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TESL Applied Language Study II

Gianna Magdelana Felice (tuh30155@temple.edu)

Course Project

Gianna Magdelana Felice

Temple University

Japan Campus

Tokyo Center

TESL 5612 Applied Language Study II

Dr. Tomoko Nemoto

07/26th/2022
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The Effects of Inductive Teaching with IH in Teaching Grammar for a Neophyte Learner

Gianna Felice

I. Introduction:

II. Literature Review:

III. Methods:

a) Participant

The participant in this case study is named Hana (pseudonym) is a 23-

year-old half-Japanese half-Chinese female university student who has lived in

Japan all her life. She is in her third-year at university majoring in

Communications Studies with a focus on advertisement. She has had very limited

exposure when it comes to the English language, containing only brief cram-

school lessons throughout high-school, and currently it is only through her part-

time job where a few of her coworkers are native English speakers. She has never

taken any proficiency tests such as TOEFL or TOEIC regarding her fluency on

the English Language. She discussed her reasoning for not pursuing a SLA being

that she has never had many opportunities to practice speaking and learning

outside of school when she was growing up. Now that she is older and working

part-time where there are more encounters with native English speakers, she

doesn’t feel confident in her prior learning experiences. Despite her claims in her

lack of confidence, her overall pronunciation was incredibly well when it came to
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mimicking words or reporting answers in English. However, she struggled when

it came to lingual and lexical forms of the English language. Due to this, we

decided it would be best to focus on adverbial clause and grammatical structure,

as not only did she struggle to correctly grasp the concept, but it was something

she was passionate about wanting to improve.

b) Procedure

The following treatment included five scheduled meetings, ranging from

30 minutes up until 50 minutes. Prior to the scheduled meetings, we met initially

to begin with an interview of her prior experiences, then created as well as had

Hana complete a diagnostic test, and after this we came to the conclusion of

wanting to focus on the adverbial clause and grammatical structure as she wanted

to improve her overall reading comprehension. The last step(s) taken were the

teaching sessions themselves which were divided into the 6 different scheduled

meetings.

Session 1 (First scheduled teaching- 30 minutes)

The first session with Hana was strictly just doing the pre-test that I had

created. It consisted of two paragraphs with six sentences per paragraph that was

designed to be a fill-in-the-blank questions. The total number of words that

needed to be filled in were 30 questions.

Session 2 (Second scheduled teaching- 35 minutes)

Hana was first presented with the actual Cambridge definition of what an

Adverbial Clause is, as it was important to have her understand specifically what

she is trying to learn. Then asked her to try and verbally answer what she believes
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is the correct example for a few basic Adverbial Clauses e.g., “I will take a bath

(before) I go to bed”, “Do not talk to me (when) I am eating”, “I will have dessert

(after) my meal”. Hana struggled and I had to heavily guide her to the correct

answers for the verbal questions. After the verbal questions I had prepared a very

long collective list of many different Adverbial phrases I could think of (it was a

total of 100 questions). I did not expect her to finish it entirely, however to just

work on as many as we could together (which was only 14 out of the 100

questions). We decided it would be best to end the first session after we worked

on the questions together, and I had her take the sheet home to try and do as many

as she could by herself until our next session.

Session 3 (Third scheduled teaching- 50 minutes)

In our third session, she had presented nine more questions that she was able to

complete from the homework that she was assigned to. Six out of the nine

questions were correct, and we went over all nine just so she fully understood

why an answer was correct or wrong. While she had six correct answers, she

wasn’t able to properly explain to me why it was correct, telling me that she was

guessing. Due to this it took the entire session to go over each question and giving

her more examples orally that I had prepared in advance.

Session 4 (Fourth scheduled teaching- 35 minutes)

Session 5 (Fifth scheduled teaching- 45 minutes)

Session 6 (Six and final scheduled teaching- 50 minutes)

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Hana was presented with the post-test and was not given any time limit, she

completed the test in 50 minutes.

IV. Results:

V. Conclusion:

VI. Reference:

VII. Appendices: