In this thesis, the author scrutinizes the advantages of using graphic novels in teaching English as a foreign language, and tries to answer the following research question: ‘In how far does reading and working with graphic novels improve the linguistic and cultural competence of German students in English as a foreign language (EFL)?'
This thesis consists of two parts: a theoretical part that will acquaint the reader with the notion of visual literacy, some basics on comic style theory, the development of intercultural communicative competence, and second language acquisition. In the second part, the author looks at two research projects dealing with the integration of graphic novels in ELT at a German grammar school.
The first project is conducted in an eighth grade and investigates students' linguistic development through reading graphic novels and both students' and the teacher's appreciation of graphic novels. The second research project is conducted in an eleventh-grade and investigates students' development of intercultural communicative competence and both the students' and teacher's enthusiasm towards using graphic novels in language teaching. At the end, the author will answer the research question in the form of a conclusion.
Table of Contents
1. INTRODUCTION
2. THEORETICAL BACKGROUND
2.1 VISUAL LITERACY
2.1.1 Definition
2.1.2 Significance of Visual Literacy in Foreign Language Teaching
2.1.3 Sample Tasks for Improving Visual Literacy in ELT
2.1.4 Multiliteracies
2.2 COMIC STYLE THEORY
2.2.1 The Visual Language of Comics
2.2.2 Panel and Page Layout
2.2.3 The Panel, the Frame, and the Gutter as a Medium of Control
2.2.4 Balloons and Balloon Speech
2.3 INTERCULTURAL COMMUNICATIVE COMPETENCE
2.3.1 Culture and Intercultural Communicative Competence
2.3.2 Acquisition of Intercultural Communicative Competence through Graphic Novels
2.4 SECOND LANGUAGE ACQUISITION
2.4.1 Theories of Second Language Acquisition
2.4.2 Vocabulary Enhancement through Graphic Novels
2.4.3 Language Acquisition through Graphic Novels
3. EMPIRICAL STUDIES
3.1 THE EFFECTIVENESS OF GRAPHIC NOVELS ON SECOND LANGUAGE ACQUISITION
3.1.1 Methodology
3.1.2 Observation Analysis
3.1.3 Results: Narrative Interview Conducted with the Teacher
3.1.4 Results: Focused Interview with EFL Students
3.1.5 Conclusion
3.2 THE EFFECTIVENESS OF GRAPHIC NOVELS IN DEVELOPING ICC
3.2.1 Methodology
3.2.2 Analysis: Observation
3.2.3 Results: Focused Interview with the Teacher
3.2.4 Results: Dilemma Interview with EFL Students
3.2.5 Conclusion
5.FINAL CONCLUSION
Objectives and Core Themes
This thesis examines the pedagogical advantages of integrating graphic novels into English as a Foreign Language (EFL) instruction for German secondary school students. The primary research question investigates how reading and working with graphic novels enhances students' linguistic and cultural competence, with a focus on visual literacy, intercultural communicative competence (ICC), and motivation in the foreign language classroom.
- The role of visual literacy and multiliteracies in modern digital-age education.
- The application of comic style theory to improve textual analysis and language acquisition.
- The effectiveness of graphic novels in developing Intercultural Communicative Competence (ICC) through engagement with social and historical contexts.
- The impact of graphic novels on student motivation, reading engagement, and creative writing skills compared to traditional textbooks.
- Empirical evidence derived from classroom observations and student interviews concerning the integration of graphic works like American Born Chinese and March.
Excerpt from the Book
2.2.3 The Panel, the Frame, and the Gutter as a Medium of Control
After having defined what exactly panels are and how the graphic author arranges them on a page, it is necessary to define their function as a medium of control. It is the artist’s task “to capture or ‘freeze’ one segment of what is, in reality, an uninterrupted flow of action” (Eisner 1985: 39). This segmentation is an arbitrary process, and an essential element of the created narrative (cf. ibid.). It is evident that the human eye is limited, meaning that what it sees is restricted purely to what is visible. Therefore, the encapsulation is necessary. However, the artist shows a panel’s content “as it may be seen from the reader’s eyes (ibid.). He or she does so by arbitrarily placing panels in a fixed order. Hence, it is the reader’s task to interrelate the various panels with each other, which Eisner refers to as “the basic grammar from which the narrative is constructed (ibid.).
The major drawback of the panel layout is the fact that it allows the reader to see the last panel of the page before having seen the first one (cf. ibid.: 40). Whereas a film exerts absolute control of its reading, the graphic novel does not prevent the reader from peaking at the last panel of the page which either increases or decreases suspense (cf. ibid.) Additionally, it is entirely natural that the curious human eye scans an entire page before focusing on one part of the page. The graphic author also needs to consider the development of the readers’ visual literacy. Eisner illustrates this matter by depicting three different encapsulations of a character.
Summary of Chapters
1. INTRODUCTION: Discusses the decline in traditional reading habits among students and introduces the graphic novel as an authentic, engaging tool to foster visual and linguistic competence in the EFL classroom.
2. THEORETICAL BACKGROUND: Provides a foundation in visual literacy, comic style theory (including panel and gutter analysis), intercultural communicative competence, and second language acquisition theories.
3. EMPIRICAL STUDIES: Details two research projects at a German grammar school, using triangulation—observation, narrative teacher interviews, and student interviews—to assess the impact of graphic novels on language learning and ICC development.
5.FINAL CONCLUSION: Recaps the core findings, confirming that graphic novels act as powerful motivators and effective tools for teaching grammar, vocabulary, and intercultural sensitivity, and calls for further academic cooperation in this field.
Keywords
Graphic Novels, English Foreign Language Teaching (ELT), Visual Literacy, Multiliteracies, Comic Style Theory, Intercultural Communicative Competence (ICC), Second Language Acquisition, Student Motivation, Scaffolding, Semiotics, American Born Chinese, March, Educational Discourse, Qualitative Research, Classroom Observation.
Frequently Asked Questions
What is the primary focus of this master's thesis?
The work explores the pedagogical potential of using graphic novels in English as a Foreign Language (EFL) classrooms to improve linguistic and cultural competence among German secondary school students.
What are the central thematic areas covered?
The thesis focuses on visual literacy, comic style theory, the development of Intercultural Communicative Competence (ICC), and theories related to Second Language Acquisition (SLA).
What is the main research question of the study?
The research seeks to determine to what extent the application of graphic novels in ELT promotes the communicative competence of German students learning English as a second language.
Which scientific methods are employed in the empirical section?
The author uses a triangulation approach, combining structured classroom observations, narrative interviews with teachers, and focused/dilemma interviews with students to ensure data authenticity.
What does the main body of the text address?
The main part is divided into a theoretical section that establishes the academic background and an empirical section that analyzes the practical implementation of graphic novels in two distinct research projects.
Which keywords characterize this work?
Key terms include Graphic Novels, ELT, Visual Literacy, Intercultural Communicative Competence (ICC), Second Language Acquisition, and Student Motivation.
How do graphic novels specifically assist with language acquisition?
According to the thesis, graphic novels facilitate language learning by providing "comprehensible input" through speech bubbles, visual context clues, and the presentation of multi-word units in authentic, informal settings.
What role does the 'gutter' play in comic narrative structure?
The gutter acts as a space of imagination where readers deduce actions between panels, functioning as a "basic grammar" that creates the flow of the narrative through the reader's active cognitive participation.
- Quote paper
- Ibrahim Kaddoura (Author), 2017, Graphic Novels in English Foreign Language Teaching, Munich, GRIN Verlag, https://www.grin.com/document/378021
