Ms Kayoko Enomoto

Biography/ Background

Kayoko was born in Wakayama, Japan and completed her undergraduate degree in Osaka (Kansai University of Foreign Studies) and in Minnesota, USA (Gustavus Adolphus College). Kayoko then lived in Scotland for 4 years, combining postgraduate study in Applied Linguistics and teaching Japanese at the University of Edinburgh, prior to taking up her current position at the Centre for Asian Studies, University of Adelaide in 1992. Kayoko has over 20 years experience in teaching Japanese to university students in the UK and Australia.

Qualifications

M.Sc. in Applied Linguistics (University of Edinburgh, UK), Diploma in Applied Linguistics (University of Edinburgh, UK), B.A. in English Language Studies(Kansai University of Foreign Studies, Japan/Gustavus Adolphus College, USA)

Teaching Interests

In the Japanese language program, Kayoko has been extensively engaged in the coordination and teaching of Japanese language subjects at all levels, including Honours thesis supervision. Since 2007, Kayoko has been a discipline advisor/Undergraduate Coordinator in the Centre for Asian Studies. In 2012, she coordinates and teaches Japanese 3B (JAPN 3202) and Japanese 3B: Practial Japanese (JAPN 3203).

Kayoko is a member of the ERGA (Education Research Group of Adelaide) Group and is currently involved in education research projects to explore approaches to engage and motivate students from diverse linguistic, cultural and academic backgrounds.  Kayoko has continually developed innovative teaching techniques, created imaginative resources for student learning, and implemented research-led curriculum design and assessment strategies to respond to the unique challenges of meeting diverse learning needs in her courses.

Excellence in Teaching - Awards

  

•            2009 - The Executive Dean's Prize for Excellence in Teaching for 2009 (in the Individual Teacher category).  

•            2009 - A High Commendation for the Stephen Cole the Elder Award for Excellence in Teaching, in recognition of both her teaching and her contribution to teaching excellence in the Discipline and in the University as a whole.

•            2010 - The Award for Outstanding Student Feedback in Learning and Teaching (Team) in the Faculty of Humanities and Social Sciences.

•            2011 - A national ALTC Citation for Outstanding Contributions to Student Learning (2011) Proposed citation: For fostering self-regulated independent learning through sharing power in learning with students from diverse backgrounds, using scaffolded curriculum innovations and Feedback-based Study Action Plans.

•            2011 - The Award for Outstanding Student Feedback in Learning and Teaching (Individual) in the Faculty of Humanities and Social Sciences.

 

Research Interests

Kayoko’s research focuses on adult second language acquisition and its implications for classroom teaching.   Her specific interests lie in the roles of Universal Grammar and L1 transfer in the adult L2 acquisition of morpho-syntax and phonology, and the implications of such research for language teaching. Kayoko's publications include studies on the acquisition of passives, intransitive-transitive alternation, psych-predicates in adnominal clauses, and conflation patterns, by both English-speaking learners of Japanese and Japanese-speaking learners of English.  More recently, Kayoko's research has explored several educational initiatives which examine approaches to engage and motivate students from a wide variety of linguistic, cultural and disciplinary backgrounds and to meet the diverse learning needs of such a cohort.

Publications

 

Enomoto, K. (In Press) ‘A “Study Skills Action Plan”: integrating self-regulated learning in a diverse higher education context’. In K. Cadman & X. Song (eds.) Another Pedagogy Is Possible: Bridging Transcultural Divides in the Teaching of Asian Languages and Cultures. Adelaide, South Australia: University of Adelaide Press.

 

Enomoto, K. 2011. ‘Fostering high quality learning through a scaffolded curriculum’. In C. Nygaard, N. Courtney & C. Holtham (eds.) Beyond Transmission: Innovations in University Teaching (pp. 167-184). Oxon: Libri Publishing.

 

Enomoto, K. 2010. 'Promoting Self-regulated Learning: A Feedback-based Study Skills Action Plan for Students from Diverse Cultural, Linguistic and Disciplinary Backgrounds.  In E. Morrel & M.D. Barr (eds.) Crises and Opportunities: Proceedings of the 18th Biennial Conference of the ASAA, 2010, Adelaide, Australia.  Canberra: Asian Studies Association of Australia (ASAA) Inc and the University of Adelaide.  ISBN 978-0-7258-1136-5  http://www.adelaide.edu.au/asaa2010/reviewed_papers/

 

Enomoto, K., M. Sakamaoto and K. Watanabe. 2007. 'The L2 Acquisition of Case Absorption Effects in Passives by Japanese-Speaking Learners of English'.  KASELE Bulletin. 35: 9-18. The Kyusyu Academic Society of English Language Education, Japan.

 

Enomoto, K., M. Sakamaoto and K. Watanabe. 2006. 'The L2 Acquisition of Case Absorption Effects in Japanese and English Passives by English and Japanese Speakers'. In W.M. Chan, K.N. Chin, P. Martin-Lau, M. Nagami, T. Suthiwan & M. Suzuki (eds.) Processes and Process-Orientation in Foreign Language Teaching and Learning. pp. 233-252. The National University of Singapore, Singapore.

 

Shomura-Isse, Y and K. Enomoto. 2004. ‘L2 Acquisition of Psych-Predicates in Adnominal Clauses by English-Speaking Learners of Japanese’. KASELE Bulletin. 32: 21-30. The Kyusyu Academic Society of English Language Education, Japan.

 

 

Conference Papers

 

Enomoto, K. & R. Warner. 2011. ‘Going beyond Academic English: A Targeted Program to Develop EAL Student Autonomy at an Australian University’. The Kyusyu Academic Society of English Language Education, 40th Annual Conference, December 2011, Miyazaki, Japan.

 

Enomoto, K. 2011. ‘Promoting deep learning through a scaffolded language curriculum: Double tasking language-specific and research-skills development’. The Inaugural National Colloquium of the Languages and Cultures Network for Australian Universities, The University of Melbourne, 26-28 September 2011.

 

Enomoto, K. 2010. ‘Developing transferable generic skills: A feedback-based Study Skills Action Plan for students from diverse cultural, linguistic and disciplinary backgrounds’. Asian Studies Association of Australia (ASAA), 18th Biennial Conference 2010, The University of Adelaide, 5 - 8 July 2010.

 

Enomoto, K. and R. Warner. 2008. ‘Beyond the Whiteboard: A Scaffolded Learner-Centred Use of Internet Literacy to Engage Language Students from Diverse Disciplines’. The 3rd ERGA (Education Research Group of Adelaide) Conference: Motivating and Engaging Students, September, 2008, University of Adelaide.

 

Enomoto, K. and M. Sakamaoto and K. Watanabe. 2006. ‘The L2 Acquisition of Case Absorption Effects in Passives by Japanese-Speaking Learners of English’. The Kyusyu Academic Society of English Language Education, 35nd Annual Conference, November 2006, Kumamoto University, Japan.

 

Enomoto, K. and M. Sakamaoto and K. Watanabe. 2006. ‘The L2 Acquisition of Case Absorption Effects in Japanese and English Passives by English and Japanese Speakers’. The 2nd CLS International Conference, CLaSIC 2006, 7–9 December 2006, The National University of Singapore, Singapore.

 

Enomoto, K. and M. Sakamoto.  2005. ‘The Acquisition of Conflation Patterns in Japanese by English Speakers’. The 5th Annual Conference of the Japan Second Language Association, 14-15 May 2005, Kwansei Gakuin University, Japan.

 

Enomoto, K, M. Sakamoto and Y. Shomura-Isse. 2004. 'Effects of Crosslinguistic Differences in Conflation Patterns on Interlanguage Syntax: Evidence from L2 Japanese’. The 29th National Congress of the Applied Linguistics Association of Australia, 15-17 July 2004, University of South Australia.

 

Shomura-Isse, Y and K. Enomoto. 2003. ‘The Effects of Length of Residence and formal Language Instruction in L2 Acquisition of Japanese Psychological Verbs’. The Kyusyu Academic Society of English Language Education, 32nd Annual Conference, November 2003, Miyazaki University, Japan.

 

Enomoto, K. and Y. Shomura-Isse. 2003. ‘The Acquisition of Japanese Intransitive-Transitive Alternation by English-Speaking Learners with Different Levels of L2 Learning Experience’. ‘Marking Our Difference’ Conference, Languages in Australian and New Zealand Universities, 1-3 October, 2003, University of Melbourne.

 

Enomoto, K. and Y. Shomura-Isse. 2003. 'L2 Acquisition of Psych-Predicates in Adnominal Clause by English-Speaking Learners of Japanese'. The Applied Linguistics Association of Australia, National Congress – Planning for a Multilingual Future. 12-14 July 2003, Griffith University.

Community Engagement

The Japan Exchange and Teaching (JET) Programme (Interview Panel Member since 1997-)http://jetprogramme.org

SA Japanese Language Reference Group (Member since 2009-)

Entry last updated: Friday, 3 Feb 2012