この発表では、語彙学習の神経メカニズムを調べたfMRI研究を紹介します。大学生が英語の同形異義語（例：shell = 砲撃する）の第二の意味を学習する課題を行い、参加者内デザインで測定を行いました。研究結果に基づき、新しい意味を習得する際に、記憶・意味・制御ネットワークが脳内でどのように動的に相互作用するかについて議論します。13:40–14:30 Dr. Sathena Chan (University of Bedfordshire, UK) The socio-cognitive approach to high-stakes language assessment
High-stakes language assessment refers to tests or evaluation where the results have significant consequences for test-takers. Examples include English proficiency tests like IELTS, TOEFL, EIKEN where scores directly impact important life decisions or opportunities. In this talk, I will discuss the socio-cognitive framework (SCF) (Weir, 2005; Weir & Chan, 2019) which informs the development, research and validation of high-stakes English tests. The SCF combines social, cognitive and evaluative dimensions of language, linking these to the contexts and consequences of test use. In the talk, I will explain the key components of SCF including test taker characteristics, context validity, cognitive validity and scoring validity. Drawing from my previous research regarding the cognitive validity of various English tests, I will illustrate how different research methods help to establish the dynamic relationship between task design, cognitive processes and performance in language tests. I will conclude with suggestions for future research.
☕️ 14:30–14:50 Coffee Break
14:50–15:40 Prof. Andrea Révész (University College London, UK) Adaptive learning through eye-tracking: Exploring the gaze-contingency paradigm for L2 instruction
Eye-tracking methodology is becoming increasingly popular as a tool to capture cognitive processes. Through this technology, however, it is also possible to design systems that can interact with eye movements. This gaze-contingency affordance holds particular promise in fostering L2 acquisition during reading tasks. It is generally assumed that, to optimize L2 development, attention needs to be drawn to linguistic features. Some researchers also argued that this is best achieved during task-based performance in response to learner behaviours. In this presentation, I will describe a series of studies that have begun to explore the extent to which interactive, gaze-contingent eye-tracking can facilitate attention to and development in L2 knowledge in the context of reading. In particular, I will describe and discuss three studies focusing on vocabulary learning of different types of lexical features (single words, collocations), by adults and children, and learners with differential cognitive abilities. I will discuss the implications of the results emerging from these studies with respect to attentional models and optimal conditions for vocabulary learning through reading.
主催：応用認知神経科学センター（CogNAC） 共催：国際文化研究科応用言語研究講座Jeong 研究室、加齢医学研究所人間脳科学研究分野
言語はどのように学習され、どのように評価されるのでしょうか。
本セミナーでは、応用言語学・言語テスティング・認知神経科学の視点を結びつけ、fMRIやアイトラッキングなどの最先端手法を用いた研究を通して、語彙学習、課題遂行、適応的指導を支える脳内メカニズムを探りました。
今回は、ロンドン大学ユニバーシティ・カレッジ（UCL）のAndrea Révész教授、およびベッドフォードシャー大学のSathena Chan准教授をお迎えし、第二言語学習・テスティング・認知プロセスに関する最新研究をご講演いただきました。また、東北大学の国際文化研究科の小室 竜也（日本学術振興会PD）による発表も行い、理論・実験・神経言語学的観点を横断する貴重な議論の場となりました。
📅 開催日: 2025年11月14日(金)13:00〜15:40
📍 会場: 東北大学 加齢医学研究所（IDAC）スマート・エイジング棟 3階
💻 形式: ハイブリッド（対面＋Zoom配信）
13:00–13:40
小室 竜也（東北大学 日本学術振興会 特別研究員PD）
「第二言語語彙学習の神経基盤：神経言語学的視点から」
この発表では、語彙学習の神経メカニズムを調べたfMRI研究を紹介します。大学生が英語の同形異義語（例：shell = 砲撃する）の第二の意味を学習する課題を行い、参加者内デザインで測定を行いました。研究結果に基づき、新しい意味を習得する際に、記憶・意味・制御ネットワークが脳内でどのように動的に相互作用するかについて議論します。
13:40–14:30
Dr. Sathena Chan (University of Bedfordshire, UK)
The socio-cognitive approach to high-stakes language assessment
High-stakes language assessment refers to tests or evaluation where the results have significant consequences for test-takers. Examples include English proficiency tests like IELTS, TOEFL, EIKEN where scores directly impact important life decisions or opportunities. In this talk, I will discuss the socio-cognitive framework (SCF) (Weir, 2005; Weir & Chan, 2019) which informs the development, research and validation of high-stakes English tests. The SCF combines social, cognitive and evaluative dimensions of language, linking these to the contexts and consequences of test use. In the talk, I will explain the key components of SCF including test taker characteristics, context validity, cognitive validity and scoring validity. Drawing from my previous research regarding the cognitive validity of various English tests, I will illustrate how different research methods help to establish the dynamic relationship between task design, cognitive processes and performance in language tests. I will conclude with suggestions for future research.
☕️ 14:30–14:50 Coffee Break
Prof. Andrea Révész (University College London, UK)
Adaptive learning through eye-tracking: Exploring the gaze-contingency paradigm for L2 instruction
Eye-tracking methodology is becoming increasingly popular as a tool to capture cognitive processes. Through this technology, however, it is also possible to design systems that can interact with eye movements. This gaze-contingency affordance holds particular promise in fostering L2 acquisition during reading tasks. It is generally assumed that, to optimize L2 development, attention needs to be drawn to linguistic features. Some researchers also argued that this is best achieved during task-based performance in response to learner behaviours. In this presentation, I will describe a series of studies that have begun to explore the extent to which interactive, gaze-contingent eye-tracking can facilitate attention to and development in L2 knowledge in the context of reading. In particular, I will describe and discuss three studies focusing on vocabulary learning of different types of lexical features (single words, collocations), by adults and children, and learners with differential cognitive abilities. I will discuss the implications of the results emerging from these studies with respect to attentional models and optimal conditions for vocabulary learning through reading.
主催：応用認知神経科学センター（CogNAC）
共催：国際文化研究科応用言語研究講座Jeong 研究室、加齢医学研究所 人間脳科学研究分野