Research Article
BibTex RIS Cite
Year 2020, Volume: 16 Issue: 1, 280 - 289, 29.03.2020
https://doi.org/10.17263/jlls.712818

Abstract

References

  • Abbaspour, E., Nia, M. R., & Zare, J. (2012). How to integrate culture in second language education? Journal of Education and Practice. 3 (10). Alongi, C. (1974). “Response to Kay Haugaard: Comic books revisited.” The Reading Teacher. 27 (8), 801-803. European Centre for Research Training and Development. 2 (3). 13-28. Bahrani, T. & Soltani, R. (2011). The pedagogical values of cartoons. Research on Humanities and Social Sciences. 1 (4). 19-22. Biebrich, J. (2006). What parents, teens, teachers and librarians want to know about comics and graphic novels! Retrieved from http://www.informationgoddess.ca/ Comics&GraphicNovels/index.htm Brocka, B. (1979). Comic books: In case you haven't noticed, they've changed. Media and Methods, 15(9), 30-32. Brown, D. (2007). Principles of language learning and teaching. Fourth Edition. Longman. Clark, G. (2011). The civil mutinies of Romeo & Juliet. English Literature Renaissance. Blackwell Publishing . Clydesdale, J. (2008). A bridge to another world:Using comics in the second language classroom. Language & Literacy Graduate Student Conference: Victoria. Csabay, N. (2006). Using comic strips in language classes. English Teaching Forum. Number 1, 24-26. Dörnyei, Z. & Ushioda, E. (2011). Teaching and researching motivation. Applied Linguistics in Action Series. Second Edition. Pearson Education. Elman, N. (1979). Comics in the classroom. Audio Visual Instruction, 24 (5). 24-25. Harrar, A. (2009). Treasure island. Kalyani Navyug Media. CampFire. Harris, V. & Snow, L. (2004). Classic pathfinder: Doing it for themselves: focus on learning strategies and vocabulary building. London: CILT. Haugaard, K. (1973). Comic books: Conduits to culture? The Reading Teacher. 27. 54-55. Hernandez R. C. J. (2010). This is tomorrow: The cultural dimension in didactic exchange through the use of multimedia and new technologies. ReLingüística Aplicada. 6 (8). Hudson, T. (1982). The effects of induced schemata on the “short circuit” in L2 reading: Non-decoding factors in L2 reading performance. Language Learning 32, pp.132. Hutchinson, K. (1919). An experiment in the use of comics as instructional material. Journal of Educational Sociology, 23 (4). 236-245. Kakalios, J. (2002). Adding pow to your physics class with comic-book lessons. Curriculum Review, 14-15. Krashen, S. (2004). Free voluntary reading: New research, applications, and controversies. Paper presented at the RELC conference, Singapore. 1-9. Kızıltan, N., Bür, B., Ak, E. & Oflaz, A. (2014). University students' comprehension competence in understanding cartoons through critical thinking. 8th International Ideas Conference: Studies in English. 16-18 April 2014. p.172. Liu, J. (2004). Effects of comic strips on L2 learners' reading comprehension. Tesol Quarterly. 38 (2). 225-243. McCloud, S. (1993). Understanding comics: The invisible art. Northampton, MA: Kitchen Sink Press. McDonald, J. (2009). Romeo & Juliet. The graphic novel. Quick Test. Classical Comics. Merç, A. (2013). The effect of comic strips on EFL reading comprehension. International Journal on New Trends in Education and Their Implications. 4 (1). 54- 64. Moore, A. (2001). Studying Great Expectations. Retrieved From: http://www.universalteacher.org.uk/prose/greatexpectations.htm Nation, I. S. P. (1999). Learning vocabulary in another language. Victoria University of Wellington: English Language Institute Occasional Publication. Pereira, A. F. S. & Miguel, M. C. B. (2014). Treasure island: Historical background and literary analysis. Ebook Pdflibrary.org Pilgreen, J. & Krashen, S. (1993). Sustained silent reading with English as a second language high school learners: Impact on reading comprehension, reading frequency, and reading enjoyment. School Library Media Quarterly. Shohamy, E., Donitsa-Schmidt, S., & Ferman, L. (1996). Test impact revisited: washback effect over time . Language Testing, 13, 298- 317. Sones, W. W. D. (1944). The comics and instructional method. Journal of Educational Sociology, 18. pp.232-240. Uso-Juan, E. & Martinez-Flor, A. (2008). Teaching learners to appropriately mitigate requests. Babel-Afial, 17, pp. 253-270. Viney, B. (2010). Great expectations. The ELT Graphic Novel. Classical Comics. Wardhaugh, R. (2010). An introduction to Sociolinguistics. Fifth Edition. Blackwell Publishing. Wax, E. (2002). Back to the drawing board; Once-banned comic books now a teaching tool. The Washington Post, B.01. Wijuleng, N. C. S. & Lan, Y. J. (2014). Online comic in Mandarin Chinese’s vocabulary learning: A case study of Budi Utama multilingual school in Yogyakarta, Indonesia. The International Academic Forum.1-18. Wright, P. & Sherman, W. S. (1999). Failing to find fit in strategic human resource management: Theoretical and empirical problems. In G. R. Ferris (Series Ed.), P. M. Wright, L. D. Dyer, J. W. Boudreau, and G. T.Milkovich (Sup. Eds), Research in personnel and human resources management: Supplement 4. Strategic human resource management in the 21st century pp. 53–74. Stamford, CT: JAI Press.

The impact of English classics on increasing learners’ motivation and cultural awareness: A case in Turkish EFL classes

Year 2020, Volume: 16 Issue: 1, 280 - 289, 29.03.2020
https://doi.org/10.17263/jlls.712818

Abstract

The impetus behind the development of this research is to study the potential influence(s) of cartoons (caricatures) on L2 learners in terms of gaining cultural awareness and enhancing their motivation levels. To that end, three English classics in the form of cartoons, Great Expectations by Charles Dickens, Romeo & Juliet by William Shakespeare, and Treasure Island by Robert Louis Stevenson have been determined for the experiment. In this quasi-experimental research design, 47 learners of English were asked to read these cartoons illustrated either with colourful or colourless pictures, whereas randomly selected 20 people in the population were only exposed to plain texts. An assessment form, statistically found valid and reliable, developed by the researchers after a comprehensive literature review and getting approvals of two professors in the field in content validity has been utilized in the study. Accordingly, the findings point out the fact that the first group who has aimed at learning the target language through cartoons has adopted more positive attitude towards the language and its culture. Briefly, the current research emphasizes the importance of cartoons in increasing learners’ cultural awareness, motivation and educational accomplishments in the end.

References

  • Abbaspour, E., Nia, M. R., & Zare, J. (2012). How to integrate culture in second language education? Journal of Education and Practice. 3 (10). Alongi, C. (1974). “Response to Kay Haugaard: Comic books revisited.” The Reading Teacher. 27 (8), 801-803. European Centre for Research Training and Development. 2 (3). 13-28. Bahrani, T. & Soltani, R. (2011). The pedagogical values of cartoons. Research on Humanities and Social Sciences. 1 (4). 19-22. Biebrich, J. (2006). What parents, teens, teachers and librarians want to know about comics and graphic novels! Retrieved from http://www.informationgoddess.ca/ Comics&GraphicNovels/index.htm Brocka, B. (1979). Comic books: In case you haven't noticed, they've changed. Media and Methods, 15(9), 30-32. Brown, D. (2007). Principles of language learning and teaching. Fourth Edition. Longman. Clark, G. (2011). The civil mutinies of Romeo & Juliet. English Literature Renaissance. Blackwell Publishing . Clydesdale, J. (2008). A bridge to another world:Using comics in the second language classroom. Language & Literacy Graduate Student Conference: Victoria. Csabay, N. (2006). Using comic strips in language classes. English Teaching Forum. Number 1, 24-26. Dörnyei, Z. & Ushioda, E. (2011). Teaching and researching motivation. Applied Linguistics in Action Series. Second Edition. Pearson Education. Elman, N. (1979). Comics in the classroom. Audio Visual Instruction, 24 (5). 24-25. Harrar, A. (2009). Treasure island. Kalyani Navyug Media. CampFire. Harris, V. & Snow, L. (2004). Classic pathfinder: Doing it for themselves: focus on learning strategies and vocabulary building. London: CILT. Haugaard, K. (1973). Comic books: Conduits to culture? The Reading Teacher. 27. 54-55. Hernandez R. C. J. (2010). This is tomorrow: The cultural dimension in didactic exchange through the use of multimedia and new technologies. ReLingüística Aplicada. 6 (8). Hudson, T. (1982). The effects of induced schemata on the “short circuit” in L2 reading: Non-decoding factors in L2 reading performance. Language Learning 32, pp.132. Hutchinson, K. (1919). An experiment in the use of comics as instructional material. Journal of Educational Sociology, 23 (4). 236-245. Kakalios, J. (2002). Adding pow to your physics class with comic-book lessons. Curriculum Review, 14-15. Krashen, S. (2004). Free voluntary reading: New research, applications, and controversies. Paper presented at the RELC conference, Singapore. 1-9. Kızıltan, N., Bür, B., Ak, E. & Oflaz, A. (2014). University students' comprehension competence in understanding cartoons through critical thinking. 8th International Ideas Conference: Studies in English. 16-18 April 2014. p.172. Liu, J. (2004). Effects of comic strips on L2 learners' reading comprehension. Tesol Quarterly. 38 (2). 225-243. McCloud, S. (1993). Understanding comics: The invisible art. Northampton, MA: Kitchen Sink Press. McDonald, J. (2009). Romeo & Juliet. The graphic novel. Quick Test. Classical Comics. Merç, A. (2013). The effect of comic strips on EFL reading comprehension. International Journal on New Trends in Education and Their Implications. 4 (1). 54- 64. Moore, A. (2001). Studying Great Expectations. Retrieved From: http://www.universalteacher.org.uk/prose/greatexpectations.htm Nation, I. S. P. (1999). Learning vocabulary in another language. Victoria University of Wellington: English Language Institute Occasional Publication. Pereira, A. F. S. & Miguel, M. C. B. (2014). Treasure island: Historical background and literary analysis. Ebook Pdflibrary.org Pilgreen, J. & Krashen, S. (1993). Sustained silent reading with English as a second language high school learners: Impact on reading comprehension, reading frequency, and reading enjoyment. School Library Media Quarterly. Shohamy, E., Donitsa-Schmidt, S., & Ferman, L. (1996). Test impact revisited: washback effect over time . Language Testing, 13, 298- 317. Sones, W. W. D. (1944). The comics and instructional method. Journal of Educational Sociology, 18. pp.232-240. Uso-Juan, E. & Martinez-Flor, A. (2008). Teaching learners to appropriately mitigate requests. Babel-Afial, 17, pp. 253-270. Viney, B. (2010). Great expectations. The ELT Graphic Novel. Classical Comics. Wardhaugh, R. (2010). An introduction to Sociolinguistics. Fifth Edition. Blackwell Publishing. Wax, E. (2002). Back to the drawing board; Once-banned comic books now a teaching tool. The Washington Post, B.01. Wijuleng, N. C. S. & Lan, Y. J. (2014). Online comic in Mandarin Chinese’s vocabulary learning: A case study of Budi Utama multilingual school in Yogyakarta, Indonesia. The International Academic Forum.1-18. Wright, P. & Sherman, W. S. (1999). Failing to find fit in strategic human resource management: Theoretical and empirical problems. In G. R. Ferris (Series Ed.), P. M. Wright, L. D. Dyer, J. W. Boudreau, and G. T.Milkovich (Sup. Eds), Research in personnel and human resources management: Supplement 4. Strategic human resource management in the 21st century pp. 53–74. Stamford, CT: JAI Press.
There are 1 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Nalan Kızıltan This is me

Zülal Ayar This is me

Publication Date March 29, 2020
Published in Issue Year 2020 Volume: 16 Issue: 1

Cite

APA Kızıltan, N., & Ayar, Z. (2020). The impact of English classics on increasing learners’ motivation and cultural awareness: A case in Turkish EFL classes. Journal of Language and Linguistic Studies, 16(1), 280-289. https://doi.org/10.17263/jlls.712818
AMA Kızıltan N, Ayar Z. The impact of English classics on increasing learners’ motivation and cultural awareness: A case in Turkish EFL classes. Journal of Language and Linguistic Studies. March 2020;16(1):280-289. doi:10.17263/jlls.712818
Chicago Kızıltan, Nalan, and Zülal Ayar. “The Impact of English Classics on Increasing learners’ Motivation and Cultural Awareness: A Case in Turkish EFL Classes”. Journal of Language and Linguistic Studies 16, no. 1 (March 2020): 280-89. https://doi.org/10.17263/jlls.712818.
EndNote Kızıltan N, Ayar Z (March 1, 2020) The impact of English classics on increasing learners’ motivation and cultural awareness: A case in Turkish EFL classes. Journal of Language and Linguistic Studies 16 1 280–289.
IEEE N. Kızıltan and Z. Ayar, “The impact of English classics on increasing learners’ motivation and cultural awareness: A case in Turkish EFL classes”, Journal of Language and Linguistic Studies, vol. 16, no. 1, pp. 280–289, 2020, doi: 10.17263/jlls.712818.
ISNAD Kızıltan, Nalan - Ayar, Zülal. “The Impact of English Classics on Increasing learners’ Motivation and Cultural Awareness: A Case in Turkish EFL Classes”. Journal of Language and Linguistic Studies 16/1 (March 2020), 280-289. https://doi.org/10.17263/jlls.712818.
JAMA Kızıltan N, Ayar Z. The impact of English classics on increasing learners’ motivation and cultural awareness: A case in Turkish EFL classes. Journal of Language and Linguistic Studies. 2020;16:280–289.
MLA Kızıltan, Nalan and Zülal Ayar. “The Impact of English Classics on Increasing learners’ Motivation and Cultural Awareness: A Case in Turkish EFL Classes”. Journal of Language and Linguistic Studies, vol. 16, no. 1, 2020, pp. 280-9, doi:10.17263/jlls.712818.
Vancouver Kızıltan N, Ayar Z. The impact of English classics on increasing learners’ motivation and cultural awareness: A case in Turkish EFL classes. Journal of Language and Linguistic Studies. 2020;16(1):280-9.