Publications and Presentations by James Rogers

 

Publications

Florescu, C., Hayasaka, Y., Inokawa, M., Oshimi, T., & Rogers, J. (2020). How does learner autonomy influence preparation for, and performance on the TOEFL ITP test? Journal of Medical English Education, 19(1), 5-13.

 

Rogers, J. (2020). On creating a large-scale corpus-based academic multi-word unit resource. Vocabulary Learning and Instruction, 9(2), 1-8.

 

Rogers, J. (2020). Conceptualizing collocations and multi-word units as the same through the concgramming approach. Meijo University Faculty of Foreign Studies Journal, 1-5.

Murata, Y., Nishio, Y., Minehane, G., Wicking, P., Praver, M., Miyazaki, A., …Rogers, J. (2019). The English program of the Faculty of Foreign Studies: Commitment to results. 名城大学教育年報13号, 15-25.

Rogers, J. (2018). Which second language is the most bang for one's buck (or yuan) for creating current and future global human resources? Proceedings of the 6th National Conference of the Japan Association for Global Competence Education, 90-93.

 

Rogers, J., Minehane, G., Muller, A., & Wicking, P. (2018). On native speaker intuition versus corpus-sourced multi-word unit identification. 名城大学人文紀要第118集(54巻1号), 15-27.

Rogers, J., & Florescu, C. (2018). Common names: A missing yet essential aspect of language instruction. 名城大学人文紀要第116集(53巻2号), 65-78.

 

Rogers, J. (2018). An Objective Method of Identifying Teachworthy Multi-word Units for Second Language Learners. The Europhras Computational and Corpus-Based Phraseology Second International Conference Proceedings, 148-153.

 

Rogers, J. (2018). Teaching collocations. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 3113-3119). Boston: Wiley-Blackwell.

Rogers, J. (2017). The group memorization method: Efficient and motivating language study. Osaka JALT Journal, 4, 119-131.

 

Rogers, J., Bonnah, T., Daulton, F., DuQuette, J.P., & Montgomery, P. (2017). On unreliability and inefficiency in word lists. Osaka JALT Journal, 4, 83-94.

Rogers, J. (2017). On the implementation of a smartphone-based English app study program. The Proceedings for the First International Forum (pp. 71-76). Nagoya: Faculty of Foreign Studies, Meijo University.

Rogers, J. (2017). Introducing the first large-scale English collocational chunk list and innovative methods in which collocational fluency can be mastered. The IAFOR International Conference on Language Learning Official Conference Proceedings (pp. 9-17). Nagoya: IAFOR.

Rogers, J. (2017). What are the collocational exemplars of high-frequency English vocabulary? On identifying multi-word units most representative of high-frequency lemmatized concgrams (Unpublished doctoral dissertation). University of Southern Queensland, Queensland, Australia.

Rogers, J., & Florescu, C. (2016). On L1-L2 congruency as a criteria for the selection of multi-word units worthy of instruction, 名城大学人文紀要第113集 (52巻2号), 31-37.

Rogers, J., & Murray, B. (2016). On the role of semantic transparency in identifying high- frequency collocations, The Kyoto JALT Review, 3, 1-8.

 

Rogers, J., & Reid, G. (2016). What is Japanese university students’ knowledge of multi-word units most representative of high-frequency lemmatized concgrams? The 2nd IRI Research Forum, 104-113.

 

Rogers, J. (2015). JQ&A with James Rogers on Smart Smart Language Apps. JQ Magazine.

Rogers, J., Brizzard, C., Daulton, F., Florescu, C., MacLean, I., Mimura, K., …Shimada, Y.(2015). On using corpus frequency, dispersion, and chronological data to help identify useful collocations. Vocabulary Learning and Instruction, 4(2), 21-37.

 

Rogers, J., Daulton, F., MacLean, I., & Reid, G. (2015). Is native speaker intuition reliable for high-frequency context creation? Kansai Gaidai Journal of Inquiry and Research, 102, 57-69.

Rogers, J., & Mimura, K. (2015). Corpus data or teacher intuition: Which is more valuable when choosing vocabulary to teach to young ESL learners? Kansai Gaidai Journal of Inquiry and Research, 101, 151-166.

Rogers, J., & Reid, G. (2015). How effective are smartphone flashcard applications for learning a second language? The IRI 1st Research Forum, 24-33.

Rogers, J., Webb, S., & Nakata, T. (2015). Do the cognacy characteristics of loanwords make them more easily learned than non-cognates? Language Teaching Research, 19(1), 9-27.

Rogers, J. (2014). On the potential for television to improve listening comprehension. The Kyoto JALT Review, 2, 29-46.

Rogers, J. (2014). An investigation into the viability of flashcard applications to aid language learning. Higher Education Research, 4, 7-20.

Rogers, J., Brizzard, C., Daulton, F., Florescu, C., MacLean, I., Mimura, K., …Shimada, Y.(2014). A methodology for identification of the formulaic language most representative of high-frequency collocations. Vocabulary Learning and Instruction, 3(1), 51-65.

Rogers, J. (2013). Corpora: A discussion of corpus resources and their benefits and limitations in regards to informing pedagogy. Higher Education Research, 3, 100-104.

Rogers, J. (2013). How many high frequency words of English do Japanese university students ‘know’? Kansai Gaidai Journal of Inquiry and Research, 97, 237-252.

Rogers, J. (2013). On how to identify useful collocations and the multi-word units they occur in. The Kyoto JALT Review, 1, 64-93.

 

Rogers, J., & Daulton, F. (2013). Free-size or just-fit testing: Does the presence of a considerable amount of helpful cognates in Japanese affect our ability to accurately assess vocabulary size in Japanese students? The Ryukoku Journal of Humanities and Sciences, 35(1), 1-12.

Rogers, J. (2012). On the creation of a learner corpus for the purpose of error analysis, Kansai Gaidai Journal of Inquiry and Research, 95, 191-206.

 

Rogers, J. (2012). On choosing an appropriate vocabulary load and teaching method for university students. Higher Education Research, 2, 198.

 

Rogers, J. (2010). How do loanwords in Japanese deviate from their original form and meaning? Temple University Japan Studies in Applied Linguistics, 59, 84-94.

 

Rogers, J. (2010). Applications, training, and strategies regarding loanwords for Japanese students of English. Temple University Japan Studies in Applied Linguistics, 59, 95-107.

 

Rogers, J. (2010). Is intuition enough when choosing vocabulary? Kansai Gaidai Journal of Inquiry and Research, 91, 195-210.

 

Rogers, J. (2009). The elusive perfect textbook:  Cultural sensitivity as a factor in materials selection/modification/creation. Kansai Gaidai  Journal of Inquiry and Research, 89, 55-66.

Presentations

Rogers, J. (2020, February). Can ELT materials that cater to learners from different backgrounds be used in one classroom? The 40th Thai TESOL Conference. Bangkok, Thailand.

 

Rogers, J. (2019, March). On perception of non-standard dialects. Forging Linguistic Identities. Towson University, Baltimore, MD, USA.

Rogers, J. (2018, October). Which second language is the most bang for one's buck (or yuan) for creating current and future global human resources? グローバル人材育成教育学会第6回全国大会. 名城大学、名古屋.

Rogers, J., Boyes, N., Kumara, A., Wicking, P., & Yanagisawa, H. (2018, October). On winning over the hearts and minds of Japanese university students. グローバル人材育成教育学会第6回全国大会. 名城大学、名古屋.

Rogers, J. (2018, October). On the Creation of a Large-Scale Multi-Word Unit Resource for Learners of English for Academic Purposes

英語コーパス学会第44回大会. 東京理科大学、東京.

Rogers, J. (2017, November). An objective method of identifying teachworthy multi-word units for second language learners, The Europhras Computational and Corpus-Based Phraseology Second International Conference, London, UK.

Rogers, J., Boyes, N., Kumara, A., & Yanagisawa, H. (2017, September). On the implementation of extensive listening activities to develop fluency. グローバル人材育成教育学会第5回全国大会. 北海道情報大学, 北海道.

Rogers, J. (2017, August). On Globalization and its effects on the demographic in native English speaking countries. The JACET 56th International Convention. Aoyama Gakuin University, Tokyo.

Rogers, J. (2017, May). On improving TOEIC scores via a Leitner-algorithm based smartphone app. 外国語教育メディア学会第89回春季中部支部研究大会. Meijo University, Nagoya.

 

Rogers, J. (2017, January). Introducing the first large-scale English collocational chunk list and innovative methods in which collocational fluency can be mastered. The IAFOR International Conference on Language Learning Official Conference, IAFOR, Honolulu.

Rogers, J. (2016, October). On the implementation of a smartphone-based English app study program, Meijo International Forum, Meijo University, Nagoya.

 

Rogers, J. (2016, July). High-frequency English pronunciation issues for Japanese learners. Meijo University FD Symposium, Meijo University, Nagoya.

 

Rogers, J., & Reid, G. (2016, February). What is Japanese university students’ knowledge of multi-word units most representative of high-frequency lemmatized concgrams? The 2nd IRI Research Forum, Kansai Gaidai University, Hirakata.

 

Rogers, J., & Reid, G. (2015, February). How effective are smartphone flashcard applications for learning a second language? The IRI 1st Research Forum, Kansai Gaidai University, Hirakata.

 

Rogers, J. (2014, January). Corpora: A discussion of corpus resources and their benefits and limitations in regards to informing pedagogy. The 3rd Kansai Gaidai Class Activity Research Forum, Kansai Gaidai University, Hirakata.

 

Rogers, J. (2013, October). Smartphone flashcard apps: An investigation into their viability and potential to aid language learning. JALT National Conference, JALT, Kobe.

 

Rogers, J. (2013, April). On how to create a paperless class with computer technology. Osaka JALT ‘Back to School’ Mini-Conference, Osaka JALT, Osaka Gakuin University, Osaka.

 

Rogers, J. (2013, January). Vocabulary teaching and beyond: How to teach language in an efficient and motivating way. NET Teacher Development Forum, Osaka Board of Education, Abiko.

 

Rogers, J. (2012, December). Original materials development: Moving away from textbooks towards a more fulfilling classroom experience. Kansai Gaidai University Faculty Development Forum, Kansai Gaidai University, Hirakata.

 

Rogers, J. (2012, September). The potential for cognates to aid in acquisition of medical English. CUE English for Specific Purposes Symposium, NAIST, Nara.

 

Rogers, J. (2012, August). The state of language education in Japan. Special Calendar Event, Japan Exchange and Teaching Alumni Association of New York Panel Event, New York.

 

Rogers, J. (2012, July). Using corpora in the language classroom. Special Calendar Event, Kyoto JALT, Kyoto.

 

Rogers, J. (2012, July). Using psychology to increase motivation to learn in the language classroom. Special Calendar Event, Nagoya JALT, Nagoya.

 

Rogers, J. (2012, March). Continuing education for language teachers: A Discussion. Panel Discussion, Kyoto JALT, Kyoto.

 

Rogers, J. (2012, January). How to improve the potential of listening activities with computer software. Kansai Gaidai University Faculty Development Forum, Kansai Gaidai University, Hirakata.

 

Rogers, J. (2011, December). How to improve learning and the motivation to learn through games in the language classroom. Osaka JET Mid-Year Seminar, Osaka Board of Education, Osaka.

 

Rogers, J. & Daulton, F. (2011, May). The potential of cognates to aid language learning. Special Calendar Event, Kyoto JALT, Kyoto.

 

Rogers, J. (2010, February). How to teach loanwords. The 12th annual Temple University Japan Campus Applied Linguistics Colloquium, Temple University Japan Osaka Campus, Osaka.

 

Rogers, J. (2009, October). The known/loan method. Kansai Gaidai Faculty Development Forum, Kansai Gaidai University Hotani Campus, Hirakata.

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