Aki Tsunemoto

Associate Professor

Introduction

My research focuses on how second language (L2) learners develop speaking and listening skills, with a particular interest in the factors that influence how spoken language is produced and perceived across a range of real-world contexts. A central theme in my work is comprehensibility—how easily speech is understood by listeners, and what makes speech more or less effortful to process. I investigate how various features—including pronunciation, fluency, and even non-linguistic features such as gestures and facial expressions—contribute to L2 comprehensibility. My research spans instructional and professional contexts, from classrooms to workplace settings like call centers. I also explore related areas such as speech assessment and the role of accent in professional communication. I have published in leading peer-reviewed journals in the field of second language acquisition and collaborate with researchers from diverse disciplinary backgrounds.

I previously worked as a secondary school English teacher and now teach English to university students in Japan. This teaching experience informs my interest in teacher education and in supporting both pre-service and in-service teachers who want to engage with research to inform their practice.

Research Interests

Second Language Acquisition, Pronunciation, Speaking, Listening, Speech Assessment, Teacher Education

Academic Background

2023 - PhD (Education),  Concordia University
2017 - MA (TESOL with Distinction), University College London
2015 - MA (Education), Hokkaido University of Education
2012 - BA (Education), Hokkaido University of Education

Major Publications

  1. Tsunemoto, A., & Trofimovich, P. (2024). Coherence and comprehensibility in second language speakers’ academic speaking performance. Studies in Second Language Acquisition, 46, 795–817. https://doi.org/10.1017/S0272263124000305
  2. Tsunemoto, A., & Trofimovich, P. (2023). Pre- and in-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments. System, 118, 103125. https://doi.org/10.1016/j.system.2023.103125
  3. Tsunemoto, A., McAndrews, M., Trofimovich, P., & Friginal, E. (2023). Listener perceptions of customer service agents’ performance: Do comprehensibility, accentedness, and fluency matter? Journal of Second Language Pronunciation, 9, 234–262. http://doi.org/10.1075/jslp.21027.tsu
  4. Tsunemoto, A., Lindberg, R., Trofimovich, P., & McDonough, K. (2022). Visual cues and rater perceptions of second language comprehensibility, accentedness, and fluency. Studies in Second Language Acquisition, 44, 659–684. https://doi.org/10.1017/S0272263121000425
  5. Tsunemoto, A., Trofimovich, P., Blanchet, J. & Bertrand, J., & Kennedy, S. (2022). Effects of benchmarking and peer-assessment on French learners’ self-assessments of accentedness, comprehensibility, and fluency. Foreign Language Annals, 55, 135–154. https://doi.org/10.1111/flan.12571

Contact

aki.tsunemoto.a7 (add [at] + "tohoku.ac.jp")

Personal Website

https://akitsunemoto.wordpress.com/

https://researchmap.jp/tsunemotoaki?lang=en

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