
{"id":842,"date":"2024-07-09T17:13:03","date_gmt":"2024-07-09T08:13:03","guid":{"rendered":"https:\/\/www.intcul.tohoku.ac.jp\/igpls\/?page_id=842"},"modified":"2024-10-02T18:09:10","modified_gmt":"2024-10-02T09:09:10","slug":"ryo-maie","status":"publish","type":"page","link":"https:\/\/www.intcul.tohoku.ac.jp\/igpls\/people\/ryo-maie\/","title":{"rendered":"Ryo Maie"},"content":{"rendered":"\n<h2 class=\"pt-0 name\"><strong>Ryo Maie<\/strong><\/h2>\n\n\n\n<p class=\"position\">Senior Assistant Professor<\/p>\n\n\n\n<div class=\"is-layout-flex wp-container-3 wp-block-columns profile\">\n<div class=\"is-layout-flow wp-block-column\" style=\"flex-basis:25%\">\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" loading=\"lazy\" width=\"450\" height=\"600\" src=\"https:\/\/www.intcul.tohoku.ac.jp\/igpls\/wp-content\/uploads\/2024\/07\/maie.png\" alt=\"\" class=\"wp-image-840\" srcset=\"https:\/\/www.intcul.tohoku.ac.jp\/igpls\/wp-content\/uploads\/2024\/07\/maie.png 450w, https:\/\/www.intcul.tohoku.ac.jp\/igpls\/wp-content\/uploads\/2024\/07\/maie-225x300.png 225w\" sizes=\"(max-width: 450px) 100vw, 450px\" \/><\/figure>\n<\/div>\n\n\n\n<div class=\"is-layout-flow wp-block-column\" style=\"flex-basis:75%\">\n<h3>Introduction<\/h3>\n\n\n\n<p>My research deals with cognitive psychology of second language learning, which means I\u2019m interested in psychological mechanisms of how people acquire a second language (L2) and how the knowledge about the process and mechanism of learning can be applied to classroom instruction. I place the premium on practice, defined as \u201cspecific activities in the second language, engaged in systematically, deliberately, with the goals of developing knowledge of and skills in the second language\u201d (DeKeyser, 2007, p.1), and hence echo with Lightbown (2019, p.704) when she claims \u201cpractice is the only way to make perfect, but the challenge is to understand what kind of practice will lead learners closer to that goal\u201d. My research investigates how people (especially adults) develop accuracy and fluency as they deliberately and systematically practice using the L2 and how we teachers can better enhance their learning by optimizing the condition of practice.<\/p>\n\n\n\n<p>Keywords for my research interests include (a) skill acquisition, (b) practice and automatization, (c) explicit and implicit learning, (d) individual differences in language learning, (e) task-based language teaching, and (f) applied statistics in language research. I have collaborated with many researchers widely across the globe, with most of my publications appearing in journals such as Language Learning and Studies in Second Language Acquisition. Recently, I am extending my interests to cognitive neuroscience to further expand our knowledge of how people learn a second language.<\/p>\n<\/div>\n<\/div>\n\n\n\n<h3>Research Interests<\/h3>\n\n\n\n<p>Second Language Acquisition, Cognitive Psychology, Psycholinguistics, Teaching English\/Japanese as a Foreign Language<\/p>\n\n\n\n<h3>Academic Background<\/h3>\n\n\n\n<p>2022 - PhD (Second Language Studies), Michigan State University<br>2018 - MA (Second Language Acquisition), University of Maryland, College Park<br>2016 - BA (English &amp; Language Science), Kanda University of International Studies<\/p>\n\n\n\n<h3>Major Publications<\/h3>\n\n\n\n<ol>\n<li>TwiLex Group. (2024). L1 effects on incidental vocabulary learning through bimodal input: A multisite replication of Malone (2018). Studies in Second Language Acquisition. Authors (in alphabetical order): Yingzhao Chen, Jianwu Gao, Bronson Hui, Benjamin Kremmel, Ryo Maie, Shuang Ma, Eva Puim\u00e8ge, &amp; John Rogers. <a href=\"https:\/\/doi.org\/10.1017\/S0272263124000275\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"ek-link\">https:\/\/doi.org\/10.1017\/S0272263124000275<\/a><\/li>\n\n\n\n<li>Kim, K., Maie, R., Suga, K., Miller, Z., &amp; Hui, B. (2023). Learning without awareness by academic and nonacademic samples: An individual differences study. Language Learning, 73(4), 1087-1126. <a href=\"https:\/\/doi.org\/10.1111\/lang.12616\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"ek-link\">https:\/\/doi.org\/10.1111\/lang.12616<\/a><\/li>\n\n\n\n<li>Yi, W., Man, K., &amp; Maie, R. (2023). Investigating L1 and L2 speaker intuitions of phrasal frequency and association strength of multiword sequences. Language Learning, 73(1), 266\u2013300. <a href=\"https:\/\/doi.org\/10.1111\/lang.12521\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"ek-link\">https:\/\/doi.org\/10.1111\/lang.12521<\/a><\/li>\n\n\n\n<li>Maie, R. &amp; Godfroid, A. (2022). Controlled and automatic processing in the acceptability judgment task: An eye-tracking study. Language Learning, 72(1), 158\u2013197. <a href=\"https:\/\/doi.org\/10.1111\/lang.12474\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"ek-link\">https:\/\/doi.org\/10.1111\/lang.12474<\/a><\/li>\n\n\n\n<li>Maie, R. &amp; DeKeyser, R. M. (2020). Conflicting evidence of explicit and implicit knowledge from objective and subjective measures. Studies in Second Language Acquisition, 42(2), 359\u2013382. <a href=\"https:\/\/doi.org\/10.1017\/S0272263119000615\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"ek-link\">https:\/\/doi.org\/10.1017\/S0272263119000615<\/a><\/li>\n<\/ol>\n\n\n\n<h3>Contact<\/h3>\n\n\n\n<p>ryo.maie.e5 (add [at]&nbsp;+ \"tohoku.ac.jp\")<\/p>\n\n\n\n<h3>Personal Website<\/h3>\n\n\n\n<p><a href=\"https:\/\/maieryo.github.io\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"ek-link\">https:\/\/maieryo.github.io\/<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/researchmap.jp\/maieryo?lang=en\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"ek-link\">https:\/\/researchmap.jp\/maieryo?lang=en<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/orcid.org\/0000-0001-6119-0360\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"ek-link\">https:\/\/orcid.org\/0000-0001-6119-0360<\/a><\/p>\n\n\n\n<p class=\"more text-center mt-5 font-weight-bold\" style=\" font-size:1.2em;\"><a href=\"\/igpls\/people\/\" class=\"ek-link\">List of PEOPLE<\/a><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ryo Maie Senior Assistant Professor Introduction My research deals with cognitive psychology of second language learning, which means I\u2019m interested in psychological mechanisms of how people acquire a second language (L2) and how the knowledge about the process and mechanism of learning can be applied to classroom instruction. I place the premium on practice, defined [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":107,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"_g3\/people.php","meta":{"_editorskit_title_hidden":false,"_editorskit_reading_time":2,"_editorskit_is_block_options_detached":false,"_editorskit_block_options_position":"{}","vkexunit_cta_each_option":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v20.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Ryo Maie - IGPLS<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.intcul.tohoku.ac.jp\/igpls\/people\/ryo-maie\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Ryo Maie - IGPLS\" \/>\n<meta property=\"og:description\" content=\"Ryo Maie Senior Assistant Professor Introduction My research deals with cognitive psychology of second language learning, which means I\u2019m interested in psychological mechanisms of how people acquire a second language (L2) and how the knowledge about the process and mechanism of learning can be applied to classroom instruction. 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