Patrick TS#1

Patrick TS#1

Date/Time: August 31, 2018, 11:30 a.m.-12:20 p.m.

Location: CIES Student Lounge

Topic Discussed: Sentence Structure and Word Usage in Spoken English

Our first meeting was positive and most enjoyable. The person I have the privilege of working with is from Korea. She is very intelligent and quite receptive to speaking with me, especially to receive helpful guidance in speaking and writing English. Specifically, she wanted to work on fluency and accuracy of English usage.

During our meeting, she welcomed each of several opportunities to address specific grammar challenges related to sentence structure and word usage. For example, finding and using the word “express”(e.g., “Do you mean, make an opinion?” Or “express an opinion?”). I noticed that she smiled and expressed appreciation for learning word usages in various contexts, and tenses, and for getting positive, but direct feedback. Another word discovered was “affect” when describing various types of facial expression. “Hesitate” and “hesitant” were other words explored in usage.

When helping a student, I prefer to ask questions rather than simply identifying errors and supplying an answer. For example, at one point I asked, “Does one have feelings to something, or feelings about something?” The discussion about the two words and their use, was lively, and appeared to be helpful. Her face brightened each time—and she indicated understanding. I think she appreciates having the opportunity to learn—but on her own—thinking through the matter to find a solution that is consistent with grammar rules. Next time, I should follow-up at an appropriate point, with practice examples. I plan to bring some examples for her to work on and decide which word and use are correct.

For teaching purposes, being able to directly focus on errors in speaking (and later, writing) will be useful information in fashioning an approach tailored to the Tutee. I would also approach this activity in a respectful and helpful way. Perhaps, by responding in a manner favorable to the Tutee, and, responding positively when responses are consistent with usage and grammar rules, my approach and response will encourage intrinsic motivation of this and other learners.