研究者詳細

教職員基本情報

氏名 Name	KUMAI William N. ( クマイ　ウィリアム　ナオキ , KUMAI William Naoki )
所属 Organization	外国語教育センター外国語教育センター
職名 Academic Title	教授
専攻分野 Area of specialization	Chaos and Complexity Theory, TESOL, computer programming
学会活動 Academic societies	American Physics Society Phi Beta Kappa Japan Association for Language Teaching
著書・学術論文数 No. of books/academic articles	総数 total number (48) 著書数 books (0) 学術論文数 articles (48)

出身学校

学校名 Univ.	卒業年月（日） Date of Graduation	卒業区分 Graduation    Classification2
University of California, Berkeley理学部物理学	1981年05月	卒業
University of California, Berkeley理学部応用数学	1981年05月	卒業

詳細表示

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
San Francisco State University言語教育研究科TEFL	修士課程	1991年01月	修了
University of California, Davis工学系研究科応用工学	修士課程	1984年05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 TEFL		San Francisco State University	1991年01月
修士	Master of Science in Applied Engineering		University of California, Davis	1984年05月
学士	A.B. in Physics		University of California, Berkeley	1981年05月
学士	A.B. in Applied Mathematics		University of California, Berkeley	1981年05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	Chaos and Complexity Theory
概要（Abstract） Application of chaos and complexity theory to language teaching with homogeneous L1 populations in order to find conditions of emergent sustained L2 language communities.
短期研究	Motivation
概要（Abstract） Exploring ways to motivate L1 homogeneous student populations to learn L2.

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
2022	A Complex Systems Analysis of Active Learning, as Applied to Language Learning	単著
	アカデミア　文学・語学編  ， 南山大学  ， 113号  ， 105-120  ， 2023/01/31
	概要（Abstract） An analysis of active learning, in the context of language learning, through the perspective of complexity theory. Active learning is "anything that 'involves students in doing things and and thinking about the things they do.'" The latter part is analogous to emergence in complexity theory. Five characteristics proposed by Bonwell & Eison are analyzed.
	備考（Remarks）
2021	Complexity Science Analysis of Cooperative Learning and Second Language Development	単著
	アカデミア 文学・語学編   ， 南山大学  ， 111号  ， pp. 179-197  ， 2022/01
	概要（Abstract） This paper analyzes cooperative learning, especially as applied to language learning, through complex adaptive systems theory. After a short summary of major concepts from complex adaptive systems theory, especially fitness landscapes and the edge of chaos, five elements of cooperative learning are analyzed, namely, positive interdependence, individual accountability, face-to-face promotive interaction, social skills, and group processing. Then, following Jacobs and McCafferty, eight language learning theories and concepts are applied to cooperative learning, and analyzed with complex adaptive systems theory: input hypothesis, interaction hypothesis, output hypothesis, sociocultural theory, content-based instruction, individual differences, learner autonomy, and affective factors. Finally, Kagan structures of structuring student interactions in cooperative learning activities are analyzed: Inside-Outside Circle, Numbered Heads Together, Showdown, Telephone, and Timed Pair Share. Exploration of the fitness landscape figures prominently in the analyses.
	備考（Remarks）
2020	Edge of Chaos in Language Teaching	単著
	アカデミア 文学・語学編   ， 南山大学  ， 109号  ， 145-161  ， 2021/01
	概要（Abstract） The edge of chaos is a concept taken from complexity theory. Most complex systems exhibit an orderly phase and a chaotic phase; the edge of chaos is a phase that lies in between. In measuring adaptability to changes both internal and external along a scale from orderly to chaotic, complex systems reach a peak at the edge of chaos. In the case of language classes, the changes of interest come in the form of L2 usage. Furthermore, L2 usage becomes better, or fitter, because at the edge of chaos systems exhibit optimal peak climbing on what is known as fitness landscapes, which are multidimensional maps of the average fitness (L2 competence for a particular context) of each configuration a system can take. The paper shows how these concepts connect with major ideas in second language teaching. Four characteristics of language learning activities related to or that facilitate the edge of chaos are introduced, sources of order, sources of disorder, fitness peak climbing, and indicators of the edge of chaos. Ten activities exhibiting sustained L2 communication are analyzed through these characteristics.
	備考（Remarks）
2020	Adaptive Walks and Fitness Peak Climbing: Language Learning as Inducing Adaptive Change in L2 Systems	単著
	Nagoya JALT Journal  ， Nagoya JALT  ， 1/1  ， 29-42  ， 2020
	概要（Abstract） This paper adopts the perspective of students, groups, and entire classes as being complex adaptive systems, or CAS. Two important concepts from complexity theory, adaptive walks and fitness landscapes, can be used to create optimal language learning conditions for producing changes in students’ L2 systems. Every configuration of L2 traits a student might have can be assigned a fitness value, that is, an L2 competence level. The set of all such values creates an abstract landscape, the fitness landscape. By changing traits, the position on the landscape changes, meaning a student can take a journey on the landscape, known as an adaptive walk, in the search for higher peaks, that is, higher competence. The goal becomes establishing conditions in which adaptive walks are encouraged. Several L2 activities are introduced as applications of these ideas.
	備考（Remarks） 査読付き
2019	Complexity Science Analysis of Social Cultural Theory in Second Language Development with Focus on van Compernolle	単著
	アカデミア 文学・語学編   ， 南山大学  ， 107号  ， 161-174  ， 2020/01/31
	概要（Abstract） Using complexity theory, this paper analyzes the ideas put forth by van Compernolle (2015) on applying Vygotsky to second language development, establishing a physical basis for Social Cultural Theory (SCT). SCT posits L2 can mediate L2 learning through using L2 as the means of social interaction, not only communication. An instructor-student pair can enter the Zone of Proximal Development, where through minimal guidance the student can be led to using better L2; from the complexity science perspective, this is a co-adaptation to the edge of chaos, a regime between orderly and chaotic behavior of a complex adaptive system (CAS). Minimal guidance can also lead students to explore what is known as a fitness landscape, the set of fitness values of every state a CAS can exist in. The exploration can draw in various interactional competencies that help in the development of L2 usage. Further, feedback sensitivity, also a chief CAS characteristic, becomes important for the instructor to determine when to give guidance and for the student to pick up instructional clues, not necessarily verbal. This paper goes through van Compernolle (2015) in chapter order, showing how each section has connections with complexity theory concepts.
	備考（Remarks）
2018	A Complex Adaptive Systems Analysis of Krashen's SLA Theory	単著
	アカデミア 文学・語学編  ， 南山大学  ， 105号  ， pp. 41-54  ， 2019/01
	概要（Abstract） Krashen's second language acquisition theory (Krashen, 1982) has five hypotheses: the acquisition-learning hypothesis, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis. This paper analyzes each of these hypotheses through the perspective of complex adaptive systems (CAS) theory. All hypotheses are found to be amenable to this type of analysis. Key to this analysis are the concepts of fitness landscape, interconnected networks, and edge of chaos.
	備考（Remarks）
2017	Audiolingual Method vs. Communicative Language Teaching from the Perspective of Complexity Theory	未設定
	南山大学短期大学部紀要 終利号  ， 南山大学短期大学部  ， 39号  ， pp. 131-146  ， 2018/03/19
	概要（Abstract） Complexity theory is used to analyze both the Audiolingual Method and Communicative Language Teaching. Communicative Language Teaching is a better fit to complex adaptive systems.
	備考（Remarks）
2016	Unmotivated Students and the Prisoner's Dilemma in English Conversation Classes	単著
	アカデミア 文学・語学編  ， 南山大学  ， 101号  ， pp. 157-168  ， 2017/01
	概要（Abstract） The Prisoner's Dilemma from game theory is shown to be a useful analytical tool when analyzing and improving English conversation classes with unmotivated students.
	備考（Remarks）
2015	Comparing the FFCF Model (1999) with Larsen-Freeman and Cameron (2008): Updating Edge of Chaos Heuristics Framework, Freedom, Comparative Encounters, and Feedback	単著
	アカデミア 文学・語学編   ， 南山大学  ， 第99号  ， pp. 163-172  ， 2016/01
	概要（Abstract） This paper compares the Framework-Freedom-Comparative encounters-Feedback sensitivity method of activity design, or FFCF, first proposed in 1999, with an overview of complex systems and applied linguistics published nearly a decade later in 2008 by Larsen-Freeman and Cameron, or LFC.
	備考（Remarks）
2014	An Analysis of Student Profile Answers and Institutional TOEIC Scores	単著
	アカデミア 文学・語学編  ， 南山大学  ， 第97号  ， pp. 187-205  ， 2015/01
	概要（Abstract） Analyze how TOEIC scores correlate with junior college student profile answers to a survey given at the same time (on topics such as study time, college entrance method, and future plans).
	備考（Remarks）

詳細表示

研究発表

年度 Year	題目又はセッション名 Title or Name of Session	細目 Authorship	発表年月（日） Date
	発表学会等名称 Name, etc. of the conference at which the presentation is to be given, 主催者名称 Organizer, 掲載雑誌名等 Publishing Magazine，発行所 Publisher，巻／号 Vol./no.，頁数 Page nos.
2019	The Edge of Chaos in Language Teaching	単独	2019/11/2
	JALT2019: Teacher Efficacy, Learner Agency  ， The Japan Association for Language Teaching (JALT)
	概要（Abstract） Complexity theory shows that emergent phenomenon occur most when a system is poised at the edge of chaos. Applied to language teaching, a group of students would be the complex system and L2 would be the emergent phenomenon. Several activities that take students to the edge of chaos are introduced.
	備考（Remarks）
2010	Two Paradigms in Language Teaching: Cognitive vs. Sociocultural	単独	2010/07/03
	Nanzan Junior College Foreign Language Research Center  ， Nanzan Junior College
	概要（Abstract） Comparing cognitive theories with sociocultural theories in language teaching; sociocultural theories are based on Vygotsky.
	備考（Remarks） Nanzan Junior College
2006	Aspects of Being Japanese American	単独	2006/05/13
	Nanzan Junior College Foreign Language Research Center  ， Nanzan Junior College
	概要（Abstract） History of Japanese Americans along with personal experiences.
	備考（Remarks） Nanzan Junior College
2000	Taming the Wild Fitness Landscape	共同	2000/11/05
	26th JALT National Conference  ， JALT
	概要（Abstract） Fitness landscape explanation and application to language learning and teaching.
	備考（Remarks） Shizuoka City Granship, Shizuoka
1999	Harnessing Group Dynamics in the L2 Classroom: Toward a Complex Adaptive Systems Theory of Language Learning	単独	1999/04/10
	Nanzan Junior College Foreign Language Research Center  ， Nanzan Junior College
	概要（Abstract） Theory of complex adaptive systems, and its application to the analysis of group activities in the classroom. Four example activities are presented: Borrowing Competition, Fishbowl, Guided Conversation Test, and Human Tape Recorders.
	備考（Remarks） Nanzan Junior College
1998	The Language Classroom on a Complex Systems Matrix	共同	1998/11/23
	24th JALT National Conference  ， JALT
	概要（Abstract） Complex systems exhibit only a few fundamental types of behavior: a matrix was presented as a way to classify classroom activities.
	備考（Remarks） Sonic City, Omiya
1997	Learning at the Edge of Chaos: Complexity in EFL	共同	1997/10/12
	23rd JALT National Conference  ， JALT
	概要（Abstract） Outline of complexity theory and its possible applications to language learning: a videotape of the Fisthbowl activity is used to exemplify the ideas.
	備考（Remarks） Act City, Hamamatsu
1997	The Teaching of Comparative Cultures	単独	1997/01
	JALT Toyohashi Regional Chapter Meeting  ， JALT
	概要（Abstract） Method and theory of teaching a comparative cultures class to learners of English.
	備考（Remarks） 高師家庭館、豊橋市
1995	Computer-Aided Writing: The Good and the Bad	単独	1995/07/23-24
	35th LLA National Conference  ， LLA
	概要（Abstract） The merits and demerits in using computers when teaching English composition.
	備考（Remarks） Chukyo University
1995	Authoring and HyperCard Keyword Lecture	単独	1995/07/23-24
	35th LLA National Conference  ， LLA
	概要（Abstract） How authoring software, especially HyperCard, can help teachers create their own CALL software.
	備考（Remarks） Chukyo University

詳細表示

教育活動

年度 Year	タイトル Title	内容等 Content	活動期間 Period of Activities
2022	Communication Skills - Retooling to individual accountability	The second year communication skills class displayed problems with regular attendance, meaning the group work projects planned would have to be retooled toward individual projects or one class hour projects. For example, a multi-class television commercial project was compressed to one class hour.	2022/11/21-2023/01/23
2021	Communication Skills - Minimalist Poster Session lesson	Developed group/individual poster session using only paper and pencil; poster developed by groups but presented individually. Themes tied to students’ majors.	2021/12/15〜2021/12/19
2020	Communication Skills/ZOOM	Developed and adapted lessons for ZOOM classes.	2020/04/01～2021/01/31
2019	Communication Skills	Designed and taught a year-long communication skills class based on complex adaptive systems principles.	2019/04/01～2020/01/31
2018	Communication Skills	Designed a reading/speaking course around Reader's Digest (reading magazine for native speakers).	2018/09/17～2019/01/24
2017	GLS 英語IVオーラルコミュニケーション	Helped design interclass debate.	2017/ Q4
2016	Discussion in English P4	Almost every week students were introduced to eight English song lyrics and discussed them in groups (along with a weekly English article related to Core subjects chosen by student groups). Each song had eight discussion questions that students answered and summarized on paper.	2013/04/01～2017/03/31
2018	Interaction in English	Redesigned course for lower level junior college students.	2018/04/09～2018/05/30
2016	Presentation in English S5, other classes, Betania	Created a worksheet for English pronunciation practice. Students are introduced to the English sound system (vowels & consonants) along with the associated IPA symbols. The final exercise on the worksheet is a minimal pair activity where students can try their pronunciation and listening skills	2013/04/01～2017/03/31
2016	Writing in English, Academic Skills	Created a twenty-five point checklist for writing an essay, such as thesis statement and topic sentence. By completing each point on the checklist, students will be able to complete a standard five-paragraph essay in English.	2014/04/01～2017/03/31

詳細表示

研究活動／社会的活動

年度 Year	活動名称 Name of activities	活動期間 Period of Activities
2023	第6回全国英語オーラルインタープリテーションフェスティバル	2023/07/09
	活動内容等（Content of Activities） 講評者
2023	南山大学キリスト教センター青年のためのキリスト教入門	2023/05/18～2023/07/20
	活動内容等（Content of Activities） スタッフ
2022	第５回 全国英語オーラルインタープリテーションフェスティバル	2022/12/17
	活動内容等（Content of Activities） 講評員
2022	南山大学キリスト教センター青年のためのキリスト教入門	2022/04/01～2023/03/31
	活動内容等（Content of Activities） スタッフ
2021	第４回英語オーラルインタープリテーションフェスティバル	2021/12/18
	活動内容等（Content of Activities） 講評員
2021	南山大学キリスト教センター青年のためのキリスト教入門	2021/11/25〜2022/02/10
	活動内容等（Content of Activities） スタッフ
2020	第３回英語オーラルインタープリテーションフェスティバル	2020/12/19
	活動内容等（Content of Activities） 講評員、６組中学校から大学から集めましたオーラルインタープリテーションフェスティバルフェスティバル（英米科）
2019	南山大学キリスト教センター青年のためのキリスト教入門	2019/5/9～2019/12/12
	活動内容等（Content of Activities） スタッフ
2019	第２回英語オーラルインタープリテーションフェスティバル	2019/12/15
	活動内容等（Content of Activities） 講評員、１１組中学校から大学から集めましたオーラルインタープリテーションフェスティバルフェスティバル（英米科）
2019	第３３回愛知県中学生英語弁論大会（光ヶ丘女子高等学校）	2019/10/26
	活動内容等（Content of Activities） 審査委員長

詳細表示

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.
2022	0	0	1	0	0	0	0	0
2021	0	0	1	0	0	0	0	0
2020	0	1	1	0	0	0	0	0
2019	0	0	1	0	0	0	0	1
2018	0	0	1	0	0	0	0	0
2017	0	0	1	0	0	0	0	0
2016	0	0	1	0	0	0	0	0
2015	0	0	1	0	0	0	0	0
2014	0	0	1	0	0	0	0	0
2013	0	0	1	0	0	0	0	0

詳細表示

2023/08/13 更新

△このページの先頭へ

Copyright(C) 2010 Software Research Associates, Inc. All Rights Reserved.