.html

’˜ŽÒF‰Ké—SŽi, ˆó“ì—m, –Ø‘ºá”T, “íˆäŒ[”V, ¬ò—˜Œb, Ä“c’q—¢, ´…—y, —é–؏C•½, Ž›“‡´ˆê, ’†ì’m‰ÀŽq, –¼”¨–ڐ^Œá, ’·’Jì—C‰î, [àV^, ¯–ì—RŽq, ¼èG², ¼‰ºM”V, –î–쌫
9
ŒŽ30“ú

12) Infnami, Y., & Koizumi, R. (2013). Structural equation modeling in educational research: A primer. In M. S. Khine (Ed.), Applications of Structural equation modelling in educational research and practice (pp. 23-51). Rotterdam, the Netherlands: Sense Publishers. Retrieved from https://www.sensepublishers.com/media/1694-application-of-structural-equation-modeling-in-educational-research-and-practice.pdf
[
‹³ˆçŒ¤‹†‚ÉŒü‚¯‚½‹¤•ªŽU\‘¢•ªÍ‚̏Љî]

13)
¬ò—˜Œb (2013). uŒ¾ŒêƒeƒXƒeƒBƒ“ƒO‚Ì’mŒ©•‹y‚ÉŒü‚¯‚āv JLTA Newsletter, 35, 0-1. “ú–{Œ¾ŒêƒeƒXƒgŠw‰ï. Retrieved from

http://jlta2016.sakura.ne.jp/?page_id=27

Šª“ªŒ¾


14) Koizumi, R. (2013). Vocabulary and speaking. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics [online edition].
West Sussex, UK: John Wiley and Sons. doi:10.1002/9781405198431.wbeal1431

Published Online: 18 OCT 2013

[Œêœb‚ƃXƒs[ƒLƒ“ƒO] (¸“Ç—L)

Abstract: http://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal1431/abstract

pp. 1-7

 

15) Infnami, Y., & Koizumi, R. (2014). Statistics and software for test revisions. In A. J. Kunnan (Ed.), The companion to language assessment (Vol. II: Approaches and Development, Part 7: Assessment Development, pp. 925–943). West Sussex, UK: John Wiley & Sons. doi:10.1002/9781118411360.wbcla141
[ƒeƒXƒg‰ü’ù‚Ì‚½‚ß‚Ì“Œv] (¸“Ç—L)
Abstract: http://onlinelibrary.wiley.com/doi/10.1002/9781118411360.wbcla141/abstract

 

16) –]ŒŽ³“¹ (‘ã•\) (2014) uŒêœb’mŽ¯‘ª’è‚É‚æ‚é‰pŒê”\—͂̐„’èFŒêœbƒTƒCƒYA\¬AƒAƒNƒZƒX‘¬“x‚ÌŠÏ“_‚©‚çv. •½¬22-25”N“x‰ÈŠwŒ¤‹†”ï•â•‹àŠî”ÕŒ¤‹† (B) Œ¤‹†¬‰Ê•ñ‘ (Œ¤‹†‰Û‘è”ԍ†22320110)

3ŒŽ20“ú”­s

¬ò—˜Œb’S“–

4.2.6@Œê˜A‘zƒeƒXƒg@‘æ“ñŽŸˆÄ‚ÌŒŸØ (pp. 48-55)

4.5.2@ƒRƒƒP[ƒVƒ‡ƒ“’mŽ¯‚̐[‚³ƒeƒXƒg‚̑Ó–«ŒŸØ (pp. 77-89)

7.1@24”N“xƒf[ƒ^‚Ì•ªÍ1F‘S160€–Ú‚ðŽg—p‚µ‚½•ªÍ

7.2@24”N“xƒf[ƒ^‚Ì•ªÍ2F‘S117€–Ú‚ðŽg—p‚µ‚½•ªÍ

7.3@25”N“xƒf[ƒ^‚Ì•ªÍ

7.4@ŒêœbƒeƒXƒg‚ð—p‚¢‚½TOEICƒXƒRƒA‚Ì—\‘ªŽ®

7.5@24E25”N“xƒf[ƒ^‚Ì•ªÍ‚Ì‚Ü‚Æ‚ß (pp. 117–142)

 

17) ¬ò—˜Œb (2014). uƒXƒs[ƒLƒ“ƒO•]‰¿‚ÌŽÀÛv w‘S‘‰pŒê‹³ˆçŠw‰ï‘æ40‰ñŒ¤‹†‘å‰ï‹L”O“Á•ÊŽ@‰pŒê‹³ˆçŠw‚̍¡\—˜_‚ÆŽÀ‘H‚Ì“‡\x (pp. 82-85). “Œ‹žF‘S‘‰pŒê‹³ˆçŠw‰ï

8ŒŽ9“úo”Å

ƒ˜_•¶@‹–‰Â‚ð‚¢‚½‚¾‚«AŒfÚ‚µ‚Ü‚·B‘S‘‰pŒê‹³ˆçŠw‰ïWebsite‚É–{‘S•”‚ªŒöŠJ‚³‚ê‚Ä‚¢‚Ü‚·B„

 

18) ¬ò—˜Œb (2015). uƒXƒs[ƒLƒ“ƒO‚Ì•]‰¿\ƒXƒs[ƒLƒ“ƒOƒeƒXƒgì¬EŽÀŽ{‚𒆐S‚Ɂv –]ŒŽº•FE[àV^Eˆó“ì—mE¬ò—˜Œb (•Ò) w‰pŒê4‹Z”\•]‰¿‚Ì—˜_‚ÆŽÀ‘H\CAN-DOEŠÏ“_•Ê•]‰¿‚©‚ç‹Z”\“‡“IŠˆ“®‚Ì•]‰¿‚܂Łx (pp. 43-57). “Œ‹žF‘åCŠÙ‘“X

 

–]ŒŽº•FE[àV^Eˆó“ì—mE¬ò—˜Œb (•Ò) (2015). w‰pŒê4‹Z”\•]‰¿‚Ì—˜_‚ÆŽÀ‘H\CAN-DOEŠÏ“_•Ê•]‰¿‚©‚ç‹Z”\“‡“IŠˆ“®‚Ì•]‰¿‚܂Łx “Œ‹žF‘åCŠÙ‘“X

http://www.taishukan.co.jp/book/b200271.html

6ŒŽ1“ú”­s

 

19) Infnami, Y., & Koizumi, R. (2015). Structural equation modeling in language testing and learning research: A review. In A. J. Kunnan (Ed.), Language testing and assessment (pp. ?). New York, NY: Routledge. (Original work published 2011 in Language Assessment Quarterly, 8, 250–276)

20) ¬ò—˜Œb (2015). uƒOƒ[ƒoƒ‹ŽÐ‰ï‚Å’Ê—p‚·‚é‰pŒêvƒAƒ‹ƒN‹³ˆç‘‡Œ¤‹†Š•Ò wƒOƒ[ƒoƒ‹‹³ˆç‚ðl‚¦‚éx (pp. 141–192). “Œ‹žFƒAƒ‹ƒN

http://ec.alc.co.jp/book/7015026/

6ŒŽ18“ú”­s

 

21) ¬ò—˜Œb (2016). uƒeƒXƒg‚ÌŽg—p–Ú“I‚ƍ\¬ŠT”Ov “n•”—Ç“TE¬ò—˜ŒbE”Ñ‘º‰pŽ÷Eûü”gK‘ã (•Ò). w“ú–{Œ¾ŒêƒeƒXƒgŠw‰ïŽ 20Žü”N‹L”O“Á•Ê†x(pp. 50-55). ç—tF“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï

November 15, 2016

https://www.jstage.jst.go.jp/article/jltajournal/19/2/19_0/_article/-char/en

ƒ•â‘«Ž‘—¿„

 

“n•”—Ç“TE¬ò—˜ŒbE”Ñ‘º‰pŽ÷Eûü”gK‘ã (•Ò). (2016). w“ú–{Œ¾ŒêƒeƒXƒgŠw‰ïŽ ‘æ19† (20Žü”N‹L”O“Á•Ê†)x. ç—tF“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï.

https://www.jstage.jst.go.jp/article/jltajournal/19/2/19_0/_article/-char/en

 

22) Koizumi, R. (2016). Feedback on test results to stakeholders. In Y. Watanabe, R. Koizumi, H. Iimura, & S. Takanami (Eds.), JLTA Journal 2016 Vol. 19 supplementary: 20th anniversary special issue (pp. 94-98). Chiba: Japan Language Testing Association.

November 15, 2016

https://www.jstage.jst.go.jp/article/jltajournal/19/2/19_0/_article/-char/en

 

23) ˆó“ì—mE¬ò—˜ŒbE•½ˆä–¾‘ã (2017). uƒƒ^•ªÍ\•¡”‚ÌŒ¤‹†‚𓝍‡‚·‚év •½ˆä–¾‘ã (•Ò’˜), w‹³ˆçES—ŒnŒ¤‹†‚Ì‚½‚߂̃f[ƒ^•ªÍ“ü–å\—˜_‚ÆŽÀ‘H‚©‚çŠw‚ÔSPSSŠˆ—p–@ (‘æ2”Å)x (pp. 241-268) “Œ‹žF“Œ‹ž}‘

http://www.tokyo-tosho.co.jp/kikan/01/index.html

2ŒŽ25“ú”­s

 

ˆÈ‰º‚Ì‘æ2”Å

ˆó“ì—mE¬ò—˜ŒbE•½ˆä–¾‘ã (2012). uƒƒ^•ªÍ\•¡”‚ÌŒ¤‹†‚𓝍‡‚·‚év •½ˆä–¾‘ã•Ò’˜w‹³ˆçES—ŒnŒ¤‹†‚Ì‚½‚߂̃f[ƒ^•ªÍ“ü–å\—˜_‚ÆŽÀ‘H‚©‚çŠw‚ÔSPSSŠˆ—p–@x (pp. 224-248) “Œ‹žF“Œ‹ž}‘

6ŒŽ25“ú”­s

 

24) ¬ò—˜ŒbEˆó“ì—mE[àV^ (•Ò’˜). (2017). wŽÀ—á‚Å‚í‚©‚é‰pŒêƒeƒXƒgì¬ƒKƒCƒhx ‘åCŠÙ‘“X

A Practical Guide for Developing English Tests

8ŒŽ1“ú”­s

2018”N9ŒŽ1“ú@‰”Å‘æ2ü”­s

 

’˜ŽÒŒv8–¼

E‘åCŠÙ‘“Xw‰pŒê‹³ˆçx2017”N11ŒŽ†‚Å–{‘‚ւ̏‘•]‚ð‚¢‚½‚¾‚«‚Ü‚µ‚½B

EGCD‰pŒê’ʐM‚É–{‘‚ւ̏‘•]‚ð‚¢‚½‚¾‚«‚Ü‚µ‚½Bhttps://www.taishukan.co.jp/gcdroom/gcd_tsuushin/gcd_tsuushin.html

Ew“ú–{ƒeƒXƒgŠw‰ïŽx‚É–{‘‚ւ̏‘•]‚ð‚¢‚½‚¾‚«‚Ü‚µ‚½ (pp. 94-95)B

‘”ňóü’†‚Å‚·

 

25) ¬ò—˜Œb (2018). w‰pŒê4‹Z”\ƒeƒXƒg‚Ì‘I‚Ñ•û‚ÆŽg‚¢•û\‘Ó–«‚ÌŠÏ“_‚©‚ç\x “Œ‹žFƒAƒ‹ƒN

ISBN 978-4-7574-3061-7

4ŒŽ9“ú

E‘åCŠÙ‘“Xw‰pŒê‹³ˆçx2018”N8ŒŽ†, p. 88‚Å–{‘‚ւ̏‘•]‚ð‚¢‚½‚¾‚«‚Ü‚µ‚½B

E‘åCŠÙ‘“Xw‰pŒê‹³ˆçx2018”N10ŒŽ‘Š§†‚ŁAuy‰pŒê‹³ˆç}‘z‘æ“ñŒ¾ŒêK“¾Œ¤‹† (SLA)^‰ž—pŒ¾ŒêŠwŠÖ˜AE¡”N‚̃xƒXƒg3v(pp. 74-75) ‚̈êû‚É–{‘‚ð‰Á‚¦‚Ä‚¢‚½‚¾‚«‚Ü‚µ‚½B

EˆÈ‰º‚ŃRƒƒ“ƒg‚ð‚¢‚½‚¾‚«‚Ü‚µ‚½Bhttps://yanaseyosuke.blogspot.com/2018/06/2018-4.html

 

yŠwˆÊ˜_•¶z
1) Koizumi, R. (2001). Anxiety with speaking tests for junior high school students in Japan. Unpublished masterfs thesis, University of Tsukuba
(
Œã‚ɁAKoizumi, R. (2002). The effects of motivation, language anxiety, and test anxiety on English proficiency of Japanese junior high school students [“ú–{l’†Šw¶‚É‚¨‚¯‚é“®‹@•t‚¯EŒ¾Œê•sˆÀEƒeƒXƒg•sˆÀ‚ª‰pŒên’B“x‚É—^‚¦‚é‰e‹¿]. Japan Language Testing Association Journal, 5, 91-110. ‚Æ‚µ‚Ä”­s).

2) Koizumi, R. (2003). Development of a speaking test for Japanese junior high school students [“ú–{l’†Šw¶‚Ì‚½‚߂̃Xƒs[ƒLƒ“ƒOƒeƒXƒg‚ÌŠJ”­]. Unpublished masterfs thesis, University of Tsukuba.

3) Koizumi, R. (2005). Relationships between productive vocabulary knowledge and speaking performance of Japanese learners of English at the novice level. [“ú–{l‰pŒê‰‹‰ŽÒ‚É‚¨‚¯‚é”­•\Œêœb’mŽ¯‚ƃXƒs[ƒLƒ“ƒOEƒpƒtƒH[ƒ}ƒ“ƒX‚ÌŠÖŒW] (Doctoral dissertation, University of Tsukuba, Japan). Retrieved from http://www.tulips.tsukuba.ac.jp/limedio/dlam/B25/B2599596/1.pdf

y‚»‚Ì‘¼z
1)
¬ò—˜Œb. (2004). u‰pŒêƒXƒs[ƒLƒ“ƒO”\—Í‚Ì‘ª’èF’†Šw¶‚̃Xƒs[ƒLƒ“ƒO”\—́En’B“xƒŒƒxƒ‹v. wSTEP‰pŒêî•ñx, 3 (5E6†), 39-41.
(Koizumi, R. (2004). Eigo speaking nouryoku no sokutei: tyuugakusei no speaking nouryoku & jukutatudo level [Assessing English speaking ability: Speaking ability and proficiency level of Japanese junior high school students]. STEP the Latest on English, 3, 39-41.)

2) ¬ò—˜Œb. (2004). uŠCŠOVŠ§‘Ð‰î [69]FWashback in language testing: Research contexts and methods [‘•]]v. w‰pŒê‹³ˆçx, 53(10, December), 85.

3) ¬ò—˜Œb. (2006). u‰pŒê‚̃Rƒ~ƒ…ƒjƒP[ƒVƒ‡ƒ“”\—Í‚ð‚‚ß‚é‚½‚߂Ɂv. wFuture--‘Û‚ւ̉˂¯‹´--x, 1, 40-42. í”Ö‘åŠw‘ÛŠw•”.

4) Downing, S. M., & Haladyna, T. M (Eds.). (2008). wƒeƒXƒgì¬ƒnƒ“ƒhƒuƒbƒN (Handbook of test development)F”­’B‚µ‚½ÅV‹Zp‚ƍl‚¦•û‚É‚æ‚éŒö•½‘Ó–‚ȃeƒXƒgì¬EŽÀŽ{E—˜—p‚Ì‚·‚ׂāx (’r“c‰› [“ú–{Œê”ÅŠÄ–ó], Trans.). “Œ‹žF‹³ˆç‘ª’茤‹†Š.

Downing, S. M., & Haladyna, T. M (Eds.). (2006). Handbook of test development. Mahwah, NJ: Lawrence Erlbaum Associates. ‘æ10Í–ó

http://www.jiem.co.jp/press/handbook.html

 

Cizek, G. J. (2008). u‘æ10Í@‹K€‚̐ݒèv. In S. M. Downing & T. M. Haladyna (Eds.), ’r“c‰› (ŠÄ–ó), wƒeƒXƒgì¬ƒnƒ“ƒhƒuƒbƒN (Handbook of test development)F”­’B‚µ‚½ÅV‹Zp‚ƍl‚¦•û‚É‚æ‚éŒö•½‘Ó–‚ȃeƒXƒgì¬EŽÀŽ{E—˜—p‚Ì‚·‚ׂāx (¬ò—˜Œb, Trans., pp. 244-278). “Œ‹žF‹³ˆç‘ª’茤‹†Š.

Cizek, G. J. (2006). Standard setting. In S. M. Downing & T. M. Haladyna (Eds.), Handbook of test development (pp. 225-258). Mahwah, NJ: Lawrence Erlbaum Associates. –ó

 

õˆø—pŒêF’†‘º—mˆê & ¬ò—˜Œb (pp. 802-818)

 

5) ¬ò—˜Œb. (2008). u‚æ‚è“KØ‚ȃeƒXƒg“¾“_‚̉ðŽß‚ÆŽg—p‚ð–ÚŽw‚µ‚āF‘Ó–«‚ƑÓ–«ŒŸØ–@v. w‘åŠw‰pŒê‹³ˆçŠw‰ïŠÖ“ŒŽx•”@2007”N“xŒ¤‹†”N•ñx, 4, 38-41. “Œ‹žF‘åŠw‰pŒê‹³ˆçŠw‰ïŠÖ“ŒŽx•” (Œ¤‹†”N•ñˆÏˆõ‰ï).

6)
à’c–@l¼§Šw‰ï (•Ò). (2008). wŠî‘b—ÍŒŸ’è--‰pŒê--‘΍ô–â‘èWƒ1‹‰`5‹‰‘Ήž„CD•tx. “Œ‹žF¼§Šw‰ï.

ƒeƒXƒgŠÄCŽÒF¬ò—˜Œb

7) The JLTA (Japan Language Testing Association) language testing bibliography. (2008). JLTA (Japan Language Testing Association) Journal, 11, 219-255.

¡2007”N‚܂ł́A“ú–{‚ÉŠÖ˜A‚µ‚½Œ¾ŒêƒeƒXƒeƒBƒ“ƒO‚Ì•¶Œ£W

Language Testing Bibliography Project (at the collection time)

Members: Youichi Nakamura (Tokiwa University), Rie Koizumi (Tokiwa University), Yo Infnami (Japan Society for the Promotion of Science), Yuko Morimoto (Graduate School, University of Tsukuba)

ƒJLTA home page: http://jlta2016.sakura.ne.jp/?page_id=457 „

 

8) Koizumi, R. (2008). Differences in speaking performance: Comparisons between first-, second-, and third-year Japanese high school students [Summary of the presentation of JABAET 2007 conference]. JABAET (Japan-Britain Association for English Teaching) Journal, 12, 147-148.

9)
¬ò—˜Œb (2010) uƒŠƒŒ[˜AÚ@ŒêœbŽw“±‚ð‰ü‘P‚·‚éQ&A@‘æ8‰ñ@ŒêœbŠwK‚𑣐i‚·‚邽‚߂ɁA’PŒêƒeƒXƒg‚ðH•v‚µ‚½‚¢‚Ì‚Å‚·‚ªB\’PŒêƒeƒXƒg•û–@‚̍H•v\v. w‰pŒê‹³ˆçx, 59(9, 11ŒŽ†), 54-56.

ƒ‹LŽ–“à—e@’˜ìŒ Šm”FÏ‚݁„

 

10) ¬ò—˜Œb (2012). uƒŠƒŒ[˜AÚ@ŒêœbK“¾Œ¤‹†‚ÌŒ»Ý@‘æ8‰ñ@Œêœb‚ƃXƒs[ƒLƒ“ƒOv. w‰pŒê‹³ˆçx, 61(9, 11ŒŽ†), 52-53.

ƒ‹LŽ–“à—e@’˜ìŒ Šm”FÏ‚݁„

 

11) ¬ò—˜Œb (2012). ulŽ–ŽŽŒ±‚Ì‹Z–@@wƒeƒXƒgì¬ƒnƒ“ƒhƒuƒbƒNxÐ‰îƒVƒŠ[ƒYi‘æ18‰ñj‘æ10Íu‹K€‚̐ݒèv. wŽŽŒ±‚ÆŒ¤Cx, ‘æ008†i2012.11j, 14. à’c–@lŒö–±lÞŠJ”­‹¦‰ïAŒö‰và’c–@l“ú–{lŽ–ŽŽŒ±Œ¤‹†ƒZƒ“ƒ^[

 

12) ¬ò—˜Œb (2014). uQ&A@‚æ‚è—Ç‚¢ƒeƒXƒg‚̍ì‚è•ûEŽg‚¢•û@‘æ1‰ñ@ƒeƒXƒg‚̍쐬•û–@v. w‰pŒê‹³ˆçx, 63(1), 62-63.

4ŒŽ†

 

‘åCŠÙ‘“Xw‰pŒê‹³ˆçxuQ•A ‚æ‚è—Ç‚¢ƒeƒXƒg‚̍ì‚è•ûEŽg‚¢•ûv

˜AÚŽ·•M‚Ì‘ã•\‚𖱂߂܂µ‚½B

4ŒŽFƒeƒXƒg‚̍쐬•û–@i¬ò—˜Œbj

5ŒŽF—Ç‚¢ƒeƒXƒg‚É‚·‚邽‚߂ɍl—¶‚·‚ׂ«“_i¬ò—˜Œbj

6ŒŽF’èŠúl¸‚̍쐬•û–@iˆó“ì—mj

7ŒŽF¬ƒeƒXƒg‚̍쐬•û–@i¬ò—˜Œbj

8ŒŽFZ“àƒeƒXƒg‚ÆŠO•”ƒeƒXƒgF‚»‚̈Ⴂ‚ÆŠˆ—p•û–@i[àV^j

9ŒŽFƒŠ[ƒfƒBƒ“ƒOƒeƒXƒg‚̍쐬•û–@iˆó“ì—mj

10ŒŽFƒŠƒXƒjƒ“ƒOƒeƒXƒg‚̍쐬•û–@iˆó“ì—mj

11ŒŽFƒ‰ƒCƒeƒBƒ“ƒOƒeƒXƒg‚̍쐬‚ƍ̓_•û–@i–î–쌫j

12ŒŽFƒXƒs[ƒLƒ“ƒO‚Ì•]‰¿1FƒeƒXƒg‚̍쐬i[àV^j

1ŒŽFƒXƒs[ƒLƒ“ƒO‚Ì•]‰¿2FƒeƒXƒg‚̍̓_•û–@i[àV^j

2ŒŽFCAN-DOƒŠƒXƒg‚ðƒeƒXƒgì¬‚ɐ¶‚©‚·i[àV^j

3ŒŽFƒeƒXƒgŒ‹‰Ê‚Ì“Ç‚ÝŽæ‚è•ûiˆó“ì—mj

 

 

13) ¬ò—˜Œb (2014). uQ&A@‚æ‚è—Ç‚¢ƒeƒXƒg‚̍ì‚è•ûEŽg‚¢•û@‘æ2‰ñ@—Ç‚¢ƒeƒXƒg‚É‚·‚邽‚߂ɍl—¶‚·‚ׂ«“_v. w‰pŒê‹³ˆçx, 63(2), 62-63.

5ŒŽ†

 

14) ¬ò—˜Œb (2014). uQ&A@‚æ‚è—Ç‚¢ƒeƒXƒg‚̍ì‚è•ûEŽg‚¢•û@‘æ4‰ñ@¬ƒeƒXƒg‚̍쐬•û–@v. w‰pŒê‹³ˆçx, 63(4), 62-63.

7ŒŽ†

 

15) ¬ò—˜Œb (2014) uŒ¾Œê‹³ˆçŒ¤‹†‚̍őOü\ŠCŠOŒ¤‹†ŽÒƒCƒ“ƒ^ƒrƒ…[@‘æ9‰ñ@ƒLƒƒƒƒ‹EƒVƒƒƒyƒ‹ (Carol Chapelle)v. w‰pŒê‹³ˆçx, 63(10), 48-49.

12ŒŽ†

ƒ‹LŽ–“à—e@’˜ìŒ Šm”FÏ‚݁„

 

16) ¬ò—˜Œb (2015). u‹³Žº‚ł̃Xƒs[ƒLƒ“ƒOEƒ‰ƒCƒeƒBƒ“ƒO‚Ì•]‰¿‚ƃeƒXƒg\Šî–{ŠÏ“_‚ƍ`‚ÌŽ–—á‚©‚çv. w‰pŒê‹³ˆçx, 63(11), 10-12.

1ŒŽ†

ƒ‹LŽ–“à—e@’˜ìŒ Šm”FÏ‚݁„

 

17) Koizumi, R. (2015). Book review: Vocabulary knowledge: Human ratings and automated measures. Language Testing, 32, 124-126. doi:10.1177/0265532214541233

1ŒŽ

 

18) ¬ò—˜Œb (2016). uƒ‹[ƒuƒŠƒbƒN‚ðŽg‚Á‚½ƒXƒs[ƒLƒ“ƒO‚Ì•]‰¿v. w‰pŒê‹³ˆçx, 65(10), 3435.

12ŒŽ†

ƒ‹LŽ–“à—e@’˜ìŒ Šm”FÏ‚݁„

ˆø—p•¶Œ£iŽ†–Ê‚ÌŠÖŒW‚ŏȗª‚³‚ꂽ‚à‚́j

Brown, J. D. (2012). (Ed.). Developing, using, and analyzing rubrics in language assessment with case studies in Asian and Pacific languages. Honolulu, HI: University of Hawaiei at Mānoa.

–]ŒŽº•FE[àV^Eˆó“ì—mE¬ò—˜Œb (•Ò) (2015). w‰pŒê4‹Z”\•]‰¿‚Ì—˜_‚ÆŽÀ‘H\CAN-DOEŠÏ“_•Ê•]‰¿‚©‚ç‹Z”\“‡“IŠˆ“®‚Ì•]‰¿‚܂Łx “Œ‹žF‘åCŠÙ‘“X

 

 

19) ¬ò—˜Œb (2017). uGenius English Communication I Revised‚̃^ƒXƒN‚ðŽg‚Á‚½ƒXƒs[ƒLƒ“ƒO‚Ì•]‰¿v GCD‰pŒê’ʐM, 59, 6-7. ‘åCŠÙ‘“X. Retrieved from http://www.taishukan.co.jp/gcdroom/gcd_tsuushin/gcd_tsuushin.html

 

20) ‘º–ìˆämE“›ˆä³–¾E¬“cŒ\ŽsE¬ò—˜ŒbE¼”ö”üKE–î–쌫EŽR‰êi—YE“àì–¢“ÞŠóE¬ŽR–œ—¢ŽqE‚¼—˜Ž¡E…ŒË’¼˜a (2017). wGenius English Communication I Revisedm‹³Žö—pŽw“±Ž‘—¿nTeacherfs manualx “Œ‹žF‘åCŠÙ‘“X.

’S“–‰ÓŠF

pp. xxvii-xxvii@Še‰Û‚ÌŒ¾ŒêŠˆ“®iDiscussionEProjectj‚Ì•]‰¿–@‚ɂ‚¢‚Ä [PDF]

Lessons 1 to 10 DiscussionEProject‚É‚¨‚¯‚é•]‰¿@

Œv23ƒy[ƒW

4ŒŽ

 

21) ¬ò—˜Œb (n.d.) uJLTA Web TutorialF‘ª’è‚Ì•W€Œë·F1“_‚̍·‚ɂ͈Ӗ¡‚©゙‚ ‚é‚©vRetrieved from http://jlta2016.sakura.ne.jp/tutorial/11)%20Standard%20Error/

http://jlta2016.sakura.ne.jp/?page_id=32

 

22) “ú–{Œ¾ŒêƒeƒXƒgŠw‰ï ’ñŒ¾ì¬ˆÏˆõ‰ï (“n•”—Ç“T, ¬ò—˜Œb, ¬ŽR—R‹I], âV“¡‰p•q, àV–ؑבã, ´…—TŽq, •Ð‹Ëˆê•F, [àV^, ‰¡“à—Tˆê˜Y). (2017). u“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï (JLTA) w‘åŠw“üŠwŠó–]ŽÒŠw—Í•]‰¿ƒeƒXƒgi‰¼Ìj‚É‚¨‚¯‚é‰pŒêƒeƒXƒg‚̈µ‚¢‚ɑ΂·‚é’ñŒ¾x‚Ɖðàv w‰pŒê‹³ˆçx, 66(2, May), 73-75.

Retrieved from http://jlta2016.sakura.ne.jp/?page_id=865

 

23) ‘º–ìˆämE“›ˆä³–¾E¬“cŒ\ŽsE¬ò—˜ŒbE–î–쌫EŽR‰êi—YE“àì–¢“ÞŠóE¬ŽR–œ—¢ŽqE‚¼—˜Ž¡E…ŒË’¼˜a (2018). wGenius English Communication II Revisedm‹³Žö—pŽw“±Ž‘—¿nTeacherfs manualx “Œ‹žF‘åCŠÙ‘“X

’S“–‰ÓŠF

pp. xxvii-xxix@Še‰Û‚ÌŒ¾ŒêŠˆ“®iDiscussionEProjectj‚Ì•]‰¿–@‚ɂ‚¢‚Ä [PDF]

Lessons 1 to 10 DiscussionEProject‚É‚¨‚¯‚é•]‰¿@

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24) Abe, O., Matsuzaki, A., Wakita, M., & Koizumi, R. (2018). Which should be dominant in Japan, the TOEFL iBT or the IELTS? (What's New from Juntendo University, Tokyo; Course name: What Does a Test Measure?). Juntendo Medical Journal, 64(2), 101-104. doi:10.14789/jmj.2018.64.JMJ16-WN13

https://www.jstage.jst.go.jp/article/jmj/64/2/64_JMJ16-WN13/_article/-char/ja

This article was originally written by the first three authors as a requirement of the problem-based learning (PBL) course. The fourth author Koizumi served as a tutor, helped them revise the manuscript, and submitted it as a corresponding author, which was required by the journal. The content of this article does not reflect the fourth authorfs opinion.

25) ¬ò—˜Œb (2018). u4‹Z”\“üŽŽ‚ō‚Z‚̃eƒXƒgE•]‰¿‚Í•Ï‚í‚é‚©vw‰pŒê‹³ˆçx, 67†(5, 8ŒŽ†), 18–19.

ƒ‹LŽ–“à—e@’˜ìŒ Šm”FÏ‚݁„

 

26) ‰¡“à—Tˆê˜YE¬ò—˜Œb (2018). uƒeƒXƒeƒBƒ“ƒOŒ¤‹†‚ð—‰ð‚·‚é‚½‚߂̃L[ƒ[ƒhv (2018”N”Å ‰pŒê‹³ˆçƒL[ƒ[ƒhW). w‰pŒê‹³ˆçx, 67(8, 10ŒŽ‘Š§†), 52-53.

ƒ‹LŽ–“à—e@’˜ìŒ Šm”FÏ‚݁„

 

27) ¬ò—˜Œb (2018). uŽ©ŒÈ•]‰¿E‘ŠŒÝ•]‰¿‚ðŽæ‚è“ü‚ꂽƒXƒs[ƒLƒ“ƒOŽw“±vwƒ`ƒƒ[ƒgƒlƒbƒgƒ[ƒNx, 87, 9|11. ƒ`ƒƒ[ƒgŒ¤‹†Š. Retrieved from https://www.chart.co.jp/subject/eigo/eigo_cnw.html

‹ß‚¢‚¤‚¿‚É‚±‚̃y[ƒW‚ɍڂè‚Ü‚·B

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¡”­•\
yŒû“ªŠw‰ï”­•\z
1)
¬ò—˜Œb & ŒI›½ˆí”ü. (2001a, June). u’†Šw¶‚̃Xƒs[ƒLƒ“ƒO‚Ì“Á’¥\EBBŽÚ“xì‚è‚ÉŒü‚¯‚ā\v. ‘æ21‰ñ’}”g‰pŒê‹³ˆçŠw‰ïŒ¤‹†”­•\. (’}”g‘åŠw‚ɂāEŒã‚ɁA¬òEŒI›½ (2002b) wŠÖ“ŒbM‰z‰pŒê‹³ˆçŠw‰ïŒ¤‹†‹I—vx, 16, 17-28. ‚Æ‚µ‚Ä”­s)

2) ¬ò—˜Œb & ŒI›½ˆí”ü. (2001b, August). uƒ‚ƒmƒ[ƒO‚É‚¨‚¯‚éƒXƒs[ƒLƒ“ƒO‚Ì•]‰¿ŽÚ“xv. w‘æ27‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï (“ˆê‘Ì‘æ1‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï) L“‡Œ¤‹†‘å‰ï”­•\—vjx (pp. 407-410). (L“‡‘Û‰ï‹cê‚ɂāEŒã‚ɁAKoizumi & Kurizaki (2002a) Annual Review of English Language Education in Japan, 13, 51-60. ‚Æ‚µ‚Ä”­s)

3) ¬ò—˜Œb. (2002a). uƒXƒs[ƒLƒ“ƒOƒeƒXƒg‚É‚¨‚¯‚éŽÀ—p«Œüã‚Ì‚½‚ß‚ÌŽŽ‚݁v. ‘æ22‰ñ’}”g‰pŒê‹³ˆçŠw‰ïŒ¤‹†”­•\. (•½¬14”N6ŒŽE’}”g‘åŠw‚ɂāE2003”N‚̏CŽm˜_•¶‚̈ꕔ‚É‚È‚è‚Ü‚µ‚½)
ƒ”­•\Ž‘—¿„

4) ŽR“àˆí”ü & ¬ò—˜Œb. (2002). u’†Šw¶‚̃Xƒs[ƒLƒ“ƒO‚É‚¨‚¯‚é”­’BFŽ©ŒÈÐ‰î‚̃^ƒXƒN‚ð—p‚¢‚āv. w‘æ28‰ñ (“ˆê‘Ì‘æ2‰ñ) ‘S‘‰pŒê‹³ˆçŠw‰ï_ŒËŒ¤‹†‘å‰ï”­•\˜_•¶Wx (pp. 117-120). (•½¬14”N8ŒŽE_ŒË‘åŠw‚ɂāEŒã‚ɁA¬ò & ŽR“à. (2003). wŠÖ“ŒbM‰z‰pŒê‹³ˆçŠw‰ïŒ¤‹†‹I—vx, 17, 33-44.‚Æ‚µ‚Ä”­s)

5) Koizumi, R. (2002b, October). Validating speaking test for Japanese junior high school students [’†Šw¶‚ÉŒü‚¯‚½ƒXƒs[ƒLƒ“ƒOƒeƒXƒg‚̑Ó–‰»]. ‘æ6‰ñi2002”N“xj“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï‘S‘Œ¤‹†‘å‰ï”­•\. (“Œ‹žŒoÏ‘åŠwE2003”N‚̏CŽm˜_•¶‚̈ꕔ‚É‚È‚è‚Ü‚µ‚½)

6) ¬ò—˜Œb. (2003, August). u“ú–{l’†Šw¶‚̃Xƒs[ƒLƒ“ƒO”\—Í‚Ì“ž’BƒŒƒxƒ‹v. ‘æ29‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï“ì“Œ–kŒ¤‹†‘å‰ï‚É‚Ä. (‹{é‹³ˆç‘åŠw‚ɂāEŒã‚ɁAKoizumi (2005). Attainment levels of speaking ability of Japanese junior high school students [“ú–{l’†Šw¶‚̃Xƒs[ƒLƒ“ƒO”\—Í‚Ì“ž’B“xƒŒƒxƒ‹]. JLTA (Japan Language Testing Association) Journal, 7, 31-50. ‚Æ‚µ‚Ä”­s)

7) ‰Ké—SŽi, ¬ò—˜Œb, ˆó“ì—m, ´…^‹I, “y•û—TŽq, ’†ì’m‰ÀŽq, ”[’J­Žj, & ‘º“cŒb—¢“Þ. (2003, August). u”wŒi’mŽ¯‚ª‘æ“ñŒ¾Œê“ljð‚Ö—^‚¦‚é‰e‹¿F”wŒi’mŽ¯‘ª’èƒeƒXƒg‚É’–Ú‚µ‚āv. ‘æ29‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï“ì“Œ–kŒ¤‹†‘å‰ï”­•\. (‹{é‹³ˆç‘åŠw‚ɂāEŒã‚ɁA2–{‚̘_•¶‚Æ‚µ‚Ä”­sF
(a) Ushiro, Y., Koizumi, R., Infnami, Y., Shimizu, M., Hijikata, Y., Kikuchi, K., Nakagawa, C., Naya, M., Ohkubo, A., & Murata, E. (2004). The effects of background knowledge on L2 reading comprehension: Special focus on background knowledge test methods [
”wŒi’mŽ¯‚ªL2“ljð‚Ö—^‚¦‚é‰e‹¿F”wŒi’mŽ¯‘ª’èƒeƒXƒg•û–@‚É’–Ú‚µ‚Ä]. JACET (Japan Association of College English Teachers) Bulletin, 38, 63-77.
(b) Ushiro, Y., Shimizu, M., Koizumi, R., Infnami, Y., & Hijikata, Y. (2004). Which affects EFL reading comprehension more, Background knowledge or reading proficiency [
‰p•¶“ljð‚É‚¨‚¯‚é”wŒi’mŽ¯‚Ɠljðn’B“x‚̉e‹¿]? Annual Review of English Language Education in Japan, 15, 149-158.)

8) ¬ò—˜Œb. (2003, October). uŒêœb’mŽ¯‚É‚æ‚éƒXƒs[ƒLƒ“ƒO”\—Í‚Ì—\‘ª‰Â”\«v. ‘æ7‰ñ“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï‘S‘Œ¤‹†‘å‰ï”­•\. (ŒF–{‘åŠw‚ɂāEŒã‚ɁAKoizumi, R. (2005). Predicting speaking ability from vocabulary knowledge [Œêœb’mŽ¯‚É‚æ‚éƒXƒs[ƒLƒ“ƒO”\—Í‚Ì—\‘ª‰Â”\«]. JLTA (Japan Language Testing Association) Journal, 7, 1-20. ‚Æ‚µ‚Ä”­s)

9) Koizumi, R. (2004, March). Validation of speaking performance measures: The case of Japanese learners of English with low speaking ability [ƒXƒs[ƒLƒ“ƒOƒpƒtƒH[ƒ}ƒ“ƒX‚ÌŽw•W‚̑Ó–«ŒŸØF“ú–{l‰pŒê‰‹‰ŽÒ‚̏ꍇ]. Poster session presented at the 26th Language Testing Research Colloquium, Temecula, California, U.S.EŒã‚ɁAKoizumi, R. (2005). Speaking performance measures of fluency, accuracy, syntactic complexity, and lexical complexity [ƒXƒs[ƒLƒ“ƒOƒpƒtƒH[ƒ}ƒ“ƒX‚Ì—¬’¨‚³E³Šm‚³E“Œê“I•¡ŽG‚³EŒêœb“I•¡ŽG‚³‚ÌŽw•W]. JABAET (Japan-Britain Association for English Teaching) Journal, 9, 5-33. ‚Æ‚µ‚Ä”­s)

10) ¬ò—˜Œb. (2004, June). uƒXƒs[ƒLƒ“ƒO”\—Í‚É‚¨‚¯‚éŒêœb’mŽ¯‚Ì–ðŠ„F“ú–{l‰pŒê‰‹‰ŽÒ‚̏ꍇv. ’}”g‰pŒê‹³ˆçŠw‰ï‘æ24‰ñ‘å‰ïŒ¤‹†”­•\. (’}”g‘åŠw‚ɂāEŒã‚ɁAKoizumi, R. (2005). Predicting speaking ability from vocabulary knowledge [Œêœb’mŽ¯‚É‚æ‚éƒXƒs[ƒLƒ“ƒO”\—Í‚Ì—\‘ª‰Â”\«]. JLTA (Japan Language Testing Association) Journal, 7, 1-20. ‚Æ‚µ‚Ä”­s). 2004”N6ŒŽ27“ú.

11) ¬ò—˜Œb. (2004, August). uƒXƒs[ƒLƒ“ƒO‚Ì—¬’¨‚³E³Šm‚³E•¡ŽG‚³‚ÌŽw•WF“ú–{l’†Šw¶‚É‚¨‚¯‚é‘Ó–«ŒŸØv. ‘S‘‰pŒê‹³ˆçŠw‰ï‘æ30‰ñ’·–쌤‹†‘å‰ï”­•\. (JA’·–쌧ƒrƒ‹E‚à‚ñ‚º‚ñ‚Õ‚çÀ‚ɂāEŒã‚ɁAKoizumi, R. (2005). Speaking performance measures of fluency, accuracy, syntactic complexity, and lexical complexity [ƒXƒs[ƒLƒ“ƒOƒpƒtƒH[ƒ}ƒ“ƒX‚Ì—¬’¨‚³E³Šm‚³E“Œê“I•¡ŽG‚³EŒêœb“I•¡ŽG‚³‚ÌŽw•W]. JABAET (Japan-Britain Association for English Teaching) Journal, 9, 5-33. ‚Æ‚µ‚Ä”­s). 2004”N8ŒŽ7“ú.

12) Koizumi, R. (2004, August). Validating a productive vocabulary knowledge test for novice Japanese learners of English [“ú–{l‰pŒê‰‹‰ŽÒ‚Ì‚½‚ß‚Ì”­•\Œêœb’mŽ¯ƒeƒXƒg‚̑Ó–«ŒŸØ]. Presented at the 32nd JACET summer seminar, Kusatsu, Gunma, Japan. August 20, 2004.E
Koizumi, R. (2003). A productive vocabulary knowledge test for novice Japanese learners of English: Validity and its scoring methods [
“ú–{l‰pŒê‰‹‰ŽÒ‚Ì‚½‚ß‚Ì”­•\Œêœb’mŽ¯ƒeƒXƒgF‘Ó–«‚ƍ̓_•û–@]. JABAET (Japan-Britain Association for English Teaching) Journal, 7, 23-52.‚̏C³”Å‚ð”­•\).

13) ¬ò—˜Œb. (2005, March). u”­•\Œêœb’mŽ¯‚ªƒXƒs[ƒLƒ“ƒOƒpƒtƒH[ƒ}ƒ“ƒX‚É—^‚¦‚é‰e‹¿F“ú–{l‰‹‰ŽÒ‚ð‘ÎÛ‚É [Effects of productive vocabulary knowledge on speaking performance: Focus on Japanese beginning level learners]v. ‘åŠw‰pŒê‹³ˆçŠw‰ï (JACET) ‘æ6‰ñ‰pŒêŽ«‘Šwƒ[ƒNƒVƒ‡ƒbƒv2005u‰pŒê‚ÌŽ«‘‚ÆŒêœbv”­•\. (“Œ‹ž“d‹@‘åŠw‚É‚Ä). 2005”N3ŒŽ26“ú.E”ŽŽm˜_•¶‚̈ꕔ‚É‚È‚è‚Ü‚µ‚½).

14) Koizumi, R. (2005, July). Relationships between productive vocabulary knowledge and speaking test performance using multiple measures [”­•\Œêœb’mŽ¯‚ƃXƒs[ƒLƒ“ƒOƒeƒXƒgƒpƒtƒH[ƒ}ƒ“ƒX‚ÌŠÖŒWF•¡”‚ÌŽw•W‚ð—p‚¢‚Ä]. Poster session presented at the 27th Language Testing Research Colloquium, Ottawa, Canada.E”ŽŽm˜_•¶‚̈ꕔ‚É‚È‚è‚Ü‚µ‚½).
ƒ”­•\Ž‘—¿„

15) ¬ò—˜Œb. (2005, August). u“ú–{l’†‚¶‚É‚¨‚¯‚é”­•\Œêœb’mŽ¯‚̍L‚³E[‚³‚ƃXƒs[ƒLƒ“ƒO‚ÌŠÖŒWv. ‘æ31‰ñ‘S‘‰pŒê‹³ˆçŠw‰ïŽD–yŒ¤‹†‘å‰ï”­•\. (–kŠC“¹‹³ˆç‘åŠwŽD–yZ‚É‚Ä). E”ŽŽm˜_•¶‚̈ꕔ‚É‚È‚è‚Ü‚µ‚½).

16) Koizumi, R. (2005, December). Relationships between size and depth of productive vocabulary knowledge and speaking performance of Japanese learners of English at the novice level. ‘åŠw‰pŒê‹³ˆçŠw‰ï (JACET) ‰pŒêŒêœbŒ¤‹†‰ï@‘æ2‰ñŒ¤‹†‘å‰ï (’†‰›‘åŠw‚É‚Ä). 2005”N12ŒŽ10“ú.E”ŽŽm˜_•¶‚̈ꕔ‚É‚È‚è‚Ü‚µ‚½).

17) Koizumi, R. (2006, June). Examining generalizability of speaking performance measures across tasks [ƒ^ƒXƒNŠÔ‚ł̃Xƒs[ƒLƒ“ƒOEƒpƒtƒH[ƒ}ƒ“ƒX‚ÌŽw•W‚̈ê”ʉ»‰Â”\«‚ð’T‚é]. Poster presented at the 28th Language Testing Research Colloquium, Melbourne, Australia. (2006”N6ŒŽ29“ú)
ƒ”­•\Ž‘—¿„

18) ¬ò—˜Œb & •Ð‹Ëˆê•F. (2006, August). uSELHiŽw’èZ‰pŒê‰È‚É‚¨‚¯‚éƒXƒs[ƒLƒ“ƒOEƒpƒtƒH[ƒ}ƒ“ƒX‚̕ω»v. ‘æ32‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï‚’mŒ¤‹†‘å‰ï‚É‚Ä. (‚’m‘åŠw‚É‚Ä) 8ŒŽ5“ú
(Koizumi, R., & Katagiri, K. (2007). Changes in speaking performance of Japanese high school students: The case of an English course at a SELHi. ARELE (Annual Review of English Language Education in Japan), 18, 81-90.
‚Æ‚µ‚Ä”­s)

19) Žðˆä‰pŽ÷, –Ø‘ºŒb, ˆäŒË¹G, ¬ò—˜Œb, ª–{ÍŽq, ‘¾“c—m, & ²“¡³r. (2006, August). u’†Šw¶E‚Z¶‚̉pŒê•¶–@—Í‚ðf’f‚·‚é\ELPAf’fƒeƒXƒgi•¶–@jì¬‚Ö‚Ì“¹v. ŠÖ“ŒbM‰z‰pŒê‹³ˆçŠw‰ï‘æ30‰ñ“Œ‹žŒ¤‹†‘å‰ï‚É‚Ä. (“Œ‹žŠwŒ|‘åŠw‚É‚Ä) 8ŒŽ19“ú
(Koizumi, R., Sakai, H., Ido, T., Ota, H., Hayama, M., Sato, M., & Nemoto, A. (2011). Development and validation of a diagnostic grammar test for Japanese learners of English. Language Assessment Quarterly, 8, 53-72.
‚Æ‚µ‚Ä”­s)

20) ¬ò—˜Œb & Žðˆä‰pŽ÷. (2006, October). uELPAf’fƒeƒXƒg (•¶–@) ‚̑Ó–«ŒŸØF€–Ú‰ž“š—˜_‚É‚æ‚镪Í‚𒆐S‚Ɂv. “ú–{Œ¾ŒêƒeƒXƒgŠw‰ï (JLTA) ‘æ10‰ñ‘S‘Œ¤‹†‘å‰ï‚É‚Ä. (—´’J‘åŠw[‘ŠwŽÉ‚É‚Ä) 10ŒŽ29“ú
(Koizumi, R., Sakai, H., Ido, T., Ota, H., Hayama, M., Sato, M., & Nemoto, A. (2011). Development and validation of a diagnostic grammar test for Japanese learners of English. Language Assessment Quarterly, 8, 53-72.
‚Æ‚µ‚Ä”­s)

21) ¬ò—˜Œb. (2007, April). u‚æ‚è“KØ‚ȃeƒXƒg“¾“_‚̉ðŽß‚ÆŽg—p‚ð–ÚŽw‚µ‚āF‘Ó–«‚ƑÓ–«ŒŸØ–@v. Presented at the JACETŠÖ“ŒŽx•”ŒŽ—á‰ï, Tokyo. 4ŒŽ21“ú (“y) http://www.jacet-kanto.org/monthly/20070421.html
(JACET
Ž––±ŠE2007”N4ŒŽ21“ú)
Yori tekisetsu na test tokuten no kaishaku to shiyo wo mezashite [Toward more appropriate interpretations and uses of test scores: Validity and validation. Invited presentation at the JACET Kanto Chapter Monthly Meeting, Tokyo (April, 2007)

ƒ”­•\Ž‘—¿„

 

22) Koizumi, R., Sakai, H., Ido, T., Ota, H., Kimura, M., Sato, M., & Nemoto, A. (2007, June). Validation of the English Diagnostic Grammar Test: Taking quantitative and qualitative approaches [‰pŒê•¶–@f’fƒeƒXƒg‚̑Ó–«ŒŸØF—Ê“IEŽ¿“IƒAƒvƒ[ƒ`‚ð’Ê‚µ‚Ä]. Poster presented at the 29th Language Testing Research Colloquium, Barcelona, Spain. June 10
(Koizumi, R., Sakai, H., Ido, T., Ota, H., Hayama, M., Sato, M., & Nemoto, A. (2011). Development and validation of a diagnostic grammar test for Japanese learners of English. Language Assessment Quarterly, 8, 53-72.
‚Æ‚µ‚Ä”­s)

 

23) ¬ò—˜Œb. (2007, September). uƒXƒs[ƒLƒ“ƒOEƒeƒXƒg‚É‚¨‚¯‚éŒêœb“I•¡ŽG‚³‚ÌŽw•W‚Æ‚»‚Ì“Á’¥v. Paper presented at ‘æ46‰ñ (2007”N“x) ‘åŠw‰pŒê‹³ˆçŠw‰ï (JACET: Japan Association of College English Teachers) ‘S‘‘å‰ï wJACET‰pŒêŒêœbŒ¤‹†‰ïŠé‰æƒVƒ“ƒ|ƒWƒEƒ€@Œêœb‚Ì‘ª’è‚Æ‚»‚Ì–â‘è“_F‚³‚Ü‚´‚Ü‚È‘ª’è•û–@‚É‚æ‚Á‚Ĉø‚«o‚³‚ê‚éŒêœb‚Ì‘¤–ʁx, Hiroshima, Japan.

(ˆÀ“c—Žq‘åŠwE2007”N9ŒŽ6“ú)
(Koizumi, R., & Infnami, Y. (2012). Effects of text length on lexical diversity measures: Using short texts with less than 200 tokens. System, 40, 554–564. doi:10.1016/j.system.2012.10.012
‚Æ‚µ‚đ啝‚̏C³Œã‚É”­s)

 

24) ¬ò—˜Œb. (2007, September). u“ú–{l‚Z¶‚É‚¨‚¯‚éƒXƒs[ƒLƒ“ƒO‚̈ႢF‚1E‚2E‚3‚Ì”äŠr‚©‚çv. ‘æ13‰ñ“ú‰pE‰pŒê‹³ˆçŠw‰ïŒ¤‹†‘å‰ï‚É‚Ä. (¬æü‘åŠw‚ɂāE9ŒŽ29“ú)
ƒ”­•\Ž‘—¿„

25) Hirai, A., & Koizumi, R. (2007, October). Validation of the EBB scales for Story Retelling Speaking Test [ƒXƒg[ƒŠ[EƒŠƒeƒŠƒ“ƒOEƒXƒs[ƒLƒ“ƒOEƒeƒXƒg‚ÉŒü‚¯‚½EBBŽÚ“x‚̑Ó–«ŒŸØ]. Paper presented at the 11th JLTA Annual Conference, Aichi Gakuin University, Aichi, Japan. On October 28

(Hirai, A., & Koizumi, R. (2008). Validation of an EBB scale: A case of the Story Retelling Speaking Test [EBBŽÚ“x‚̑Ó–«ŒŸØFƒXƒg[ƒŠ[¥ƒŠƒeƒŠƒ“ƒOEƒXƒs[ƒLƒ“ƒOEƒeƒXƒg‚̏ꍇ]. JLTA (Japan Language Testing Association) Journal, 11, 1-20.‚Æ‚µ‚Ä”­s)

26) ¬ò—˜Œb. (2007). uƒJƒŠƒLƒ…ƒ‰ƒ€‚Ì•ÏŠv‚É‚¨‚¯‚錾ŒêƒeƒXƒg‚Ì–ðŠ„ [The role of language testing in curriculum reform]v. Symposium presented at the 11th JLTA Annual Conference, Aichi Gakuin University, Aichi, Japan.

ƒR[ƒfƒBƒl[ƒ^[‚ÆŠTŠ‡@ƒ”­•\Ž‘—¿„

 

ƒR[ƒfƒBƒl[ƒ^[

¬ò—˜Œb (í”Ö‘åŠw)

ƒpƒlƒŠƒXƒg

—›Ÿª”C (—´’J‘åŠw)uŒ¾ŒêƒeƒXƒg‚̍\¬ŠT”O“I‘Ó–«‚̍lŽ@v

–x“à—\Žq (‹à‘òH‹Æ‘åŠw)u‰pŒêƒJƒŠƒLƒ…ƒ‰ƒ€‚̍H•v‚ÆTOEIC Bridge®‚ÌŠˆ—pv

•Ð‹Ëˆê•F (êC‘åŠw) & —`…ˆÈ‹vŽq (ŽR—œŒ§—§b•{‘æˆê‚Z)uSELHi‚É‚¨‚¯‚鏔ƒeƒXƒg‚ÌŠˆ—p‚Æ‚»‚̐¬‰Ê‚ƍ¡Œã‚̉ۑèv

27) Koizumi, R. (2008, March). Comparisons between processes of taking two vocabulary tests: the Word Associates Test and the Lexical Organisation Test. Paper presented at the 2nd Joint Conference on English Lexicography & Vocabulary (LexVoc2008), Chiba, Japan. Reitaku University. March 22.

[2‚‚̌êœbƒeƒXƒg‚̃eƒXƒgŽóŒ±ƒvƒƒZƒX”äŠrFWord Associates Test‚ÆLexical Organisation Test]
JACET
‰pŒêŽ«‘Œ¤‹†‰ïE‰pŒêŒêœbŒ¤‹†‰ï‡“¯Œ¤‹†‘å‰ï”­•\

(Koizumi, R. (2011). Test-taking processes of the Lexical Organisation Test: Comparing it with the Word Associates Test. ARELE (Annual Review of English Language Education in Japan), 22, 153-168.‚Æ‚µ‚Ä”­s)

28) Infnami, Y., & Koizumi, R. (2008, June). A meta-analysis of effects of multiple-choice and open-ended formats on reading and listening test performance. Paper presented at the 30th Language Testing Research Colloquium, Hangzhou, China. Zhejiang University. June 28th.

[‘½Žˆ‘I‘ðŽ®–â‘è‚ÆŽ©—R‹LqŽ®–â‘è‚̈Ⴂ‚ª‚ǂ̂悤‚ɃŠ[ƒfƒBƒ“ƒO‚ƃŠƒXƒjƒ“ƒO‚̃eƒXƒgEƒpƒtƒH[ƒ}ƒ“ƒX‚Ö‰e‹¿‚ð‹y‚Ú‚·‚©‚ɂ‚¢‚Ẵƒ^•ªÍ]

(Infnami, Y., & Koizumi, R. (2009). A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats. Language Testing, 26, 219-244.‚Æ‚µ‚Ä”­s)

ƒ”­•\Ž‘—¿„

 

29) Koizumi, R., & Hirai, A. (2008, June). What does the story retelling speaking test measure? Comparison with other types of speaking tests. Presented at the Work-in-Progress Session at the 30th Language Testing Research Colloquium, Hangzhou, China. Zhejiang University. June 28th.

[ƒXƒg[ƒŠ[¥ƒŠƒeƒŠƒ“ƒOEƒXƒs[ƒLƒ“ƒOEƒeƒXƒg‚͉½‚𑪂Á‚Ä‚¢‚é‚©H‘¼‚ÌŽí—ނ̃Xƒs[ƒLƒ“ƒOEƒeƒXƒg‚Æ”äŠr‚µ‚Ä]

(Koizumi, R., & Hirai, A. (2012). Comparing the Story Retelling Speaking Test with other speaking tests. JALT (Japan Association for Language Teaching) Journal, 34, 35-59. Retrieved from http://jalt-publications.org/jj/articles/1507-comparing-story-retelling-speaking-test-other-speaking-tests ‚Æ‚µ‚Ä”­s)


30) Koizumi, R. (2008, July). Validity and validation of language tests. Invited presentation at Gunma Chapter of the Japan Association for Language Teaching [JALT], Maebashi, Japan.

(‘O‹´H‰È‘åŠwE2008”N7ŒŽ20“ú)

[Œ¾ŒêƒeƒXƒg‚̑Ó–«‚ƑÓ–«ŒŸØ]

ƒ”­•\Ž‘—¿„


31) Hirai, A., & Koizumi, R. (2008, August). Developing the Story Retelling Speaking Test for classroom use.
‘æ34‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï“Œ‹ž‘å‰ï‚É‚Ä. (º˜a—Žq‘åŠw‚É‚Ä)

8ŒŽ10“ú

[‹³Žº‚ÅŽg‚¦‚éAƒXƒg[ƒŠ[¥ƒŠƒeƒŠƒ“ƒOEƒXƒs[ƒLƒ“ƒOEƒeƒXƒg‚ÌŠJ”­]

(Hirai, A., & Koizumi, R. (2009). Development of a practical speaking test with a positive impact on learning using a story retelling technique. Language Assessment Quarterly, 6, 151-167.‚Æ‚µ‚Ä”­s)

 

32) ¬ò—˜Œb & •Ð‹Ëˆê•F. (2008, August). u“ú–{l‚Z¶‚É‚¨‚¯‚é2”NŠÔ‚̃Xƒs[ƒLƒ“ƒO‚̕ω»FSELHiŽw’èZ‰pŒê‰È‚É‚¨‚¯‚éc’f“I’²¸‚Ɖ¡’f“I’²¸‚ð’Ê‚µ‚āv. ‘æ34‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï“Œ‹ž‘å‰ï‚É‚Ä. (º˜a—Žq‘åŠw‚É‚Ä)

8ŒŽ10“ú

(Koizumi, R., & Katagiri, K. (2009). Changes in speaking performance of Japanese high school students: Longitudinal and cross-sectional studies at a SELHi. ARELE (Annual Review of English Language Education in Japan), 20, 51-60.‚Æ‚µ‚Ä”­s)


33) Infnami, Y., & Koizumi, R. (2008, September). Language ability structure and Chapellefs (1999) construct definition and interpretation: Findings from the reanalysis of multitrait-multimethod studies. Paper presented at the 12th JLTA Annual Conference, Tokiwa University, Ibaraki, Japan.

September 14.

[Œ¾Œê”\—͍\‘¢‚ÆChapelle (1999) ‚̍\¬ŠT”O‚Ì’è‹`‚ƉðŽßF‘½“Á«‘½•û–@‚ðŽg‚Á‚½Œ¤‹†‚̍ĕªÍ‚©‚ç‚Ì’mŒ©]
(
Infnami, Y., & Koizumi, R. (2012). A quantitative reanalysis of data on the structure of L1 and L2 language ability in multitrait-multimethod studies. Asian EFL Journal, 14(3), 214–265. Retrieved from http://asian-efl-journal.com/wp-content/plugins/google-document-embedder/load.php?d=http%3A%2F%2Fasian-efl-journal.com%2Fwp-content%2Fuploads%2Fmgm%2Fdownloads%2F97448600.pdf ‚Æ‚µ‚Ä”­s)

 

34) Koizumi, R. (2008, December). Mochizuki Kaken Project Report (4): Relationships among three types of vocabulary tests and speaking test. Paper presented at the 1st JACET Joint Research Forum on English Vocabulary and Reading, Kwansei Gakuin University, Hyogo, Japan.

[–]ŒŽ‰ÈŒ¤ƒvƒƒWƒFƒNƒg•ñ (4)F3Ží—Þ‚ÌŒêœbƒeƒXƒg‚ƃXƒs[ƒLƒ“ƒOƒeƒXƒg‚ÌŠÖŒW]

December 6.

‘æ1‰ñJACETƒŠ[ƒfƒBƒ“ƒOŒ¤‹†‰ïE‰pŒêŒêœbŒ¤‹†‰ï‡“¯‘å‰ï

(–]ŒŽ³“¹ (‘ã•\) (2010) u‹Z”\•Ê‹y‚Ñ‘‡“I‰pŒê”\—͂𐄒肷‚éŒêœbƒeƒXƒg‚ÌŠJ”­FƒTƒCƒYA\¬A”F’m‘¬“x‚Ì—Z‡v. •½¬19-21”N“x‰ÈŠwŒ¤‹†”ï•â•‹àŠî”ÕŒ¤‹† (B) Œ¤‹†¬‰Ê•ñ‘ (Œ¤‹†‰Û‘è”ԍ†19320084) ‚Æ‚µ‚Ä”­s)

(Koizumi, R., & Infnami, Y. (2013). Vocabulary knowledge and speaking proficiency among second language learners from novice to intermediate levels. Journal of Language Teaching and Research, 4, 900-913. doi:10.4304/jltr.4.5.900-913 Retrieved from http://www.academypublication.com/issues/past/jltr/vol04/05/02.pdf ‚Æ‚µ‚Ä”­s)

 

35) Infnami, Y., & Koizumi, R. (2009, March). A meta-analysis of multitrait-multimethod studies in language testing research: Focus on Chapellefs (1998) construct definition and language ability structure. Paper presented at the 31st Language Testing Research Colloquium, Denver, Colorado, U.S. Denver Marriott Tech Center. March 20.

(Infnami, Y., & Koizumi, R. (2012). A quantitative reanalysis of data on the structure of L1 and L2 language ability in multitrait-multimethod studies. Asian EFL Journal, 14(3), 214–265. Retrieved from http://asian-efl-journal.com/wp-content/plugins/google-document-embedder/load.php?d=http%3A%2F%2Fasian-efl-journal.com%2Fwp-content%2Fuploads%2Fmgm%2Fdownloads%2F97448600.pdf ‚Æ‚µ‚Ä”­s)

 

36) ¬ò—˜Œb. (2009, August). u“ú–{l‚Z¶‚É‚¨‚¯‚éƒXƒs[ƒLƒ“ƒO‚̕ω»FŒö—§‚Z‘Û‰È‚É‚¨‚¯‚éc’f“I’²¸‚Ɖ¡’f“I’²¸‚ð’Ê‚µ‚āv. ‘æ35‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï’¹Žæ‘å‰ï‚É‚Ä. (’¹Žæ‘åŠw‚É‚Ä)

8ŒŽ8“ú

ƒ”­•\Ž‘—¿„

(Koizumi, R., & Katagiri, K. (2009). Changes in speaking performance of Japanese high school students: Longitudinal and cross-sectional studies at a SELHi. ARELE (Annual Review of English Language Education in Japan), 20, 51-60. ‚Æ‚µ‚Ä”­s)


37)
¬ò—˜Œb. (2009, September). u‘½ŽŸŒ³“IŒêœbƒeƒXƒg‚ÅTOEICƒXƒRƒA‚ð‚Ç‚Ì’ö“xà–¾‚Å‚«‚é‚©v. Paper presented at ‘æ48‰ñ (2009”N“x) ‘åŠw‰pŒê‹³ˆçŠw‰ï (JACET: Japan Association of College English Teachers) ‘S‘‘å‰ï wƒVƒ“ƒ|ƒWƒEƒ€F‘½ŽŸŒ³“IŒêœbƒeƒXƒg‚É‚æ‚é‰pŒê”\—͂̐„’èx, Hokkaido, Japan.

–kŠCŠw‰€‘åŠw‚É‚Ä

9ŒŽ4“ú

(–]ŒŽ³“¹ (‘ã•\) (2010) u‹Z”\•Ê‹y‚Ñ‘‡“I‰pŒê”\—͂𐄒肷‚éŒêœbƒeƒXƒg‚ÌŠJ”­FƒTƒCƒYA\¬A”F’m‘¬“x‚Ì—Z‡v. •½¬19-21”N“x‰ÈŠwŒ¤‹†”ï•â•‹àŠî”ÕŒ¤‹† (B) Œ¤‹†¬‰Ê•ñ‘ (Œ¤‹†‰Û‘è”ԍ†19320084) ‚Æ‚µ‚Ä”­s)

 

38) Infnami, Y., & Koizumi, R. (2009, September). Establishing guidelines on how to select databases for meta-analysis in applied linguistics [‰ž—pŒ¾ŒêŠw‚É‚¨‚¯‚郁ƒ^•ªÍ‚Ì‚½‚߂̃f[ƒ^ƒx[ƒX‘I‘ð‚½‚ß‚ÌƒKƒCƒhƒ‰ƒCƒ“ŠJ”­]. ‘æ13‰ñ“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï‘S‘Œ¤‹†‘å‰ï”­•\, 2009”N9ŒŽ7“ú, –kŠCŠw‰€‘åŠw‚É‚Ä.

(Infnami, Y., & Koizumi, R. (2010). Database selection guidelines for meta-analysis in applied linguistics. TESOL Quarterly, 44, 169-184. (Teachers of English to Speakers of Other Languages/Ingenta, USA)‚Æ‚µ‚Ä”­s)

ƒ”­•\Ž‘—¿„

 

39) Koizumi, R., & Infnami, Y. (2009, December). Modeling relationships between productive vocabulary knowledge and speaking performance [”­•\Œêœb’mŽ¯‚ƃXƒs[ƒLƒ“ƒOƒpƒtƒH[ƒ}ƒ“ƒX‚ÌŠÖŒW‚̃‚ƒfƒ‹‰»]. Paper presented at the 6th JACET Vocabulary Acquisition Research Group Conference, Reitaku University Shinjuku Campus, Shinjuku I-Land Tower, Tokyo, Japan.

December 5 (Saturday)

(Koizumi, R., & Infnami, Y. (2013). Vocabulary knowledge and speaking proficiency among second language learners from novice to intermediate levels. Journal of Language Teaching and Research, 4, 900-913. doi:10.4304/jltr.4.5.900-913 Retrieved from http://www.academypublication.com/issues/past/jltr/vol04/05/02.pdf ‚Æ‚µ‚Ä”­s)

 

40) Infnami, Y., & Koizumi, R. (2010, March). Replication of structural equation models in language testing and learning research [Œ¾ŒêƒeƒXƒgEŒ¾ŒêŠwKŒ¤‹†‚É‚¨‚¯‚é\‘¢•û’öŽ®ƒ‚ƒfƒ‹‚̍Č»]. Paper presented at the American Association for Applied Linguistics 2010 Conference, Atlanta, Georgia, USA.

March 6 (Saturday)

(Infnami, Y., & Koizumi, R. (2010). Can structural equation models in second language testing and learning research be successfully replicated? International Journal of Testing, 10, 262-273. doi:10.1080/15305058.2010.482219‚Æ‚µ‚Ä”­s)

August 6.

ƒ”­•\Ž‘—¿„

 

41) ¬ò—˜Œb. (2010, 3ŒŽ). uTOEIC®ƒeƒXƒg‚É‚¨‚¯‚é4‹Z”\‚̍‚‚³‚̃MƒƒƒbƒvFŠwKŽÒ‚̃Oƒ‹[ƒv‰»‚Æ—\‘ª—vˆöv. ƒVƒ“ƒ|ƒWƒEƒ€u‘åŠw‰pŒê‹³ˆç‚ÆTOEIC(R)ƒeƒXƒg\‚Ç‚¤Žg‚¤‚©‚Ç‚¤Šˆ‚©‚·‚©\vu‰pŒê4‹Z”\’¼Ú‘ª’è‚̈Ӌ`‚ƉۑèvˆÏ‘õŒ¤‹†¬‰Ê”­•\C2010”N3ŒŽ21“úi“újCƒLƒƒƒ“ƒpƒXƒvƒ‰ƒU‹ž“s.

ƒ‹LŽ–@@”­•\Ž‘—¿„

(Koizumi, R. (2015). Factor structure and four-skill profiles of the TOEIC® tests among Japanese university learners of English. ARELE (Annual Review of English Language Education in Japan), 26, 109-124. Retrieved from http://ci.nii.ac.jp/naid/110010006584 ‚Æ‚µ‚Ä”­s)

 

42) ¬ò—˜Œb (2010, August). uTOEIC®ƒXƒRƒA‚ÌŽZo•û–@‚ƉðŽß•û–@v ’·èŒ§—§‘åŠw‘Ûî•ñŠw•”‘ÛŒð—¬Šw‰È‰pŒêFD‰ï‡, ’·èŒ§—§‘åŠw‚É‚Ä

2010”N8ŒŽ28“úi“yj

ƒ”­•\Ž‘—¿;  SEMŒvŽZƒtƒ@ƒCƒ‹„

 

43) Sakai, H., & Koizumi, R. (2010, September). Diagnostic information from the ELPA English Diagnostic Test of Grammar [ELPA‰pŒê•¶–@f’fƒeƒXƒg‚̐f’fî•ñ]. In Y. Sawaki (Chair), Diagnostic testing in language teaching. Symposium conducted at the 14th Annual Conference of the Japan Language Testing Association (JLTA), Toyohashi University of Technology, Aichi, Japan.

on September 11th, 2010

ƒ”­•\Ž‘—¿;  appendix file„

(Koizumi, R., Sakai, H., Ido, T., Ota, H., Hayama, M., Sato, M., & Nemoto, A. (2011). Toward validity argument for test interpretation and use based on scores of a diagnostic grammar test for Japanese learners of English. Japanese Journal for Research on Testing, 7, 99-119. ‚Æ‚µ‚Ä”­s)

 

44) Koizumi, R., & Mochizuki, M. (2010, December). Validation of the PC version of the Mochizuki Vocabulary Size Test [–]ŒŽŒêœbƒTƒCƒYƒeƒXƒg‚ÌPC”ł̑Ó–«ŒŸØ]. Paper presented at the 3rd Joint Conference on English Vocabulary and Lexicography, Waseda University, Tokyo, Japan.

December 11, 2010 (Sat)

(Koizumi, R., & Mochizuki, M. (2011). Development and validation of the PC version of the Mochizuki Vocabulary Size Test. JACET (Japan Association of College English Teachers) Journal, 53, 35-55. Retrieved from http://ci.nii.ac.jp/naid/110008897624 [–]ŒŽŒêœbƒTƒCƒYƒeƒXƒgPC”Å‚ÌŠJ”­‚ƑÓ–«ŒŸØ] ‚Æ‚µ‚Ä”­s)

 

45) Infnami, Y., & Koizumi, R. (2011, March). A review of structural equation modeling in language testing and learning [Œ¾ŒêƒeƒXƒgEŒ¾ŒêŠwKŒ¤‹†‚É‚¨‚¯‚鋤•ªŽU\‘¢•ªÍ‚̃Œƒrƒ…[]. Paper Presented at American Association of Applied Linguistics 2011, Chicago, Illinois, U.S.

Sheraton Chicago Hotel and Towers. March 28 (Mon)

(Infnami, Y., & Koizumi, R. (2011). Structural equation modeling in language testing and learning research: A review. Language Assessment Quarterly, 8, 250-276. doi:10.1080/15434303.2011.565844‚Æ‚µ‚Ä”­s)

ƒ”­•\Ž‘—¿„

 

46) Koizumi, R., & Hirai, A. (2011, June). Comparing the Story Retelling Speaking Test with other types of speaking tests. Poster presented at the 33rd Annual Language Testing Research Colloquium, University of Michigan, U.S.

[Story Retelling Speaking Test‚Æ‘¼ƒXƒs[ƒLƒ“ƒOƒeƒXƒg‚Ì”äŠr]

June 23 (Thursday)

(Koizumi, R., & Hirai, A. (2012). Comparing the Story Retelling Speaking Test with other speaking tests. JALT (Japan Association for Language Teaching) Journal, 34, 35-59. Retrieved from http://jalt-publications.org/jj/articles/1507-comparing-story-retelling-speaking-test-other-speaking-tests ‚Æ‚µ‚Ä”­s)


47) Infnami, Y., & Koizumi, R. (2011, August). A multiple-sample analysis of factor structure of the revised TOEIC® test. Paper presented at the KELTA (Korea English Language Testing Association) 2011 International Conference, Seoul National University, Korea.

[‰ü’ùTOEIC®ƒeƒXƒg‚̈öŽq\‘¢‚Ì‘½•êW’c•ªÍ]

August 20 (Saturday)

(Infnami, Y., & Koizumi, R. (2012). Factor structure of the revised TOEIC® test: A multiple-sample analysis. Language Testing, 29, 131-152. doi:10.1177/0265532211413444)

ƒ”­•\Ž‘—¿„

 

48) Koizumi, R. (2011, August). Predicting Versant scores from vocabulary test scores. Paper presented at the KELTA (Korea English Language Testing Association) 2011 International Conference, Seoul National University, Korea.
[
ŒêœbƒeƒXƒg“¾“_‚©‚ç‚̃o[ƒTƒ“ƒg“¾“_‚Ì—\‘ª]
August 20 (Saturday)
(Koizumi, R., & Infnami, Y. (2013). Vocabulary knowledge and speaking proficiency among second language learners from novice to intermediate levels. Journal of Language Teaching and Research, 4, 900-913. doi:10.4304/jltr.4.5.900-913 Retrieved from http://www.academypublication.com/issues/past/jltr/vol04/05/02.pdf ‚Æ‚µ‚Ä”­s)


49)
Koizumi, R. (2011, December). Validation of the Depth Test of Collocation Knowledge. Paper presented at the 8th Annual Conference on English Vocabulary Acquisition, Reitaku University Shinjuku Campus, Tokyo.
[
ƒRƒƒP[ƒVƒ‡ƒ“’mŽ¯‚̐[‚³ƒeƒXƒg‚̑Ó–«ŒŸØ]
December 10, 2011.
(Kasahara, K., & Koizumi, R. (2012). Relationship between depth of collocation knowledge and L2 proficiency using the Depth Test of Collocation Knowledge. ARELE (Annual Review of English Language Education in Japan), 23, 329-344. Retrieved from http://ci.nii.ac.jp/naid/110009603313
‚Æ‚µ‚Ĉꕔ”­s)

50) Koizumi, R. (2012, March). Relationships between text length and lexical diversity measures: Can we use short texts of less than 100 tokens? In M. Mochizuki (Chair), Vocabulary Assessment. Paper presented (invited) at Symposium 2012: First Annual JALT (Japan Association for Language Teaching) Vocabulary SIG Symposium, Kyushu Sangyo University, Fukuoka, Japan.

[ƒeƒLƒXƒg‚Ì’·‚³‚ÆŒêœb‘½—l«‚ÌŽw•W‚ÌŠÖŒWF100Œê–¢–ž‚̃eƒLƒXƒg‚ÍŽg—p‰Â”\‚©]
Date: Saturday, March 3rd, 2012 Time: 9:30 AM - 5:00 PM
(Koizumi, R. (2012). Relationships between text length and lexical diversity measures: Can we use short texts of less than 100 tokens? Vocabulary Learning and Instruction, 1(1), 60-69. doi:10.7820/vli.v01.1.koizumi Retrieved from http://vli-journal.org/issues/01.1/issue01.1.10.html
‚Æ‚µ‚Ä”­s)

 

51) Koizumi, R., & Infnami, Y. (2012, March). Factor structure of fluency, accuracy, syntactic complexity, and lexical diversity of speaking performance: A structural equation modeling approach. Paper Presented at American Association of Applied Linguistics 2012 Conference, Boston, Massachusetts, U.S.A.

[ƒXƒs[ƒLƒ“ƒO‚Ì—¬’¨‚³E³Šm‚³E“Œê“I•¡ŽG‚³‚ÆŒêœb‘½—l«‚̈öŽq\‘¢F‹¤•ªŽU\‘¢•ªÍ‚ðŽg—p‚µ‚Ä]

March 27, at Sheraton Boston

(Koizumi, R., & Infnami, Y. (2014). Modeling complexity, accuracy, and fluency of Japanese learners of English: A structural equation modeling approach. JALT Journal, 36, 25-46. Retrieved from http://jalt-publications.org/jj/articles/3728-modeling-complexity-accuracy-and-fluency-japanese-learners-english-structural-equat ‚Æ‚µ‚Ä”­s)

 

52) Koyama, Y., Thrasher, R., Nakamura, Y., Akiyama, M., Imao, Y., Koizumi, R., & Norizuki, K. (2012, October). The role of the Web Publication Committee in language testing in Japan. Report presented at the 16th JLTA Annual Conference, Senshu University, Kanagawa, Japan.

‘æ16‰ñ“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï‘S‘Œ¤‹†‘å‰ï, _“ސì, 2012”N10ŒŽ27“ú

[“ú–{‚ÌŒ¾ŒêƒeƒXƒeƒBƒ“ƒO‚É‚¨‚¯‚éWebŒöŠJˆÏˆõ‰ï‚Ì–ðŠ„]

 

53) Koizumi, R. (2013, February). Integrated speaking tasks used for teaching and assessment. Paper presented (invited) at the Ibaraki Chapter Meeting of JALT (Japan Association for Language Teaching), Tsukuba Gakuin University, Ibaraki, Japan.

February 17th.

[Žw“±‚Æ•]‰¿‚Ì‚½‚ß‚Ì“‡ƒXƒs[ƒLƒ“ƒOEƒ^ƒXƒN]

ƒ”­•\Ž‘—¿„

 

54) Infnami, Y., & Koizumi, R. (2013, March). A systematic review of generalizability studies in L2 speaking and writing assessment. Paper Presented at American Association of Applied Linguistics 2013 Conference, Sheraton Dallas Hotel, Dallas, Texas, U.S.A.

[‘æ“ñŒ¾ŒêƒXƒs[ƒLƒ“ƒOEƒ‰ƒCƒeƒBƒ“ƒO•]‰¿‚É‚¨‚¯‚éˆê”ʉ»‰Â”\«Œ¤‹†‚ÌŒn““IƒŠƒrƒ…[]

Saturday, March 16

(Infnami, Y., & Koizumi, R. (2016). Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies. Language Testing, 33, 341-366. doi:10.1177/0265532215587390 ‚Æ‚µ‚Ä”­s)

 

55) Koizumi, R., & Infnami, Y. (2013, June). Relationships between vocabulary knowledge and speaking proficiency among Japanese learners of English. Poster presented at Vocabulary Symposium 2013 JALT (Japan Association for Language Teaching) Vocabulary SIG & CUE SIG, Kyushu Sangyo University, Fukuoka, Japan.

[“ú–{l‰pŒêŠwKŽÒ‚É‚¨‚¯‚éŒêœb’mŽ¯‚ƃXƒs[ƒLƒ“ƒOn’B“x‚ÌŠÖŒW]

June 29th, 2013

(Koizumi, R., & Infnami, Y. (2013). Vocabulary knowledge and speaking proficiency among second language learners from novice to intermediate levels. Journal of Language Teaching and Research, 4, 900-913. doi:10.4304/jltr.4.5.900-913 Retrieved from http://www.academypublication.com/issues/past/jltr/vol04/05/02.pdf ‚Æ‚µ‚Ä”­s)

 

56) Infnami, Y., & Koizumi, R. (2013, July). A meta-analysis of generalizability studies on task and rater effects in L2 speaking and writing. Poster presented at the 35th Language Testing Research Colloquium, KCCI (Korea Chamber of Commerce and Industry) Building, Seoul, Korea.

[‘æ“ñŒ¾ŒêƒXƒs[ƒLƒ“ƒO‚ƃ‰ƒCƒeƒBƒ“ƒO‚É‚¨‚¯‚éƒ^ƒXƒN‚Æ•]‰¿ŽÒ‚̉e‹¿‚ÉŠÖ‚·‚éˆê”ʉ»‰Â”\«Œ¤‹†‚̃ƒ^•ªÍ]

July 3th

(Infnami, Y., & Koizumi, R. (2016). Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies. Language Testing, 33, 341-366. doi:10.1177/0265532215587390 ‚Æ‚µ‚Ä”­s)

 

57) Koizumi, R., & Infnami, Y. (2013, July). Longitudinal and cross-sectional investigation into the development of speaking ability at Japanese schools. Paper presented at the 35th Language Testing Research Colloquium, KCCI (Korea Chamber of Commerce and Industry) Building, Seoul, Korea.

[“ú–{‚ÌŠwZ‚É‚¨‚¯‚éƒXƒs[ƒLƒ“ƒO”\—Í‚Ì”­’B‚𒲂ׂéc’f“IE‰¡’f“IŒ¤‹†]

July 5th

 

58) ˆó“ì—mE¬ò—˜Œb (2013, August). u‰pŒŸETOEFLETOEIC‚ð—p‚¢‚½‘åŠw‰pŒê‰È–Ú’PˆÊ”F’è‚ÌŽÀ‘Ô’²¸v ‘æ39‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï–kŠC“¹Œ¤‹†‘å‰ï‚É‚Ä. (–k¯Šw‰€‘åŠw‚É‚Ä)

8ŒŽ10“ú

(Infnami, Y., & Koizumi, R. (in press). Using EIKEN, TOEFL, and TOEIC to award EFL course credits in Japanese universities. Language Assessment Quarterly. ‚Æ‚µ‚Ä”­s)

 

59) Koyama, Y., Imao, Y., Koizumi, R., Thrasher, R., Nakamura, Y., Akiyama, M., & Norizuki, K. (2013, September). The present stage of Language Testing Web Tutorials. Report presented at the 17th JLTA Annual Conference, Waseda University, Tokyo, Japan.

‘æ17‰ñ“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï‘S‘Œ¤‹†‘å‰ï, “Œ‹ž, 2013”N9ŒŽ21“ú

[Œ¾ŒêƒeƒXƒeƒBƒ“ƒOEƒEƒFƒuEƒ`ƒ…[ƒgƒŠƒAƒ‹‚ÌŒ»’iŠK]

http://jlta2016.sakura.ne.jp/?page_id=32

 

60) Sawaki, Y., Koizumi, R., & Yanase, Y. (2013, September). Developing a Japanese Translation of the ILTA Code of Ethics. Report presented at the 17th JLTA Annual Conference, Waseda University, Tokyo, Japan.

‘æ17‰ñ“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï‘S‘Œ¤‹†‘å‰ï, “Œ‹ž, 2013”N9ŒŽ21“ú

[ILTA—Ï—‹K”Í‚Ì“ú–{Œê”Å–|–ó‚̍쐬]

http://www.iltaonline.com/page/CodeofEthics

 

61) Infnami, Y., & Koizumi, R. (2013, September). Language tests in Japan, with a focus on university entrance examinations. Paper presented at the KELTA (Korea English Language Testing Association) 2013 Conference, Pohang, Pohang University of Science and Technology, Korea.

[“ú–{‚É‚¨‚¯‚錾ŒêƒeƒXƒg\‘åŠw“üŽŽ‚ɏœ_‚ð“–‚Ä‚Ä]

September 28 (Saturday)

 

62) ¬ò—˜Œb (2013, November). u‹³Žº‚É‚¨‚¯‚éƒXƒs[ƒLƒ“ƒO‚Ì•]‰¿\¶“k“¯Žm‚̃[ƒ‹EƒvƒŒƒC‚𒆐S‚Ɂvw“Œ‹ž‘Û‘åŠw‘æ11‰ñ‰pŒê‹³ˆç‰üŠvƒtƒH[ƒ‰ƒ€\‰pŒê‚Å•\Œ»‚·‚é—͂̈琬‚Æ•]‰¿@ƒpƒlƒ‹ƒfƒBƒXƒJƒbƒVƒ‡ƒ“uŽYoƒXƒLƒ‹‚ÌŽw“±‚Æ•]‰¿‚Ì‚ ‚è•û‚ðl‚¦‚évx

“Œ‹ž‘Û‘åŠw

ƒpƒlƒŠƒXƒgFàV–ؑבãA²X–Ø‚Ý‚ä‚«A¬ò—˜ŒbA•z‘º“ޏŽq

11ŒŽ23“úi“yj

 

63) ¬ò—˜Œb (2014, February). uƒXƒs[ƒLƒ“ƒO‚Ì•ªÍŽw•W‚ƑÓ–«F—¬’¨‚³EŒêœb“I•¡ŽG‚³‚𒆐S‚ɁvŠO‘Œê‹³ˆçƒƒfƒBƒAŠw‰ïŠÖ¼Žx•”@‘æ7ŽŸŠî‘b—˜_Œ¤‹†•”‰ïŽåÃ@µ‘ҍu‰‰. ‰—FŠÖ¼Šw‰@‘åŠw‘åã”~“cƒLƒƒƒ“ƒpƒX

2014”N 2ŒŽ 11“úi‰Îj14:00-16:30

ƒC³”Łi2015”N8ŒŽ4“új”­•\Ž‘—¿AŽQl•¶Œ£„

 

64) Infnami, Y., Ishikawa, Y., & Koizumi, R. (2014, February). Analysis of an ESP vocabulary test for engineering students. Poster presented at the International Symposium on Innovative Research and Teaching in ESP Research Station on Innovative Tertiary English Education, University of Electro-Communications, Tokyo.

February 22, 2014

 

65) Infnami, Y., & Koizumi, R. (2014, March). EIKEN, TOEFL, and TOEIC as tools for awarding English course credits in Japanese universities. Paper Presented at American Association of Applied Linguistics 2014 Conference, Portland, Oregon, U.S.A.

[“ú–{‚Ì‘åŠw‚É‚¨‚¯‚é‰pŒê’PˆÊ”F’è‚Ì‚½‚߂̃c[ƒ‹‚Æ‚µ‚ẲpŒŸETOEFLETOEIC]

March 25, 2014, Portland Marriott Downtown Waterfront

(Infnami, Y., & Koizumi, R. (in press). Using EIKEN, TOEFL, and TOEIC to award EFL course credits in Japanese universities. Language Assessment Quarterly. ‚Æ‚µ‚Ä”­s)

 

66) Koizumi, R., Infnami, Y., & Fukazawa, M. (2014, June). Effectiveness of role play versus discussion: Comparing paired oral tasks in classroom assessment. Presented at the Work-in-Progress Session at the 36th Language Testing Research Colloquium, VU University Amsterdam, the Netherland.

[ƒ[ƒ‹ƒvƒŒƒC‚ƃfƒBƒXƒJƒbƒVƒ‡ƒ“‚Ì—LŒø«F‹³Žº“à•]‰¿‚É‚¨‚¯‚éƒyƒA‚Å‚ÌŒû“ªƒ^ƒXƒN‚ð”äŠr‚µ‚Ä]

June 4, 2014

 

67) Žðˆä‰pŽ÷E¬ò—˜Œb (2014, 8ŒŽ). u‰pŒê‹³ˆçŒ¤‹†‚É‚¨‚¯‚éƒf[ƒ^ŽûW•û–@\‘ª‚肽‚¢‚à‚̂𑪂é•û–@\v ŠÖ“ŒbM‰z‰pŒê‹³ˆçŠw‰ï‘æ38‰ñç—tŒ¤‹†‘å‰ï@ˆÏˆõ‰ïŠé‰æ (Šw‰ïŽˆÏˆõ‰ï) ”­•\. ‰—F–¾ŠC‘åŠw

Invited, 8ŒŽ24“ú

ƒ”­•\Ž‘—¿i”­•\ŒãC³”Å8ŒŽ26“új„

 

68) Koizumi, R., & Sawaki, Y. (2014, September). Senior high school studentsf perceptions and use of test performance feedback in score reports in the Global Test of English Communication for Students and the Eiken. Paper presented at the 18th JLTA Annual Conference, Ritsumeikan University, Shiga, Japan.

On September 20.

[GTEC for Students‚ƉpŒŸ‚̃XƒRƒAEƒŒƒ|[ƒg‚É‚¨‚¯‚éƒeƒXƒgEƒpƒtƒH[ƒ}ƒ“ƒXEƒtƒB[ƒhƒoƒbƒN‚ɑ΂·‚鍂Z¶‚Ì‘¨‚¦•û‚ÆŽg—p]

(Sawaki, Y., & Koizumi, R. (2017). Providing test performance feedback that bridges assessment and instruction: The case of two standardized English language tests in Japan. Language Assessment Quarterly, 14, 234-256. doi:10.1080/15434303.2017.1348504

[•]‰¿‚ÆŽw“±‚ð‚‚Ȃ°‚éƒeƒXƒgƒpƒtƒH[ƒ}ƒ“ƒX‚̃tƒB[ƒhƒoƒbƒN‚Ì’ñ‹ŸF“ú–{‚É‚¨‚¯‚é2‚‚̉pŒê•W€‰»ƒeƒXƒg‚̏ꍇ]‚Æ‚µ‚Ä”­s)

 

69) Koizumi, R., Infnami, Y., & Fukazawa, M. (2014, September). Rating scale for paired oral assessment in Japanese classrooms. Paper presented at the 2nd British Council Symposium on Supporting Reform in Education New Directions English: Role of English assessment in Internationalization, Meiji Kinenkan, Tokyo, Japan.

On Monday, September 29.

[“ú–{‚ÌŠwZ‹³ˆç‚É‚¨‚¯‚éƒyƒA‚É‚æ‚éŒû“ªƒ^ƒXƒN•]‰¿‚Ì‚½‚ß‚Ì•]‰¿ŽÚ“x]

(Koizumi, R., Infnami, Y., & Fukazawa, M. (2016). Development of a paired oral test for Japanese university students. In C. Saida, Y. Hoshino, & J. Dunlea (Eds.), British Council New Directions in Language Assessment: JASELE Journal Special Edition (pp. 103–121). Tokyo: British Council Japan. ‚Æ‚µ‚Ä”­s)

 

70) Chapman, M., Koizumi, R., & Nakano, M. (2014, November). Admissions and placement testing in the Japanese university

context. Forum presented at JALT2014: 40th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition. Tsukuba International Congress Center (Epochal Tsukuba), Tsukuba, Ibaraki, Japan

Sunday, 23 November 2014

[“ú–{‚Ì‘åŠw‚Ì•¶–¬‚É‚¨‚¯‚é“üŽŽ‚ƃvƒŒƒCƒXƒƒ“ƒgEƒeƒXƒg]

ƒ”­•\Ž‘—¿„

(Koizumi, R., In'nami, Y., Azuma, J. Asano, K., Agawa, T., & Eberl, D. (2015). Assessing L2 proficiency growth: Considering regression to the mean and the standard error of difference. Shiken, 19(1), 3-15. Retrieved from http://teval.jalt.org/node/16 ‚Æ‚µ‚Ä”­s)

 

71) ¬ò—˜Œb (2015, 1ŒŽ) u‘æ“ñŒ¾Œêi‰pŒêj‚Å‚Ì“Œê“I•¡ŽG‚³‚ÌŽw•W\uƒ†ƒjƒbƒg“–‚½‚è‚̌ꐔv‚ð—p‚¢‚āv‘—§‘ŒêŒ¤‹†Š‹¤“¯Œ¤‹†ƒvƒƒWƒFƒNƒgEŠwKŽÒƒR[ƒpƒX‰ÈŒ¤@u‰‰‰ï. ‰—F‘—§‘ŒêŒ¤‹†Š

1ŒŽ24“ú

ƒ”­•\Ž‘—¿C³”Å8ŒŽ4“úEˆø—p•¶Œ£„

 

72) ¬ò—˜Œb (2015, 2ŒŽ) uƒvƒŒƒCƒXƒƒ“ƒgEƒeƒXƒg‚̍쐬‚ÆŒ‹‰Ê•ªÍv ŒêŠw‹³ˆçƒZƒ“ƒ^[FDŒ¤C‰ïu‰‰. ‰—Fé¼‘åŠw

2ŒŽ25“ú

ƒ”­•\Ž‘—¿i”­•\ŒãC³”Å2ŒŽ25“új„

 

73) Sawaki, Y., & Koizumi, R. (2015, March). Japanese studentsf and teachersf perception and use of score reports for two large-scale EFL tests. Paper presented at the 37th Language Testing Research Colloquium, Eaton Chelsea Toronto, Ontario, Canada.

March 16

March 16-20, 2015

LTRC 2015 Program, pp. 52-53

[2‚‚̑å‹K–̓eƒXƒg‚ł̃XƒRƒAEƒŒƒ|[ƒg‚ɑ΂·‚é“ú–{l‚̐¶“k‚Æ‹³Žt‚Ì‘¨‚¦•û‚ÆŽg—p]

(Sawaki, Y., & Koizumi, R. (in press). Providing test performance feedback that bridges assessment and instruction: The case of two standardized English language tests in Japan. Language Assessment Quarterly. ‚Æ‚µ‚Ä”­s)

 

74) Imao, Y., Koizumi, R., & Koyama, Y. (2015, March). The JLTA online tutorials for the promotion of language assessment literacy in Japan. Poster presented at the 37th Language Testing Research Colloquium, Eaton Chelsea Toronto, Ontario, Canada.

March 16

March 16-20, 2015

[“ú–{‚Å‚ÌŒ¾Œê•]‰¿ƒŠƒ^ƒ‰ƒV[‚Ì‘£i‚ÉŒü‚¯‚½“ú–{Œ¾ŒêƒeƒXƒgŠw‰ïƒIƒ“ƒ‰ƒCƒ“Eƒ`ƒ…[ƒgƒŠƒAƒ‹]

http://jlta2016.sakura.ne.jp/?page_id=32

 

75) Infnami, Y., Koizumi, R., & Nakamura, K. (2015, March). Factor structure of the Test of English for Academic Purposes. Poster presented at the 37th Language Testing Research Colloquium, Eaton Chelsea Toronto, Ontario, Canada.

March 16

LTRC 2015 Program, p. 133

March 16-20, 2015

[TEAP‚̈öŽq\‘¢]

(Infnami, Y., Koizumi, R., & Nakamura, K. (2016). Factor structure of the Test of English for Academic Purposes (TEAP®) test in relation to the TOEFL iBT® test. Language Testing in Asia, 6(3), 1-23. doi:10.1186/s40468-016-0025-9  Retrieved from http://www.languagetestingasia.com/content/6/1/3 ‚Æ‚µ‚Ä”­s)

 

76) Koizumi, R. (2015, March). Gaps among four skills measured by the TOEIC and TOEIC SW Tests: Investigating learner groups and predictor variables. Paper Presented at the joint American Association for Applied Linguistics and Association Canadienne de Linguistique Appliquée 2015 Conference, Fairmont Royal York, Toronto, Ontario, Canada.

[TOEICETOEIC SWƒeƒXƒg‚É‚¨‚¯‚é4‹Z”\‚̃Mƒƒƒbƒv\ŠwKŽÒƒOƒ‹[ƒv‚Æ—\‘ª•Ï”‚ÌŠÏ“_‚©‚ç]

Mon, March 23, 3:10 to 3:40 pm

 

77) ¬ò—˜Œb (2015, 5ŒŽ). uƒyƒAŒ^‰ï˜bƒeƒXƒgFŽö‹Æ“à‚Å‚ÌŽÀŽ{‚ƍ̓_‚ð–ÚŽw‚µ‚āv ŠO‘Œê‹³ˆçƒƒfƒBƒAŠw‰ï (LET) ŠÖ¼Žx•”t‹GŒ¤‹†‘å‰ïƒVƒ“ƒ|ƒWƒEƒ€”­•\. ‰—F‘åã“d‹C’ʐM‘åŠw

Invited

5ŒŽ23“ú

ƒVƒ“ƒ|ƒWƒEƒ€

u‰pŒê‹³ˆç‚É‚¨‚¯‚鉹ºŽw“±‚Æ•]‰¿FƒXƒs[ƒLƒ“ƒO‚Æ”­‰¹v

ƒpƒlƒŠƒXƒg     ¬ò —˜Œbi‡“V“°‘åŠwjA‹ß“¡ —I‰îi‘ˆî“c‘åŠwjAÄ“¡ ˆê–íi‘ˆî“c‘åŠwj

ƒ‚ƒfƒŒ[ƒ^[ ›ˆä N—S (‹ß‹E‘åŠw)

ƒ”­•\Ž‘—¿„

 

78) Koizumi, R. (2015, June). Second language vocabulary assessment studies: Validity evidence and future directions. 4th Annual Vocabulary Symposium 2015 presented by JALT (Japan Association for Language Teaching) Vocabulary SIG. Kyushu Sangyo University, Japan.

June 20, Invited

(Published as Koizumi, R. (2015). Second language vocabulary assessment studies: Validity evidence and future directions. Vocabulary Learning and Instruction, 4(1), 36-46. doi:http://dx.doi.org/10.7820/vli.v04.1.2187-2759 Retrieved from http://vli-journal.org/wp/vli-v04-1-2187-2759/)

 

79) Koizumi, R., Infnami, Y., & Fukazawa, M. (2015, August). Developing a scale of interactive oral ability using multi-faceted Rasch analysis and paired oral tasks. Paper presented at Pacific Rim Objective Measurement Symposium (PROMS) 2015, Kyushu Sangyo University, Fukuoka, Japan.

on August 22, 2015

(Published as Koizumi, R., Infnami, Y., & Fukazawa, M. (2016). Multifaceted Rasch analysis of paired oral tasks for Japanese learners of English. In Q. Zhang (Ed.), Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings (pp. 89-106). Gateway East, Singapore: Springer Singapore. doi:10.1007/978-981-10-1687-5)

 

80) Koizumi, R., Infnami, Y., & Fukazawa, M. (2015, September). An argument-based validation framework of a paired oral test in university classroom contexts. Paper presented at the 19th Annual Conference of the Japan Language Testing Association (JLTA), Chuo University, Tokyo, Japan.

on September 6, 2015

 

81) ¬ò—˜Œb (2015, November). uƒXƒs[ƒLƒ“ƒOEƒ‰ƒCƒeƒBƒ“ƒO‚Ì•]‰¿\ƒ^ƒXƒNEƒXƒRƒAƒŒƒ|[ƒg‚ÌŠÏ“_‚©‚çvw“Œ‹ž‘Û‘åŠw‘æ13‰ñ‰pŒê‹³ˆç‰üŠvƒtƒH[ƒ‰ƒ€\ƒeƒXƒg‚Æ•]‰¿F‰½‚ð‚Ç‚¤‘ª’肵A‚Ç‚¤Žg‚¤‚©Hx@ƒpƒlƒ‹ƒfƒBƒXƒJƒbƒVƒ‡ƒ“uƒAƒEƒgƒvƒbƒg‚Ì•]‰¿‚ƃeƒXƒgv@‰—F“Œ‹ž‘Û‘åŠw

ƒpƒlƒŠƒXƒgF¬ò@—˜Œbi‡“V“°‘åŠwjA‰ºŽR@éŽqi“Œ‹ž“s—§¬•½‚“™ŠwZjA¬“c@^Ÿi“Œ‹ž‘Û‘åŠwj

11ŒŽ28“úi“yj

ƒ”­•\Ž‘—¿„

 

82) Jeon, E. H., Infnami, Y., & Koizumi, R. (2016, April). L2 speaking proficiency and its correlates: A meta-analysis of correlation coefficients. Paper presented at American Association for Applied Linguistics 2016. Hilton Orland, Orland, USA.

Conference Program, 80

April 11

 

83) Koizumi, R. (2016). Multi-faceted Rasch analysis in rating tasks in Japanfs university entrance examinations. Invited presentation at Pacific Rim Objective Measurement Symposium (PROMS) 2016. Orient Hotel, Xifan, China.

[“ú–{‚Ì‘åŠw“üŽŽ‚É‚¨‚¯‚éƒ^ƒXƒN‚ð•]‰¿‚̍ۂɗL—p‚È‘½‘Šƒ‰ƒbƒVƒ…•ªÍ]

August 1.

http://confchina.com/index.html

August 1-3, 2016: PROMS Conference

July 30-31, 2016: pre-conference workshops

<PowerPoint File>

 

84) ˆó“ì—mE¬ò—˜ŒbE’‡‘ºŒ\‘¾ (2016). u“ú–{l‰pŒêŠwKŽÒ‚Ì4‹Z”\ƒŒƒxƒ‹‚Ì‚¸‚ê‚Ì“Á’¥\TEAP‚ÆTOEFL iBT‚̏ꍇ\v ‘S‘‰pŒê‹³ˆçŠw‰ï ‘æ42‰ñ é‹ÊŒ¤‹†‘å‰ï”­•\. ‰—FàՋ¦‘åŠwAé‹Ê

8ŒŽ20“ú

 

85) ¬ò—˜ŒbE‰ª•”NŽqEŽ­“‡“c—DŽq (2016). uGTEC CBTƒXƒs[ƒLƒ“ƒO‚É‚¨‚¯‚é•]‰¿ŽÒM—Š«‚ÌŒŸ“¢\‘½‘Šƒ‰ƒbƒVƒ…•ªÍ‚ð—p‚¢‚āv ‘S‘‰pŒê‹³ˆçŠw‰ï ‘æ42‰ñ é‹ÊŒ¤‹†‘å‰ï”­•\. ‰—FàՋ¦‘åŠwAé‹Ê

8ŒŽ20“ú

(Koizumi, R., Okabe, Y., & Kashimada, Y. (2017). A multifaceted Rasch analysis of rater reliability of the Speaking Section of the GTEC CBT. Annual Review of English Language Education in Japan, 28, 241-256. ‚Æ‚µ‚Ä”­s)

 

86) ¬ò—˜Œb (2016, 9ŒŽ). uƒXƒs[ƒLƒ“ƒO•]‰¿‚̃‹[ƒuƒŠƒbƒN‚ƑÓ–«v _“cŠOŒê‘åŠw‰pŒê‹³ˆçŒöŠJƒVƒ“ƒ|ƒWƒEƒ€. ‰—F_“cŠOŒê‘åŠwAç—t

9ŒŽ10“úi“yjAInvited

_“cŠOŒê‘åŠw‰pŒê‹³ˆçŒöŠJƒVƒ“ƒ|ƒWƒEƒ€u’†ŠwE‚Z‚É‚¨‚¯‚é‰pŒêƒpƒtƒH[ƒ}ƒ“ƒX•]‰¿‚Ì•û–@‚Ɖۑèv

Performance assessment in the secondary English classroom.

ŽåÃFŠO‘Œê”\—ÍŠJ”­ƒZƒ“ƒ^[iFLPj

ƒPowerPoint File„

(‚±‚̈ꕔ‚ð‚Ü‚Æ‚ß‚½‹LŽ–‚ªˆÈ‰º‚ÉŒfÚF¬ò—˜Œb (2016). uƒ‹[ƒuƒŠƒbƒN‚ðŽg‚Á‚½ƒXƒs[ƒLƒ“ƒO‚Ì•]‰¿v. w‰pŒê‹³ˆçx, 65(10), 3435.

12ŒŽ†ƒ‹LŽ–“à—e@’˜ìŒ Šm”FÏ‚݁„

 

 

87) Koizumi, R., Infnami, Y., & Fukazawa, M. (2016, September). Effects of four-month paired-oral-type instruction and assessment on the development of L2 speaking ability of Japanese university learners of English. In K. Saito (Chair), The longitudinal development of L2 ability in Japanese EFL classrooms. Symposium conducted at the Pacific Second Language Research Forum 2016 (PacSLRF2016), Chuo University, Tokyo, Japan.

on September 11th, 2016

PacSLRF 2016 program, p. 72

 

Panels

Wataru Suzuki (Miyagi University of Education)

Rie Koizumi (Juntendo University), Yo Infnami (Chuo University), & Makoto Fukazawa (University of the Ryukyus)

Natsuko Shintani (University of Auckland)

 

88) Infnami, Y., & Koizumi, R. (2016, September). Awarding EFL credits using EIKEN, TOEFL, and TOEIC in Japanese universities. Paper presented at the 20th Annual Conference of the Japan Language Testing Association (JLTA), Tokai University, Kanagawa, Japan.

on September 18th, 2016

(Published as Infnami, Y., & Koizumi, R. (2017). Using EIKEN, TOEFL, and TOEIC to award EFL course credits in Japanese universities. Language Assessment Quarterly, 14, 274-293. doi:10.1080/15434303.2016.1262375)

 

89) ¬“c^ŸE¬ò—˜Œb. (2016, 9ŒŽ). u‘½‘Šƒ‰ƒbƒVƒ…ƒ‚ƒfƒ‹‚ð—p‚¢‚½‰pŒêƒ‰ƒCƒeƒBƒ“ƒO‚Ì•ªÍ“I•]‰¿‚̑Ó–«‚ÌŒŸ“¢v ‘æ20‰ñi2016”N“xj“ú–{Œ¾ŒêƒeƒXƒgŠw‰ï‘S‘Œ¤‹†‘å‰ï”­•\. ‰—F“ŒŠC‘åŠw

9ŒŽ18“ú

 

90) Jeon, E. H., Infnami, Y., & Koizumi, R. (2016, September). L2 speaking proficiency and its correlates: A meta-analysis. Paper presented at the 35th Second Language Research Forum (SLRF 2016). Teachers College, Columbia University, USA.

September 23

http://www.tc.columbia.edu/slrf2016/

Conference: September 22-25, 2016

 

91) ¬ò—˜Œb (2016, 11ŒŽ). u4‹Z”\ƒeƒXƒg‚Ì“üŽŽ“±“ü‚ƃvƒ‰ƒX‚Ì”g‹yŒø‰Ê\‘“àŠO‚Ì”g‹yŒø‰ÊŒ¤‹†‚ðŽQl‚Ɂ\v JATLaC Œ¾Œê•¶‰»‹³ˆçŠw‰ï‘æ16‰ñ‘å‰ï@ƒVƒ“ƒ|ƒWƒEƒ€u‚±‚ê‚©‚ç‚̉pŒê‹³ˆç‚ÆTEAPv ‰—F‘ˆî“c‘åŠw

26“úi“yj

  ƒpƒlƒŠƒXƒg@@@@‰ïâ@ˆê”ni“Œ‹ž“s—§]‚“™ŠwZj

@@@@@@@@@@¬ò@—˜Œbi‡“V“°‘åŠwj

@@@@@@@@@@‰–è@CŒ’iŒö‰và’c–@l@“ú–{‰pŒêŒŸ’苦‰ïj

@ƒfƒBƒXƒJƒbƒTƒ“ƒg@‹ß“¡@—I‰îi‘ˆî“c‘åŠwj

@@@@@@@@@@‹g“c@Œ¤ìiã’q‘åŠwj

  @ƒR[ƒfƒBƒl[ƒ^@’†ˆä@Šî”Ži“Œ‹ž‘Û‘åŠwj

ƒ”­•\Ž‘—¿„

 

92) Infnami, Y., Jeon, E. H., & Koizumi, R. (2017, March). L2 speaking proficiency and its features: A meta-analysis. Paper presented at American Association for Applied Linguistics 2017. Portland Marriott Downtown Waterfront, Portland, Oregon, USA.

March 20.

Non-presenter.

 

93) Jeon, E. H., Infnami, Y., & Koizumi, R. (2017, June). L2 speaking proficiency and its correlates: A meta-analysis. In E. H. Jeon & J. Hulstijn (Chairs), Understanding L2 proficiency through meta-analysis: L2 reading, speaking, writing and their correlates. Symposium conducted at the 11th International Symposium on Biingualism. University of Limerick, Ireland. June 13, 2017.

Non-presenter.

 

94) Koizumi, R., Infnami, Y., & Fukazawa, M. (2017, June). Examining the construct of paired oral tasks through analysis of elicited speech functions.

Presented at the 4th International Conference of the Asian Association for Language Assessment (AALA), National Taiwan University, Taipei, Taiwan, June 23, 2017

 

95) Narita, M., & Koizumi, R. (2017, July). Rater variability in assessing Japanese EFL essays. Presented at Symposium on Second Language Writing. Chulalongkorn University, Bangkok, Thailand. July 1, 2017

Non-presenter.

 

96) ¬ò—˜Œb. (2017, August). uƒ_ƒCƒAƒ[ƒOŒ^ƒ^ƒXƒN‚É‚æ‚éƒXƒs[ƒLƒ“ƒO”\—Í•]‰¿Œ¤‹†‚Ì“®Œü\ŠwKŽÒ‘ΘbŒ^ƒeƒXƒg‚𒆐S‚Ɂ\v ‘æ3‰ñƒAƒWƒAŒ—ŠwKŽÒƒR[ƒpƒX‘ÛƒVƒ“ƒ|ƒWƒEƒ€ (Learner Corpus Studies in Asia and the World (LCSAW) 2017). _ŒË‘åŠw•S”N‹L”OŠÙ

Šî’²u‰‰. 8ŒŽ4“ú

Recent Studies on Speaking Assessment Using Paired and Group Oral Tasks

In S. Ishikawa (Ed.), Learner Corpus Studies in Asia and the World (Vol. 3) Position Papers from LCSAW2017 (pp. 15|18). Kobe University.

http://language.sakura.ne.jp/icnale/symposium_2017.html

ƒ”­•\Ž‘—¿„

 

97) ¬ò—˜ŒbEˆó“ì—m. (2017, August). u“ú–{l‰pŒêŠwKŽÒ‚Ì4‹Z”\ƒŒƒxƒ‹‚Ì‚¸‚ê‚Ì“Á’¥\TOEFL Junior® Comprehensive‚̏ꍇ\v. ‘æ43‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï“‡ªŒ¤‹†‘å‰ï‚É‚Ä. (“‡ª‘åŠw‚É‚Ä)

8ŒŽ19“ú

¬ò—˜ŒbEˆó“ì—m. (2017, August). u“ú–{l‰pŒêŠwKŽÒ‚Ì4‹Z”\ƒŒƒxƒ‹‚Ì‚¸‚ê‚Ì“Á’¥\TOEFL Junior® Comprehensive‚̏ꍇ\v w‘æ43‰ñ‘S‘‰pŒê‹³ˆçŠw‰ï“‡ªŒ¤‹†‘å‰ï”­•\—\eWx(pp. 194-195). ŽRŒûF‘S‘‰pŒê‹³ˆçŠw‰ï

 

98) Koizumi, R., & Infnami, Y. (2017, September). Vocabulary size and depth, and listening and reading skills. Paper presented at the 21st Annual Conference of the Japan Language Testing Association (JLTA), University of Aizu, Fukushima, Japan.

on September 10th, 2017

 

99) Infnami, Y., Hijikata-Someya, Y., & Koizumi, R. (2017, September). L2 working memory capacity and L2 reading comprehension: A meta-analysis. Paper presented at the 1st Japan Second Language Acqusition Research Forum (J-SLARF) meeting, Chuo University, Tokyo, Japan.

On September 16, 2017

ÅV‚ÌL2 Acquisition/AssessmentŒ¤‹†‚ւ̏µ‘ҁ@J-SLARFƒ~[ƒeƒBƒ“ƒO—Tokyo

https://www.facebook.com/JSLARF/photos/a.598197357051159.1073741828.598180993719462/697505607120333/?type=3&theater

J-SLARF, p. 6

 

100) ¬ò—˜Œb. (2017, December). u‘Θb”\—ÍŒüã‚ÉŒü‚¯‚Ä•]‰¿Šî€‚ðŠw¶‚Æ‹¤—L‚µA‘½–Ê“I‚È•]‰¿‚ðs‚¤Žæ‚è‘g‚݁v Œö‰vŽÐ’c–@l Ž„—§‘åŠwî•ñ‹³ˆç‹¦‰ï ‰pŒê‹³ˆç¥–@—¥Šw¥­Ž¡Šw¥‘ÛŠÖŒWŠw¥ƒRƒ~ƒ…ƒjƒP[ƒVƒ‡ƒ“ŠÖŒWŠwƒOƒ‹[ƒv •ª–ì˜AŒgƒAƒNƒeƒBƒuEƒ‰[ƒjƒ“ƒO‘ΘbW‰ï. ‘ˆî“c‘åŠw

˜b‘è’ñ‹ŸŽÒ. 12ŒŽ23“ú

http://www.juce.jp/senmon/active/shiryou2017.html@‚ÉŽ‘—¿‚̈ꕔ‚ªÚ‚Á‚Ä‚¢‚Ü‚·B

 

101) ¬ò—˜Œb. (2018, February). uwŽÀ—á‚Å‚í‚©‚é‰pŒêƒeƒXƒgì¬ƒKƒCƒhx‚̍쐬”wŒi‚Æ—v“_v ŠÖ“ŒbM‰z‰pŒê‹³ˆçŠw‰ï