Speaker
Description
This qualitative case study compares the effects of deductive and inductive grammar instruction on metalinguistic awareness and noticing in third language (L3) acquisition. The participant, a Korean L1 speaker with advanced Japanese (L2) proficiency, received beginner-level English lessons ins Japanese on two grammar forms: comparatives and superlatives adjectives (deductive) and passive voice (inductive). The study explores how the L2 mediates cognitive processing and noticing. Data were collected from stimulated recall, think-aloud protocols, and learner reflections over a six-day program. Finindings highlight the interplay between instructional method and language background in shaping noticing and metalinguistic awareness in multilingual learning contexts.