八島智子

八島 智子（やしま ともこ）は、日本の言語学者。専門分野は、応用言語学・異文化間コミュニケーション論。特に、第二言語不安やモチベーション研究。学位は、博士（文化科学）（岡山大学・2002年）。関西大学外国語学部大学院外国語教育学研究科教授。

**人物**
神戸市外国語大学で文学修士を修め、2002年に学位論文「滞米日本人高校生の社会文化的適応 : 第二言語コミュニケーション行動の視点から」で、岡山大学より博士（文化科学）の学位を取得。  

研究においては、実証的・解釈的・批判的研究方法を融合する弁証法的(dialectic)アプローチを取り、質的・量的な研究を組み合わせた手法で、多くの論文等を執筆し、海外での評価も高い。

**著書 == 
*八島智子・久保田真弓　(2012)　 『異文化コミュニケーション論：グローバル･マインドとローカル・アフェクト』　東京：松柏社　p.1-301.
*八島智子著　（2004）　『外国語コミュニケーションの情意と動機』  大阪：関西大学出版会 p.1-198.
*八島智子著　（2004）　『第二言語コミュニケーションと異文化適応：国際的対人関係の構築をめざして』   東京：多賀出版　 p.1-304.

** 共著書**
 八島智子 (2014) 「継続的に学ぶには（動機づけ）」 全国英語教育学会第40回研究大会特別編集委員会編　『英語教育の今　理論と実践の統合』　(9章−2,　p.238-242)- 八島智子・大谷麻美　(2011)　第3章　「異文化間コミュニケーションと英語教育」p. 50-73.　（八島担当箇所　1、3、4、5.1、5.3節　）　第10章　(八島担当箇所　10節　p. 240-243.)　大学英語教育学会編　塩澤正・吉川寛・石川有香編　『英語教育学体系　第3巻　英語教育と文化』　東京：大修館- 八島智子　（2007）「バイリンガルと教育」　河野守夫監修　井狩幸男・石川圭一・門田修平・村田純一・山根繁編 （Pp.156-167）  『ことばの認知としくみ』　　東京：三省堂

**Book chapter**
 Yashima, T., Ikeda, M. & Nakahira, S., (2016). Talk and silence in an EFL classroom: Interplay of learners and context. In J. King, (ed.) The dynamic interplay between context and the learner. (pp.104−126). Hampshire, UK; Palgrave Macmillan.- Yashima, T. (2014). Self-regulation and autonomous dependency among Japanese learners of English. In Murray, G. & Smith, R. (Eds.). The social dimensions of autonomy in language learning. (Pp. 60-87.) Hampshire, UK; Palgrave Macmillan.- Yashima, T. (2013).  Imagined L2 selves and motivation for intercultural communication. In Apple, M. T., Da Silva, D., & Fellner, T. (Eds.). Language learning motivation in Japan. (Pp.35-53.) Bristol, UK: Multilingual Matters.- Yashima, T.　(2013). Individuality, imagination and community in a globalizing world: An Asian EFL perspective. In Benson, P. and Cooker, L. (Eds.). The applied linguistic individual: Sociocultural approaches to autonomy, agency and identity. (Pp. 46-58.). London: Equinox.- Yashima, T. (2012).  Willingness to communicate: Momentary volition that results in L2 behaviour In Mercer, S., Ryan, S., & Williams, M. (Eds). Psychology for language learning: Insights from research, theory and practice. (Pp.119-135.). Hampshire, UK; Palgrave Macmillan.- Noels, K., Yashima, T., & Zhang, R. (2011). Language, identity and intercultural communication. In Jackson, J. (Ed.) The Routledge handbook of language and intercultural communication. (Pp. 52-66.). London: Routledge.- Yashima, T. & Ohtani, M. (2011). Intercultuarl communication and English education. In Shiozawa, T., Yoshikawa, H., & Ishikawa, Y. (Eds.). Eigokyoikugaku taikei Vol.3 Eigokyoikuto bunka. Tokyo: Taishukan. Pp. 50-73.- Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL Context. In Dörnyei, Z. and Ushioda, E. (Eds.). Motivation, language identity and the L2 self. （Pp.144-163.）. Clevedon, UK: Multilingual Matters.- Yashima, T. (2007. 7).  Bilingualism and education. In Kohno, M., Ikari, Y, Ishikawa, K., Kadota,  S., Murata, J., & Yamane, S. (Eds.).  Explorations into the mechanism of language and cognition. Tokyo: Sanseido.  Pp.156-167.- Yashima, T. (1985). An analysis of interpretation skills.  In Kohno, M. & Sawamura, F.  Listening & Speaking: A New Perspective. (1985)　Tokyo: Yamaguchishten.　Pp.176ー193.

**学術論文**
Yashima, T. (2016). A qualitative study of learning through participation in international volunteering. Journal of Faculty of Foreign Languages, Kasnai University, 15, 33-50.
*Yashima, T., MacIntyre, P. & Ikeda, M. (2016).Situated willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research. 1-23. DOI: 10.1177/1362168816657851
*Denies, K., Yashima, T., & Janssen, R. (2015). Classroom versus societal　willingness to communicate: Investigating French as a second language in　Flanders. The Modern Language Journal, 99, 718-739
*Yashima,  T. & Arano, K. (2014).  Understanding  EFL learners’ motivational dynamics: A three-level model from a dynamic systems  and sociocultural perspectiveInDörnyei, Z.,　MacIntyre, P. D., &  Henry, A. (Eds.). Motivational dynamics  in language learning. (Pp. 285-314.) . Multilingual Matters.
*Yashima,  T. (2013).　 Agency in second language  acquisition.  C. A. Chapelle (Ed.). The Encyclopedia of Applied Linguistics （Social  interaction and complexity theory approaches to SLA.). Wiley-Blackwell.
*Yashima, T. (2012).  Development of intercultural competence  through participating in international volunteering. (Paper  presented in a Symposium, Effects  of different learning environments on various types of English skills and  knowledge in Japanese students: Mixed-method approaches, organized by Miyuki Sasaki, Naoko Taguchi, Tomoko Yashima. ) The JACET 51st International Conference Proceedings. 
*Nakahira, S. & Yashima, T. (2012). Toward  the development of instruments to assess motivation based on the L2  motivational self system. JACET Journal,  55, 31-48.
*Maekawa, Y. & Yashima, T. (2012). Examining the  motivational effect of presentation-based instruction on Japanese engineering  students: From the viewpoints of the ideal self and self-determination theory. Language, Education, & Technology, 49,  65-92.
*Maekawa,  Y. & Yashima, T. (2012). Examining the effects of presentation-based  instruction on Japanese engineering students’ attitudes towards learning  English. JACET Kansai Journal, 14, 17-28.
*Yashima, T. (2011).  Communication in English for living in a multicultural society.  Kokusairikaikyouiku  Kenkyusenta Nnepo (Miyagi University of Education), 6, 1-14.
*Nishida,  R. & Yashima, T.  (2010). Classroom  interactions of teachers and elementary school pupils as observed during a  musical project in a Japanese elementary school. System, 38, 480-490.
*Yashima, T. (2010). The effects of international  volunteer work experiences on intercultural competence of Japanese youth. International Journal of Intercultural  Relations, 34, 268-282.　
*Nakahira, S., Yashima, T., & Maekawa, Y. (2010). Relationships among motivation,  psychological needs, FL WTC, and Can-Do statements of English language learning  based on self-determination theory: Preliminary study of non-English-major  junior college students in Japan.　JACET Kansai Journal, 12, 44-55.
*Deguchi, T. & Yashima, T.  (2009). An analysis of intercultural interactions among participants of an  international volunteer project: The dialogic process toward a mutual  understanding. Journal of Multicultural Relations, 6, 37-51.
*Nishida, R. & Yashima, T. (2009). An investigation of  factors affecting willingness to communicate and interest in foreign countries  among young learners. Language, Education, & Technology, 46,  151-170.
*Yashima, T. & Zenuk-Nishide,  L. (2008). The impact of learning contexts on proficiency, attitudes, and L2　communication: Creating an imagined  international community. System, 36, 566-585.
*Deguchi, T. & Yashima, T.  (2008). Interpersonal relationships between international students and Japanese  college students at a Japanese college dormitory as a community of practice, Journal  of Multicultural Relations, 5, 33-47.
*Yashima, T., Noels, K., Shizuka,  T., Takeuchi, O., Yamane, S., & Yoshizawa, K.　(2008). The interplay of classroom anxiety,  intrinsic motivation, and gender in the Japanese EFL context.   Kansai  University Journal of Foreign  Language Education and Research, 17, 41-64.
*Simic, M., Tanaka, T., & Yashima, T. (2007).  Willingness to communicate in Japanese as a  third language among International Students in Japan. Multicultural  Relations, 4, 101-122.
*Namura, K., Ikeda, M., & Yashima, T (2007). How can teachers motivate their  learners in the classroom? An exploratory study based on the ARCS model. Language  Education & Technology, 43, 169-186.
*Yashima, T., Abe, J. & Deguchi, T. (2007) Qualitative  analyses of what students learned in intercultural communication classes: Action  research by a community of teacher-trainees.　LET Kansai Shibu Kenkyu  Shuroku, 11, 29-43.
*Yashima, T. (2007) Understanding  of words at critical moments of intercultural contact — From a perspective of  the social cultural theory.  In Takeuchi,  O., Kikuchi, A., Nabei, T., Yamane, S., Yashima, T., Sumi, S., &. Ikeda, M.  (Eds.). Exploration of English Language Instruction. Tokyo:  Sanseido.  p. 116-129.
*Chon, H. & Yashima, T. (2006). Language use and  ethnic identity of Koreans in Japan.  Journal of Multicultural Relations, 3, 41-49.
*Yashima, T. (2006). Emotional scripts and second language  communication. Kansai University Foreign Language Education, 10,  43- 58.
*Shizuka, T.,  Takeuchi, O., Yashima, T., & Yoshizawa, K. (2006). A comparison of three- and  four-option English tests for university entrance selection purposes in Japan. Language Testing, 23, 35-57.
*Yashima, T., Zenuk-Nishide, L  & Shimizu, K. (2004). Influence of attitudes and  affect on willingness to communicate and L2 communication. Language Learning,  54, 119-152.　
*Yashima, T. (2002).　Willingness to communicate in L2: The Japanese EFL    context. The Modern Language Journal, 86, 54-66.
*Yashima, T. & Tanaka, T. (2001). Roles of social    support and social skills in the intercultural adjustment of Japanese    adolescent sojourners in the USA. Psychological    Reports, 88, 1201-1210.
*Yashima,  T (2000).　L2 use anxiety and willingness  for intercultural interaction. Kansai University Audio-visual Education,  23, 1-15.
*Yashima,  T. (2000). Orientations and motivation in foreign language learning: A study of  Japanese college students. JACET Bulletin, 31, 121-133.
*Yashima, T. (1999). Influence of personality, L2 proficiency and  attitudes on Japanese adolescents' intercultural adjustment. JALT Journal, 21-1, .66-86.
*Tanaka, T. & Yashima, T. (1999).  Social support and intercultural adjustment  of adolescent Japanese sojourners in the U. S. A. Journal of Intercultural Communication, 3, 99-113.　
*Yashima, T. & Tanaka, T. (1998). Social skills and  intercultural adjustment of second language users.  Journal  of Language Processing, 2 14-26.
*Yashima,  T (1998).  Willingness to communicate in  a foreign language: A preliminary study. Kansai University Journal of  Informatics, 9, 121-134.
*Viswat, L. & Yashima, T.  (1998). English teaching for social adjustment: Research and application. Otemon  Gakuin Eibungaku Ronshu, 7, 61-79.　
*Yashima, T. & Viswat, L.  (1997).  Acquisition of 'fluency' in L2'  through an overseas study program.  JACET Bulletin, 193-206.
*Yashima, T. (1997). Extroversion, introversion and foreign  language learning.  Language Laboratory, 34, 93-105.
*Yashima, T. and Tanaka, T. (1996).  English teaching for intercultural adjustment  using social skill training techniques.  Intercultural/transcultural Education:  Bulletin of Intercultural Education Research Society, 10, 150-166.
*Yashima,  T. (1995).  English proficiency,  personality and intercultural adjustment of Japanese students studying in  America　Intercultural Communication  Studies 5, 83-108.  (International  Association for Intercultural Communication Studies)
*Yashima, T. (1994). Acquisition of communicative competence  through overseas study in America --A case study of Japanese high school  students. Language Laboratory, 31, 31-43.
*Yashima, T. & Viswat, L.  (1993). An analysis of communication problems of Japanese high school students  and their host families. Human Communication Studies, 21, 181-196.
*Yashima,  T. & Viswat, L. (1992).  Sojourner  adjustment: The role of a support group. Heian Jogakuin Kiyo, 22, 49-59.
*Yashima,  T. & Viswat, L. (1991). A study of Japanese high school students'  intercultural experience -- Change in image of Americans. Human  Communication Studies, 19, 181-194.
*Yashima, T. (1989). Application of interpretation training  to English pedagogy I -  Shadowing.  Heian Jogakuin Eigaku, 21, 29ー37.
*Yashima,  T. (1987). The effect of background knowledge on the EFL reading process. Osaka Jogakin Kiyo, 18, 111-124.

**脚注**

**外部リンク**
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