研究者詳細

教職員基本情報
氏名
Name
V. Bose,James ( ブイ ボウス ジェームス , VELLAPLAMMURIYIL,Bose James )
所属
Organization
経済学部経済学科
職名
Academic Title
講師
専攻分野
Area of specialization

Teaching English to Speakers of Other Languages [TESOL]

学会活動
Academic societies

MEMBER OF JAPAN ASSOCIATION OF LANGUAGE TEACHING- JALT

社会活動
Community services

MEMBER OF KHRISTO-KYO CENTER- NANZAN UNIVERSITY, SETO CAMPUS.

著書・学術論文数
No. of books/academic articles
総数 total number (13)
著書数 books (0)
学術論文数 articles (13)

出身大学院
大学院名
Grad. School
修了課程
Courses
   Completed
修了年月(日)
Date of Completion
修了区分
Completion
   Classification
University Of London,Institute of Education 未設定  2000年11月  修了 
詳細表示
取得学位
       
学位区分
Degree
   Classification
取得学位名
Degree name
学位論文名
Title of Thesis
学位授与機関
Organization
   Conferring the Degree
取得年月(日)
Date of Acquisition
修士 Master of Arts in Education(in Teaching of Englis    University of London, Institute of Education  2000年11月 
修士 Master of Arts(in English Language and Literature    Bharathidasan University, India  1996年04月 
学士 Bachelor of Theology    Pune Institute of Philosophy and Religion Faculty of Theology  1982年10月 
学士 Bachelor of Arts    University of Kerala Faculty of Social Sciences  1978年04月 
詳細表示
研究経歴
長期研究/短期研究
Long or Short
   Term research
研究課題名
Research Topic
長期研究  Second language acquisition 

概要(Abstract) In this long term research project, an attempt will be made to find out the effectiveness of conversational methodology for non-native English students in acquiring a second language ( English). Besides,the role of listening in modifying the conversational task input, will also be examined. 

短期研究  English through conversational interaction. 

概要(Abstract) Conversation in the target language (English) on day-to-day topis serves as an effective task through which the learners acquire greater and desirable levels of the target language, hopefully with a sense of interest rather than monotony. Further , such a conversatinal methodology has a vareity of interrelated pedagogical advantages ( Ellis 2003; Prabhu 1987). Observing and anlysing the interaction transcripts of a pair of learners during a conversational language task, an attempt will be made to identify some of these pedagogical advantages, which become evident in the learning process. However, more research is needed to explore the integral role of more of these pedagogical advantages in a conversational task-based learning process. 

詳細表示
学術論文
年度
Year
論文題目名
Title of the articles
共著区分
Collaboration
   Classification
NeoCILIUS
   請求番号/資料ID
Request No
掲載誌名 Journal name,出版機関名 Publishing organization,巻/号 Vol./no.,頁数 Page nos.,発行年月(日) Date
2012  Functions of Learner Output in Target Language Acquisition  単著  ISSN 0389-8431 
ACADEMIA-Literature and Language  , NANZAN UNIVERSITY  , Vol. 93  , 2013/ 01   

概要(Abstract) The target language (TL) acquisition, in a conversational task-based English as a Foreign Language (EFL) class, is greatly facilitated when the learners adequately respond to the given input of TL tasks and produce their own TL output, in an interactive and tension-free learning context (Stern, 1983; Alatis and Strachle, 1997; Littlewood, 1998; Hedge, 2000; Brown, 2001; Celce-Murcia, 2001; Savignon, 2001; Williams, 2001; Pintrich and Schunk, 2003; Crookes, 2003; Ellis, 1994; 2003; 2004; Nunan, 2004; Saville-Troike, 2006; Cummins and Davison, 2007; Benson, 2007; Rea-Dickins, 2007; Harmer, 2007a; 2007b; Dornyei, 2007; Canale, 2009; Swain, 2009). Focusing on the inherent functions of such TL output, produced by learners either individually or in pairs/groups, Swain (2009) observes that although we need more research to find out how these functions operate when learners produce the TL, there is some evidence (Selinker, 1972; Corder, 1981; Swain and Lapkin, 1994; Ellis, 1994; 2003; 2004; Nunan, 2004; Swain, 2009) to hold that these functions hopefully facilitate the learners’ motivation to move towards better levels of TL acquisition. This paper draws on the relevant research and identifies some of these functions of learners’ TL output and the teachers’ knowledge of these functions will probably enhance their professional reflection, enabling them to understand their learners and design appropriate and learner-centered TL tasks, thus paving the way for both better learner motivation and greater TL acquisition. 

備考(Remarks)  

2012  Tasks in Target Language Acquisition  単著   
ACADEMIA Literature and Language  , NANZAN UNIVERSITY  , Vol. 91  , 2012/01   

概要(Abstract) The target language (TL) acquisition, in a conversational task-based English as a Foreign Language (EFL) class, is greatly facilitated by skills-supported TL tasks which will enable the learners to interact in groups or pairs and to acquire more TL on their own in a personally relevant learning context (Stern, 1983; Alatis and Strachle, 1997; Hedge, 2000; Celce-Murcia, 2001; Savignon, 2001; Williams, 2001; Pintrich and Schunk, 2003; Crookes, 2003; Ellis, 1994; 2003; 2004; Nunan, 2004; Saville-Troike, 2006; Cummins and Davison, 2007; Benson, 2007; Rea-Dickins, 2007; Harmer, 2007a; 2007b; Dornyei, 2007; Canale, 2009). Focusing on the importance of such TL tasks, Ellis (2009) observes that it will come in good stead for the TL teacher to reflect on the definition and basic features of these TL tasks. This paper draws on the relevant research and defines such TL tasks and identifies some of their basic and interrelated features which will hopefully enable the TL teachers to design appropriate and learner-centered TL tasks for their learners, thus paving the way for both better learner motivation and greater TL acquisition. 

備考(Remarks)  

2011  Communicative Competence and Target Language Acquisition  単著   
ACADEMIA  , NANZAN UNIVERSITY  , Vol.90  , 2011/06   

概要(Abstract) The target language (TL) acquisition, in a conversational task-based English as a Foreign Language (EFL) class is essentially aimed at facilitating the TL learner’s communicative competence. (Alatis and Strachle, 1997; Cotterall, 2000; Hedge, 2000; Griffiths and Parr, 2001; McClure, 2001; Celce-Murcia, 2001; Pintrich and Schunk, 2003; Crookes, 2003; Ellis, 1994; 2003; 2004; Nunan, 2004; Cummins and Davison, 2007; Benson, 2007; Rea-Dickins, 2007; Harmer, 2007a; 2007b; Dornyei, 2007; Canale, 2009). Focusing further on the crucial importance and centrality of communicative competence in TL acquisition, Canale (2009) observes that the TL teacher’s basic understanding of the concept and components of communicative competence in the TL, will keep him/her in good stead to devise the TL lessons to maximize the TL learners’ communicative competence. This paper draws on the relevant research and makes an attempt to define the concept of communicative competence in the TL and to identify some of the integral and interrelated components of this concept, which will hopefully pave the way for the TL teacher’s on going and professional reflection, enabling him/her to teach the TL with a special focus on enhancing the TL learners’ communicative competence, with the desirable consequence of an increasing and optimum level of TL acquisition. 

備考(Remarks)  

2010  Interdisciplinary Aspects of Target Language Acquisition  単著   
ACADEMIA Literature and Language  , NANZAN UNIVERSITY  , Vol-89  , 2011/01   

概要(Abstract) The target language (TL) acquisition in an English as a Foreign Language (EFL) class, is better facilitated when the teacher draws on many disciplines, including philosophy, psychology, anthropology, and the like ((Alatis and Strachle, 1997; Cotterall, 2000; Hedge, 2000; Griffiths and Parr, 2001; McClure, 2001; Celce-Murcia, 2001; Pintrich and Schunk, 2003; Crookes, 2003; Ellis, 1994; 2003; 2004; Nunan, 2004; Cummins and Davison, 2007; Benson, 2007; Rea-Dickins, 2007; Harmer, 2007a; 2007b.; Dornyei, 2007; Diaz-Rico, 2008). Therefore, as these researchers observe, a single unifying theory for teaching and learning the TL, is neither appropriate nor available, and so the TL teacher needs to be “eclectic” by resourcefully drawing on a variety of useful interdisciplinary sources, to build up class room strategies relevant to his/her group of learners. This paper draws on the relevant research, and identifies some of these interrelated and interdisciplinary aspects of TL acquisition, which will hopefully enhance the professional reflection of the teachers. 

備考(Remarks)  

2010  Varying Factors of Target Language Learners  単著   
ACADEMIA Literature and Language  , NANZAN UNIVERSITY  , Vol-88  , 2010/06   

概要(Abstract) The target language (TL) acquisition in a conversational task-based English as a Foreign Language (EFL) class, is better facilitated by the TL teacher, when he/she makes sincere and ongoing effort to comprehend the varying personal and general factors of his/her group of learners (Ellis, 2003; 2004; Nunan, 2004; Harmer, 2007a; 2007b; Dornyei, 2007).Focusing further on the crucial importance of TL teacher's knowledge of these varying factors about the learners, Ellis (2004) observes that the teacher's understanding of such factors, will positively strengthen his/her rapport with the learners, consequently resulting in better learner motivation and TL acquisition. This paper draws on some of the relevant research and tries to identify some of these varying factors of TL learners, which will hopefully further facilitate the teacher's ongoing professional reflection to be open-minded to the variability of the learners, thus paving the way for enabling the learners to acquire more TL on their own, in a motivating and personally relevant learning context. 

備考(Remarks)  

2009  Features of Learner Autonomy in Target Language Acquisition  単著   
ACADEMIA Literature and Language  , NANZAN UNIVERSITY  , Vol. 87  , 2010/01   

概要(Abstract) The target language (TL) acquisition, in a conversational task-based English as a Foreign Language (EFL) class, is a gradual process which develops under the influence of many aspects of TL teaching and learning and learner autonomy assumes crucial importance among such aspects (Alatis and Strachle, 1997; Cotterall, 2000; Hedge, 2000; Griffiths and Parr, 2001; McClure, 2001; Celce-Murcia, 2001; Pintrich and Schunk, 2003; Crookes, 2003; Ellis, 2003; Nunan, 2004; Cummins and Davison, 2007; Rea-Dickins, 2007; Harmer, 2007).Elaborating further on the crucial importance of learner autonomy in TL acquisition, Hedge (2000) draws on the inspiring quote of Gibran(1991) and points out that if a teacher is indeed wise, he/she doesn’t bid the learner to enter the house of teacher’s wisdom, but rather leads the learner to the threshold of his/her own mind. This paper draws on the recent research and tries to identify some of the interrelated and essential features of learner autonomy in TL acquisition, which will hopefully further facilitate both the TL teacher’s ongoing professional reflection on learner autonomy, and his/her initiatives to devise learner-centered TL learning methods, by which the learners are motivated to acquire more TL in an interesting and personally relevant learning context. 

備考(Remarks)  

2009  Guidelines for Assessing Target Language Acquisition  単著   
ACADEMIA Literature and Language  , Nanzan University  , Vol. 86  , 119-131  , 2009/06   

概要(Abstract) The development of target language (TL) acquisition in a conversational task-based English as a Foreign Language (EFL) class, is greatly influenced by many interrelated aspects of TL teaching and learning and the method of assessment assumes crucial importance among such aspects (Alatis and Strachle, 1997; Cotterall, 2000; Hedge, 2000; Griffiths and Parr, 2001; McClure, 2001; Celce-Murcia, 2001; Pintrinch and Schunk, 2003; Crookes, 2003; Ellis, 2003; Nunan, 2004; Cummins and Davison, 2007; Rea-Dickins, 2007; Harmer, 2007). This paper draws on the recent research and tries to identify some the interrelated guidelines for assessing TL acquisition, which each teacher, after adequate reflection, can hopefully change and adapt in accordance with his/her learning context and gradually arrive at a feasible and relevant method of assessing TL acquisition. 

備考(Remarks)  

2008  Integral Features of Target Language Teaching Philosophy  単著   
ACADEMIA Literature and Language  , Nanzan University  , Vol. 85  , 75-87  , 2009/01   

概要(Abstract) Target Language(TL) teaching in a conversational task-based English as a Foreign Language (EFL) class, may be effectively carried out when the teacher establishes and maintains an effective TL teaching philosophy, which is constituted by certain integral and interrelated features (Cotterall, 2000; Griffiths and Parr, 2001; McClure, 2001; Celce-Murcia, 2001; Pintrinch and Schunk, 2003; Crookes,2003; Ellis, 2003; Nunan, 2004; Cummins and Davision, 2007; Harmer, 2007).This paper draws on the recent research and tries to identify some of these integral and interrelated features of a relevant TL teaching philosophy, and the teacher's continual awareness and reflection on these features will hopefully result in effective TL teaching, paving the way for greater learner motivation and better TL acquisition. 

備考(Remarks)  

2008  Integral Aspects of Learner Motivation in Target Language Acquisition  単著  ISSN 0389-8431 
ACADEMIA Literature and Language  , Nanzan University  , Vol. 84  , 109-121  , 2008/06   

概要(Abstract) Target Language (TL) acquisition in a conversational task-based English as a Foreign Language (EFL) class, is most likely to take place effectively, when the learners have sufficient motivation to acquire the TL (Williams and Burden, 1997; Celce-Murcia, 2001; Ellis, 2003; Nunan, 2004; Dornyei, 2007). While identifying learner motivation as a powerful influence on TL acquisition, Williams and Burden (1997) also observe that the multi-faceted concept of learner motivation is constituted and determined by various integral and interrelated aspects. This paper draws on the recent research (Brooks, 1986; Allright and Bailey, 1991; Bloor and Bloor, 1991; Williams and Burden, 1997; Brown, 2001; Celce-Murcia, 2001; Lazaraton, 2001; Ellis, 2003; Nunan, 2004; Saville-Troike, 2006; Dornyei, 2007), and identifies some of these integral and interrelated aspects of learner motivation in TL acquisition, and proposes some classroom strategies which the TL teacher and the learner can jointly moniter, to promote better learner motivation and the consequent TL acquisition. 

備考(Remarks)  

2007  Wider Perspectives of Interactive Learning in the Target Language Classroom  単著   
ACADEMIA Literature and Language  , Nanzan University  , Vol. 83  , 295-306  , 2008/01   

概要(Abstract) Being a good and effective target language teacher in a conversational taske-based English as a Foreign Language(EFL) class, means being alive to the problem of identifying and dealing with the wider and interrelated perspectives of interactive learning which depending on the way they are understood and monitored by the teacher and the learner, either facilitate or debilitate the learner interaction and the resultant TL acquisition (Brown, 2001; Ellis, 2003; Nunan, 2004; Saville-Troike, 2006). This paper draws on the recent research and tries to identify some of these wider perspectives of interactive learning and proposes some strategies which the teacher and the learner can use to monitor them in their favor, to pave the way for better TL interaction and acquisition. 

備考(Remarks)  

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著書・学術論文に関する統計情報
年度
Academic Year
学術研究著書の件数
No. of Academic Books
学会誌・国際会議議事録等に掲載された学術論文の件数
No. of Academic Articles in Journals/Int'l Conference Papers
学内的な紀要等に掲載された学術論文の件数
No. of Academic Articles Pub'd in University Bulletins
学会受賞等の受賞件数
No. of Academic Awards Received
国際学会でのゲストスピーカーの件数
No. of Times as Guest Speaker at Int'l Academic Conferences
国際学会での研究発表の件数
No. of Presentations of Papers at Int'l Academic Conferences
国内学会でのゲストスピーカーの件数
No. of Times as Guest Speaker at National Academic Conf.
国内学会での研究発表の件数
No. of Papers Presented at National Academic Conf.
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2015 
2014 
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2018/05/07 更新