SHEPPARD, Chris

写真a

Affiliation

Faculty of Science and Engineering, School of Creative Science and Engineering

Job title

Professor

Concurrent Post 【 display / non-display

  • Faculty of International Research and Education   School of International Liberal Studies

  • Faculty of International Research and Education   Graduate School of Japanese Applied Linguistics

  • Faculty of International Research and Education   Graduate School of International Culture and Communication Studies

Research Institute 【 display / non-display

  • 2020
    -
    2022

    理工学術院総合研究所   兼任研究員

Education 【 display / non-display

  •  
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    2007

    University of Auckland   Faculty of the Arts   Language Learning and Teaching  

  •  
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    1997

    Chiba University   Graduate School, Division of Letters   Department of European and American Languages and Literature  

Degree 【 display / non-display

  • その他(海外の大学等)   学士

  • University of Auckland   Doctor of Philosophy (Ph. D.)

  • Victoria University of Wellington   Bachelors of Arts

  • その他(海外の大学等)   Graduate Diploma in Teaching English as a Second Language

  • Victoria University of Wellington   Dip. TESL

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Research Areas 【 display / non-display

  • Foreign language education

  • Japanese language education

Research Interests 【 display / non-display

  • Applied Linguistics, Second Language Acquisition, English Language Education

Papers 【 display / non-display

  • Using Task-based Language Teaching in the Second Language Classroom: Developing Global Communication Competencies

    Sheppard, C

    In E. Manalo (Ed.), Deeper Learning, Dialogic Learning, and Critical Thinking (pp. 321-338). New York: Routledge.    2019.09  [Refereed]  [Invited]

    Authorship:Lead author

    DOI

  • The effect of discrimination training on Japanese listeners’ perception of English coda consonants as in ‘rose’ and ‘roads’

    Grenon, I, Sheppard, C, Archibald, J

    In J. M. Levis, E. Todey, & C. Nagle (Eds.). Proceedings of the 10th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 127 – 136). Iowa State University, Iowa.    2019.09  [Refereed]

  • Identification and discrimination training yield comparable results for contrasting vowels.

    Wee. D. T. J, Grenon, I, Sheppard, C, Archibald, J

    In S. Calhoun, P. Escudero, M. Tabain, & P. Warren (eds.) Proceedings of the 19th International Congress of Phonetic Sciences (ICPhS XIX) (pp. 939 - 943). Melbourne, Australia.    2019.08  [Refereed]

  • Which is better: Identification or discrimination training for the acquisition of an English coda contrast

    Law, I. L. G, Grenon, I, Sheppard, C, Archibald, J

    In S. Calhoun, P. Escudero, M. Tabain, & P. Warren (eds.) Proceedings of the 19th International Congress of Phonetic Sciences (ICPhS XIX) (pp. 919 - 923). Melbourne, Australia.    2019.08  [Refereed]

  • Learning to perceive a non-native vowel contrast without listening: A first report.

    Grenon, I, Sheppard, C, Archibald, J

    In S. Calhoun, P. Escudero, M. Tabain, & P. Warren (eds.) Proceedings of the 19th International Congress of Phonetic Sciences (ICPhS XIX) (pp. 2223 - 2227). Melbourne, Australia.    2019.08  [Refereed]

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Books and Other Publications 【 display / non-display

  • 40周年記念早稲田大学語学教育研究所総合講座講義録 (The 40th Anniversary Lecture Series of the Institute of Language Teaching, Waseda University).

    Morohoshi, K, Okamura, S, Shioda, M, Tamura, S, Fubukuro, H, Sheppard, C

    Institute of Language Teaching. Waseda University  2004.03

  • Voices in Writing 2004 (Vol. 3).

    Sheppard, C, Isemonger, I., &am, Field, M, H

    Institute of Language Teaching. Waseda University  2004.03

  • Voices in Writing 2003 (Vol. 2).

    Field, M. H, Sheppard, C., &am, Isemonger, I

    Institute of Language Teaching, Waseda University.  2003.03

  • Voices in Writing 2002 (Vol. 1).

    Field, M. H, am, Sheppard, C

    Institute of Language Teaching, Waseda University.  2002.03

Research Projects 【 display / non-display

  • 言語・文化の内容とクリティカル・シンキング-目標と連動したタスクの可能性

    Project Year :

    2017.04
    -
    2020.03
     

     View Summary

    最終年度は、タスクとマニュアルの作成、タスクの実施、学会・論文発表を通して研究を進めた。しかし、新型コロナウイルス感染症の感染拡大リスクのため、年度末講演会・研究成果発表会は開催できなかった。そのため、予定していた三年計画を延長することになった。講演会・研究成果発表会は四年目に実施する予定である。タスクの作成 セルフ・モニタリングのCTスキル、及び文化の内容を使用したタスク数を増やすことができた。さらに、数種のCTスキルを組み合わせたタスク、ライティングとリーディングを組み合わせたタスクも作成した。タスクの実施前に、ディスクプリタとタスクの関連性に関する確認を協力者にしていただいた。その結果、作成したいくつかのタスクは実施対象から外された。精選されたタスクは研究代表者が実施した。その結果は研究代表者がタスク関連の国際学会で発表し、その成果を基にした研究論文を一本執筆した。マニュアルの作成 タスクに関する採点基準、解答にいたるまでの思考の例、解答例を記載した。実施したタスクの結果得られた反応を基に解答例を修正した。また、共同採点者からの提案、及び解答の結果を基に採点基準を微調整した。思考の例に関しては、各種研究(認知バイアスなど)を援用しながら作成した。海外の研究者を招聘し、講演会を2019年7月に開催した。CTタスクの作成・実施に関する研究の一環として“Meta-moral cognition” が日本においてどのような意味があるか、そしてその概念とL2タスクとの関係性が議論された。2020年2月には海外からの研究者による講演(L2タスク測定の新しい指標に関して)、同3月には研究代表者・分担者を含む計4名による研究成果シンポジウムを予定していたが、前述の理由から二つとも延期することになった。前述のとおり、年度末に二回予定していた講演会・研究成果発表会が、新型コロナウイルスの影響で延期となった。今年度は何らかの形で講演会・研究成果発表会を実施したい。タスクの作成に関しては、前年度まであまり進んでいなかった項目を取り込むことができた(セルフ・モニタリングのCTスキル、及び文化の内容を使用したタスク)。また、協力者との連携で、タスクが精選され、採点基準が修正された。タスクの実施においては、研究代表者の実施範囲の参加者ではあったが、タスクの難易度・関連性が明確になり、タスクの解答例が充実した。それらはマニュアルに記載された。7月の講演会開催、8月の国際学会の発表を通し、研究内容をより多くの方に知っていただくことができた。また参加学会は、研究を促進させるネットワークという点においても有益であった。解答のサンプルが増えたことにより、マニュアルの内容が充実した。それにより、タスクをより広く実施するための準備が整い始めた。延期となった年度末講演会と研究成果発表会を、今年度は実施する予定である。しかしながら、2019年度と同様の問題が続く場合、招待講演・研究成果発表会はオンライン形式で実施し、その内容を記載した報告書を作成したい。タスクの実施 現状ではタスクはオンラインに対応していないため、対面授業になるのを待つしかない。2020年度中に対面授業が実施されない場合は、タスクは実施せず、さらなるタスクを作成し、それを精選したい。そして、マニュアルの充実化を図りたい。マニュアルの充実化 現状では、タスク実施中の思考例は研究代表者によるものだけであるが、分担者と研究協力者にお願いし、思考例を増やす予定である。また、それと認知バイアスとの関連性をさらに記載したい

  • The mechanism of the acquisition of rhythm at the lexical level

    Project Year :

    2016.04
    -
    2019.03
     

     View Summary

    This project set out to develop a theory of acquisition of second language lexical rhythm through the longitudinal investigation and description of learner production.27 Chinese beginning learners of Japanese provided information on their working memory through the listening span test and their perceptual learning styles at the onset of the study and then the lexical rhythm production of high-frequency words, low-frequency words, and non-words was measured at three different times over the period of a year by both a picture description task and a repetition task. The production was recorded, extracted into Praat, segmented, and then nPVI calculated, and the lexical rhythm was analyzed.The results demonstrated that known words and non-words exhibited different productive rhythm patterns, and so it is likely that lexical rhythm is acquired on a word-by-word basis, rather than a series of universal rules

  • Understanding, measuring, and promoting crucial 21st century skills: Global communication, deep learning, and critical thinking competencies

    Project Year :

    2015.04
    -
    2019.03
     

     View Summary

    In this project, we were able to elucidate some of the crucial mechanisms underlying the successful development of global communication (GC), deeper learning (DL), and critical thinking (CT) skills. This included understanding the processes involved in the acquisition and use of these skills, and the various factors that can hinder their development and use. We developed some ways to measure/assess the development of GC, DL, and CT skills to help in educational decision-making, provision of feedback, and instructional adjustments to better meet learner needs. Most importantly, we developed concrete methods for promoting GC, DL, and CT skills, including interventions for the development of these skills in different learning contexts (e.g., independent learning, classroom learning), and at different educational levels (i.e., primary, secondary, tertiary). In total we were able to produce 284 outputs including 60 academic journal papers

  • The Development of Critical Thinking Skills and English Education

    Project Year :

    2014.04
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    2017.03
     

     View Summary

    Educators need to understand how to develop critical thinking skills. To do so, they need to understand what constraints there might be on their development. This paper describes research which attempts to determine if it is first language structure, or second language proficiency, or both which constrains critical expression. The written output of three groups of L2 learners (Chinese L1 learners of L2 Japanese, Japanese L1 learners of L2 English, and Korean L1 learners of L2 Japanese) was analyzed for written complexity and critical expression. The results demonstrated that L1 had little influence on critical expression in the L2, but L2 proficiency did

  • The Use of the Video-Conference in Language Education

    Project Year :

    2003
    -
    2004
     

     View Summary

    This project has successfully demonstrated that the use of video-conferencing as an authentic medium in the language learning classroom is viable. Research has shown that through interaction, given the appropriate conditions, negotiation of meaning, considered essential for language learning to take place, does occur.
    Results have also demonstrated that the level of communication required for communication to take place is difficult to achieve. Firstly, practical problems make continued communication difficult, these are, but not limited to, scheduling classes across different time zones, communication between to achers, and regular equipment failure. However, there are also more inherent problems with the video-conferencing medium itself. That is it is context reduced and the interlocuters obtain much less no n-verbal and emotional cues than they would for face-to-face communication. This causes major difficulties in communication for non-native speakers who normally require a context-rich environment for communication to be successful. Time-lag in the broadcast also provides major limitations to this style of communication. Thus the research initially demonstrated the difficulty of fostering a communicative environment through this medium.
    Further quasi-experimental data which introduced a task based environment into this environment demonstrated that with this highly structured task environment interaction became more effective, and the participants were more able to negotiate meaning. In addition findings showed that repetition of tasks, once before the conferencing session and once during the session proved to be very effective, as the learners were able to frame the language used prior to the interaction.

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Presentations 【 display / non-display

  • Applying language learning principles to curriculum design in a large scale ESP program

    2. Saarbrucker Fremdsprachentagung 

    Presentation date: 2013.11

  • Increasing the influence on Japanese Education Research: Research Methodology

    Presentation date: 2013.09

  • First and second year university education for Science and Engineering students

    55th Annual Meeting of the Japanese Association of Educational Psychology 

    Presentation date: 2013.06

  • Testing in an ESP Program: CEFR vs. Criterion-referenced Assessment

    JACET KANTO 7th ANNUAL CONVENTION 

    Presentation date: 2013.06

  • Ability grouping in ESL: Beneficial or detrimental

    NYS TESOL 34th Applied Linguistics Winter Conference 

    Presentation date: 2013.03

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Syllabus 【 display / non-display

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