Publications

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Saito, Kazuya. 2019. Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters. International Journal of Applied Linguistics 170 (1) : 24–52.
Saito, Kazuya. 2019. The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech. International Journal of Bilingual Education and Bilingualism 22 (7) : 849–869.
Saito, Kazuya. 2019. The role of aptitude in second language segmental learning: The case of Japanese learners’ English /?/ pronunciation attainment in classroom settings. Applied Psycholinguistics 40 (1) : 183–204.
Saito, Kazuya. 2019. Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures. Bilingualism 22 (5) : 1123–1140.
Saito, Kazuya. 2018. The perception–production link revisited: The case of Japanese learners' English /ɹ/ performance. International Journal of Applied Linguistics 28 (1) : 3–17.
Saito, Kazuya. 2018. Acoustic characteristics and learner profiles of low-, mid- and high-level second language fluency. Applied Psycholinguistics 39 (3) : 593–617.
Saito, Kazuya. 2017. Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study. Applied Linguistics 38 (4) : 439–462.
Saito, Kazuya. 2016. Foreign accentedness revisited: Canadian and Singaporean raters’ perception of Japanese-accented English. Language Awareness 25 (4) : 305–317.
Saito, Kazuya. 2012. Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: results and implications of a questionnaire study. Language Awareness 21 (4) : 369–385.
Saito, Kazuya. 2011. Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology. Language Awareness 20 (1) : 45–59.
Saito, Kazuya. 2010. Interactional feedback as instructional input. A synthesis of classroom SLA research. Language, Interaction and Acquisition 1 (2) : 276–297.