The Effect of Multimodal Literacy on English Vocabulary Acquisition: Using Graphic Novel in an EFL Classroom
- 주제(키워드) Vocabulary Acquisition , Graphic Novel
- 발행기관 고려대학교 대학원
- 지도교수 어도선
- 발행년도 2017
- 학위수여년월 2017. 2
- 학위구분 석사
- 학과 대학원 영어교육학과
- 원문페이지 178 p
- 실제URI http://www.dcollection.net/handler/korea/000000073038
- 본문언어 영어
- 제출원본 000045898381
초록/요약
The vocabulary skil is basic and critical in improving Korean EFL learners. Based on theories and practices regarding vocabulary acquisition, the present study aims at discussing about positive effects of multimodal approach through graphic novels on their learning and use of English vocabularies.
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Table of Contents
Ⅰ. INTRODUCTION 1
1. 1. Motivational Research Background 1
1. 1. 1. The Importance of Vocabulary Education in EFL 1
1. 1. 2. Recent Vocabulary Education and its Pitfalls 6
1. 1. 3. Problems in Current Vocabulary Education in Korea 8
1. 1. 4. Necessity of Multimodal Literacy Education through Graphic Novels 10
1. 2. Purpose of the Current Study 14
1. 3. Research Questions 17
Ⅱ. LITERATURE REVIEW 18
2.1. Vocabulary and Reading Comprehension 18
2. 1. 1. Reading-Based Vocabulary Learning 21
2. 2. Multimodal Literacy 24
2. 3. Graphic Novel and Multimodal Literacies 28
2. 3. 1. Benefits of Graphic Novel in EFL Classrooms 30
2. 3. 1. 1. The Effect of Visuals on Vocabulary Learning in EFL Classrooms
32
2. 3. 1. 2. Content-Based Vocabulary Learning in EFL Classrooms 37
2. 3. 1. 3. Graphic Novel and Affective Sides of Language Learning 39
2. 4. Affects in Language Learning 42
2. 4. 1. Affective Factors from Vocabulary Learning through Graphic Novel 42
Ⅲ. METHOD 46
3. 1. Research Design 46
3. 2. Participants 50
3. 3. Instrument 50
3. 3. 1. Pre-survey about Students’ Past Experiences of English Learning 50
3. 3. 2. Pre-survey and Post-survey for Affective Side on English Learning 51
3. 3. 3. Pre-test and Post-test for Reading Comprehension and Vocabulary Ability
53
3. 3. 4. Short-Term and Long-Term Memory Test for Learned Vocabulary 57
3. 3. 5. Graphic Novel and Non-Graphic Novel Text 58
3. 4. Data Collection 61
IV. Participant Portrait 63
4.1. Graphic Novel Group (Comic Version) 63
4.1.1. Sarah 63
4.1.2. Amy 64
4.1.3. Kevin 66
4.1.4. Brian 67
4.2. Non-Graphic Novel Group (Novel Version) 69
4.2.1. Jenny 69
4.2.2. Lisa 70
4.2.3. Steve 71
4.2.4. Tom 72
Ⅴ. RESULTS 74
5. 1. The Comparison Graphic Novel to Non-Graphic Novel in Reading
Comprehension 74
5. 1. 1. Graphic Novel vs. Non-Graphic Novel in Text Reading Comprehension
74
5. 1. 2. Graphic Novel vs. Non-Graphic Novel in Text and Visual Reading
Comprehension 77
5. 2. The Comparison Graphic Novel to Non Graphic Novel on Vocabulary Learning
79
5. 2. 1. Graphic Novel vs. Non-Graphic Novel in General Vocabulary Knowledge Growth 80
5. 2. 2. Graphic Novel vs. Non Graphic Novel in Acquiring Target Words 83
5. 2. 3. Graphic Novel vs. Non-Graphic Novel in Memory Retention 85
5. 3. The Comparison Graphic Novel to Non-Graphic Novel in Affective Domains
91
5. 3. 1. Participants’ Affective Domain Changes in English Learning 94
5. 3. 1. 1. Graphic Novel Group 94
5. 3. 1. 1. 1. Sarah 94
5. 3. 1. 1. 2. Amy 96
5. 3. 1. 1. 3. Kevin 97
5. 3. 1. 1. 4. Brian 99
5. 3. 1. 2. Non-Graphic Novel Group 100
5. 3. 1. 2. 1. Jenny 100
5. 3. 1. 2. 2. Linda 101
5. 3. 1. 2. 3. Steve 102
5. 3. 1. 2. 4. Tom 104
5. 4. Participants’ Opinions about Vocabulary Learning through the Texts 106
5. 4. 1. Graphic Novel Group 106
5. 4. 2. Non-Graphic Novel Group 108
Ⅵ. DISCUSSION AND CONCLUSIOIN 112
6. 1. Graphic Novels Promote English Reading Comprehension and Visual Literacy
112
6. 2. Graphic Novels Improve English Vocabulary Learning 114
6. 3. Graphic Novels and Positive Affective Domains in English Learning 116
6. 4. Pedagogical Implications of This Study 118
6. 5. Conclusion 120
6. 6. Limitations 124
REFERENCES 126
TEXTS 146
APPENDICES 147
