FACULTY

Chris Sheppard

SHEPPARD, Chris (シェパード クリス), Professor

ResearchMap site: https://researchmap.jp/read0078020

E-mail: [chris@waseda.jp]

Chris Sheppard obtained his Ph.D. in Language Learning and Teaching in 2007. His research interests include second language acquisition, second language phonology and educational psychology, and has published in several international journals. Chris strives to be an effective educator and in addition to teaching English for specific purposes at CELESE, he teaches courses in statistical analysis for applied linguists and teaching English as a second language at graduate school. He has recently received the Waseda Teaching Award.

Education

  • Ph.D. in Language Learning and Teaching, Univ. of Auckland, New Zealand, 2007
  • M.A., Graduate School of Letters, Chiba University, Japan, 1998
  • Graduate Diploma in Teaching as a Second Language, Victoria University of Wellington, New Zealand, 1994
  • B.Sc. in Physics, Victoria University of Wellington, New Zealand, 1999
  • B.A. in Modern Languages, Victoria University of Wellington, New Zealand, 1994

Current CELESE responsibilities

Administrative roles: Part-time teacher liaison, Academic Lecture Comprehension course sub-coordinator

Courses: Academic Lecture Comprehension, Concept Building and Discussion

Research areas and interests

Second Language Acquisition, ESP Curriculum Design, Task Based Language Teaching, Critical Thinking Development

Representative works

  • Sheppard, C. (2019). Using Task-based Language Teaching in the Second Language Classroom: Developing Global Communication Competencies. In E. Manalo (Ed.), Deeper Learning, Dialogic Learning, and Critical Thinking (pp. 321-338). New York: Routledge. doi: 10.4324/9780429323058
  • Grenon, I., Kubota, M., & Sheppard, C. (2019). The creation of a new vowel category by adult learners after adaptive phonetic training. Journal of Phonetics, 72, 17-34, doi: 10.1016/j.esp.2017.10.002.
  • Sheppard, C., and Ellis, R. (2018). The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type. In. M. Bygate (Ed.), Language Learning through Task Repetition (pp. 171-192). Amsterdam, Netherlands: John Benjamins. doi: 10.1075/tblt.11
  • Sheppard, C., Manalo, E., and Henning, M. (2018). Is ability grouping beneficial or detrimental to Japanese ESP students’ English language proficiency development. English for Specific Purposes, 49, 39-48, doi: 10.1016/j.esp.2017.10.002.
  • Manalo, E., and Sheppard, C. (2016). How might language affect critical thinking performance? Thinking Skills and Creativity, 21, 41-49, doi: 10.1016/j/tsc.2016.05.005.
  • Manalo, E., Sheppard, C., & Kinoshita, N. (2015). 外国語教育と批判的思考力の育成 [The development of critical thinking skills and foreign language education]. In 楠. 孝 & 道田泰司 (Eds.), 批判的思考:21 世紀を生きぬくリテラシーの基盤 [Critical Thinking: Literacy for the 21st century] (pp. 122-127). 東京: 新曜社.
  • Sheppard, C. (2014). Applying Language Learning Principles to Curriculum Design in a Large-Scale ESP Program. In T. Tinnefeld (Ed.), Fremdsprachenunterricht im Spannungsfeld zwischen Sprachwissen und Sprachkönnen (Vol. 2, pp. 321-336). Saarbrucken: Hochschule für Technik und Wirtschaft des Saarlandes.
  • Isemonger, I., & Sheppard, C. (2007). A Construct-Related Validity Study on a Korean Version of the Perceptual Learning Styles Preference Questionnaire. Educational and Psychological Measurement, 67(2), 357-368.

Other

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