일시: 10월 12일(화) 오후 5시
장소: 국제영어대학원대학교 도서관 3층 세미나실
연사: Dr. Craig Chaudron (The University of Hawaii at Manoa)
주제: The context for interaction: Needs, input and feedback in L2 learning
Biographical statement
Craig Chaudron (M.Ed., Ph.D., U. of Toronto) is Professor of Second Language Studies and ESL, and Graduate Chair of the Department of SLS, University of Hawai‘i, where he has been for 21 years, having also served as department chair. He has taught both English language and applied linguistics at numerous institutions, including the Universities. of Toronto, Boston, Concordia-Montreal, UCLA, Michigan State, Laval, Georgetown, the Universidad Complutense de Madrid, the Universidad Autónoma de Madrid, and on visits at institutions throughout Spain, France, Scandinavia, Japan, Singapore and Thailand. As professional service, he was co-editor of the Working Papers on Bilingualism/Travaux de recherche sur le bilinguisme from 1975–1978, and of Applied Linguistics (Oxford U. Press) from 1989–1994, has been a reader for most journals in applied linguistics, and has served on the editorial boards of the TESOL Quarterly, The Modern Language Journal (for the past 14 years), Reading in a Foreign Language, and IRAL. He has articles in many journals and books, and his Second Language Classrooms (Cambridge, 1988) won the MLA’s Mildenberger Prize. This fall, he was elected to be the Secretary Treasurer of the American Association for Applied Linguistics, for a four-year period (2005–2009). A native speaker of English, he is fluent in Danish, Spanish and French.
His research is in classroom interaction and learning, focusing on teacher talk (elaboration and simplification) and feedback, and their impact on learners via intake. Related published work has been on feedback in writing, lecture comprehension, measurement of listening comprehension, metalinguistic judgments, language use and code-switching in classrooms, and research methods in classroom observation and analysis. Recently, his work on measurement of language ability has focused on elicited imitation. His areas of teaching include classroom research, skills areas teaching and learning, discourse analysis, psycholinguistics and SLA, research methods, design, and statistical analysis.
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