Yui Suzukida

Lecturer

University College London

United Kingdom

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Yui Suzukida is a Lecturer at University College, London. Her research focuses on second language acquisition, particularly in the areas of vocabulary knowledge, phonological processing, and individual differences in language learning. Recent publications include investigations into L2 learners' perspectives, attitudes towards language varieties, and the effectiveness of multimodal phonetic training. Her work aims to enhance the understanding of the cognitive and experiential factors influencing second language proficiency.

Articles (10)

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2025

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2025

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2025

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2024

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2024

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2023

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2022

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2022

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2021

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2021

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Viktoria Magne

Associate Professor in Education Studies and Early Childhood

University of West London

UNITED KINGDOM

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Yui Suzukida

Research Interests

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Articles (10)

LexJP: A test to efficiently assess vocabulary knowledge of Japanese

Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words

Linguistic correlates of second language users’ attitudes to Arabic and Chinese varieties of English: a verbal guise study

Declarative and automatized phonological vocabulary knowledge in L2 listening proficiency: A training study

Delving into L2 Learners’ Perspective: Exploring the Role of Individual Differences in Self-Evaluation of L2 Speech Learning

Detangling experiential, cognitive, and sociopsychological individual differences in second language speech learning: Cross-sectional and longitudinal investigations

Incidental and Multimodal High Variability Phonetic Training: Potential, Limits, and Future Directions

Does domain-general auditory processing uniquely explain the outcomes of second language speech acquisition, even once cognitive and demographic variables are accounted for?

Domain‐General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study

Which segmental features matter for successful L2 comprehensibility? Revisiting and generalizing the pedagogical value of the functional load principle

Collaborators (1)

Viktoria Magne

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