正文
刘骏
教授简历美国亚利桑那大学英语系主任
世界英语教师协会(TESOL)前主席(2005-2008)
世界英语教师协会是世界上最具权威性的英语语言教学学术机构，目前其注册成员已近两万人，其中大多数都是在本国乃至国际范围内有一定成就的专家，学者，这些成员遍布世界各地.
刘骏
博士成为TESOL史上唯一一位来自非英语母语国家的主席，同时也是TESOL自成立四十多年以来最年轻的主席.刘骏
博士当选为主席，是中国英语教育步入世界英语教学先进行列的开端，这不仅仅是他个人的骄傲，同时也是所有非英语母语国家英语教师的骄傲，是中国的骄傲.刘骏
博士出生于中国的苏州常熟。二十世纪九十年代，他赴美深造，一九九六年在美国俄亥俄州立大学获得了第二语言习得以及外语教学博士学位以后，留校任教。两年后在美国第二语言习得方面名声显赫的美国亚利桑那大学又不惜余力聘任刘骏
博士到该校执教，并破格聘其为终身教授.刘骏
博士曾是一九九九年世界优秀英语教师奖的唯一获得者，他还是美国两个重大科研奖的获得者。他是世界著名的英语师资培训专家，精于课程大纲设计，评估测试，课堂研究，文化对比和英语教学法.自二00三年八月
刘骏
博士受聘到汕头大学
,担任英语语言中心主任一职以来，他全面负责学校基础英语教学工作，具体包括教学大纲，课程设置，教材选用，教师职业发展及评估，确立研究项目，举办国际学术年会，创办专业杂志，指导教师科研活动和学生课外活动等。此外，为从教学第一线上更直接地了解学生学习英语的情况,刘骏
博士还担任一至两个班的教学任务，以利于制定英语语言中心未来的发展规划.Professor and Head of the Department of English in the College of Humanities at The University of Arizona, and faculty member of both English Language/Linguistics (EL/L) and the Second Language Acquisition and Teaching (SLAT) Interdisciplinary Ph.D. Program. He is the Past President of TESOL (Teachers of English to the Speakers of Other Languages, Inc.) for 2007-2008. He is also Executive Director of the English Language Center at Shantou University in Guangdong, China.
Publications
Scholarly books and monographs
English Language Teaching: New Perspectives, Approaches, and Standards. (Forthcoming by the Continuum International Publishing Group Ltd., London. (425 pp.)
Peer Response in Second Language Writing Classrooms.
Published in May 2002 by Michigan University Press, Ann Arbor, MI. (182 pp.), co-authored with J. Hansen.
Asian Students' Classroom Communication Patterns in U.S. Universities. Published in October 2001 by Greenwood Publishing Group, Inc. Westport, CT. (270 pp.)
The following textbooks and teacher resource books were published in China:
Studying in the United States: Strategies and Cultural Implications. Tsinghua University Press, Beijing, China. 2007 (co-authored with W. Wang). 228 pp.
NorthStar Student Companion Books (1-5). Tsinghua University Press, Beijing, China. 2006 (chief-editor, and collaborated with 30 teachers at English Language Center, Shantou University, PRC). 1000 pp.
English Conversation for Businessmen. China Radio and TV Production Press. Beijing, China. 1992 (co-authored with W. Wang). 130 pp.
Manual of High School English Teachers in China. Hunan Education Press. Hunan, China. 1991 (co-edited with T. Wu et al.). 551 pp.
English Methodology. Higher Education Press, Beijing, China. 1990 (co-authored with C. T. Wu et al.). 300 pp.
Reading Comprehension. Zhejiang Education Press. Zhejiang, China. 1990 (co-authored with S. H. Wan et al.). 221 pp.
A Collection of English Games. People's Education Press. Beijing, China. 1990. 145 pp.
Cloze Test 100. Translation Publishing House. Shanghai, China. 1989. 160 pp.
Chapters in scholarly books and monographs
Chinese graduate teaching assistants teaching freshman composition to native English speaking students. In E. Llurda. Ed., Non-Native Language Teachers: Perceptions, Challenges, and Contributions to the Profession. Boston, MA: Springer, 2005. pp. 155-177.
Confessions of a Nonnative English-speaking professional. In L. Kamhi-Stein, Ed., Learning and Teaching from Experience: Perspectives on Nonnative English Speaking Professional. Ann Arbor: University of Michigan Press, 2004. Pp. 35-47.
Process drama in second/foreign language classrooms. In G. Brauer, Ed., Body and Language: Intercultural Learning Through Drama. Greenwood Publishing Group Inc. 2002, Pp. 147-65.
My writing from Chinese to English: Cultural transformation. In D. Belcher & U. Connor, Eds., Reflections on Multiliterate Lives. Clevedon, UK: Multilingual Matters, 2001. Pp. 121- 31.
From their own perspectives: The impact of NNS professionals in ESL on their students. In G. Braine, Ed., Voices and Visions: Non-Native Educators in ELT. New Jersey: Lawrence Erbaum Associations, Inc., 1999. Pp. 159-76.
Peer reviews with the instructor: Seeking alternatives. In J. C. Richards, Ed., Teaching in action: Case studies from second language classrooms. Alexandria, VA: TESOL, 1998. Pp. 236-40.
Helping two advanced ESL learners improve English speaking abilities. (Co-authored with K. Samimy). In J. C. Richards, Ed., Teaching in action: Case studies from second language classrooms. Alexandria, VA: TESOL, 1998. Pp. 321-24.
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