WADA Azusa

FacultyAdvanced Elementary Teacher Education, Development of School Globalization Leaders
PositionAssistant Professor
Last Updated :2020/10/24

Researcher Profile and Settings


  • 教職専門修士, 兵庫教育大学
  • 教育学修士, 東京大学

Association Memberships


Academic & Professional Experience

  •   2016 03  - 現在, Hyogo University of Teacher Education, Graduate School of Education

Research Activities


  • A Study on Pronunciation Teaching in Foreign Language Education in Elementary Schools : With Special Attention to Segmental Features of Vocabulary Items in New Textbooks, 和田 あずさ, 東京大学大学院教育学研究科紀要, 58,   2018
  • A Study about Treatment of Oral Language Teaching in Controversy of English Education, 和田 あずさ, 東京大学大学院教育学研究科紀要, 57,   2017
  • A Study of Oral Language Objectives for Foreign Language Education in Elementary Schools, 和田 あずさ, 東京大学大学院教育学研究科紀要, 56,   2016
  • The Status Quo and Challenges of Teaching English Pronunciation in Compulsory Education : with Special Attention to "Katakana Eigo", 和田 あずさ, 東京大学大学院教育学研究科紀要, 55,   2015 , This paper discusses English phonology teaching in current compulsory education. In this paper focusing on "Katakana Eigo," or Japanese accented English, the followings are suggested through reviewing previous researches. Firstly, some features of Japanese accented English are organized in terms of English phonetics and phonology. Secondly, two issues of "Katakana Eigo" are stated. Finally, it is showed that "Katakana Eigo" is useful as varieties of language ranging from an interlanguage or a tool for expressing intimacy to vocabulary items, even though it cannot provide models of English pronunciation.
  • A phonological analysis of a singing activity in an elementary-school English activity class, 和田 あずさ, 東京大学大学院教育学研究科紀要, 54,   2014 , The purpose of this paper is to describe the English phonological awareness that elementary school children might gain by singing English songs in foreign language activity classes. In this study, the author had investigated whether speech accents and rhythms were reflected in musical accents and rhythms. As a result of the investigation, it was observed that stressed syllables were likely to be matched with the higher and longer musical notes. This analysis leads to the conclusion that utilizing songs can be one of the effective resources for teaching English syllables, accents, and rhythms. The discourse analysis showed that some children described these phonological items in their own words during and after the singing activity, but at the same time, their descriptions were ambiguous. The teacher of this class did not pay attention to the difference between the linguistic definition of the term "rhythm" and the musicological one. Consequently, it might have led to their vague responses. Thus, it is important for elementary school teachers to construe children' s intuitive utterances and descriptions by utilizing some fundamental pieces of knowledge of English phonology. It would enable teachers to have their children become more conscious of the phonological difference between Japanese and English.

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