5.1 Comics’ Definitions and Features
The term ‘comic’, derived from the Greek word ‘κωμικός’ signifying ‘funny and making you want to laugh’ , is a moniker that has remained from early comic strips’ (= a sequence of cartoon images, generally 1-4 panels long, largely found in magazines and newspapers), were of humorous content
(Tiemensma, 2009).
Comic books, on the other hand, - as the ones used in this study - have been defined as ‘’a form of visual art consisting of images which are commonly combined with text, often in the form of speech balloons or image captions’’ (COMICS 2007:1 in Tiemensma, 2009); or, more simply, as
Varnum and Gibbons (2001) have supported, as ‘’ a narrative form consisting of pictures arranged in sequence’’ (ibid.); with their sequential form being the key characteristic of comics. However, comic books are not to be confused with comic strips nor graphic novels, which are (short) novels via the means of comics (Tiemensma, 2009).
Comics are, as outlined in Tiemensma (2009), further composed of: Panels (numerous rectangular frames); Gutters (blank space separating panels); Balloons (or Bubbles)(containing narratve and/or direct speech or thought) and Captions (space(s) at either top or bottom of panel containing (additional) information and/or narration). Having gained a better
understanding of the formats and features of comics, allows us to appreciate their various benefits in and for the L1 and L2 for all learners.
5.2 The Benefits of Using and Reading Comics
The advantages of visuals and text naturally extend to comics, the epitome of such interconnectedness. As this study uses comic books in its extensive reading workshop to investigate their effect on the participants' reading attitudes and habits, it is necessary to fully comprehend their theoretical underpinnings, implications and benefits.
As such, the various strengths of comics in and for education and learning, are outlined by Yang (2003), as being: Motivating, as pictures are appealing and ignite and maintain readers' interest; Visual; Permanent; Intermediary, as it is viewed as a stepping stone for further, more advanced reading; and Popular. As outlined by Tiemensma (2009)'s paper, comics are, furthermore, a widely accessible reading material, since significantly less effort is required to read, as the visual messages are accompanied and assisted by short and simple text written in mostly the colloquial language of everyday conversation,
learners, especially for young and struggling readers, as it provides both familiarized and contextual cues and clues of unfamiliar words (Grant,2006; Edmunds, 2006 in Tiemensma, 2009). This is further supported by Nation and Snowling (1998) who found that dyslexic readers rely heavily on context to derive meaning and understanding in comparison to more able, typical readers (in Reid, 2009).
Comic book readers, particularly in the L2, also have access, through comics, to natural-like use of spoken English, not always employed in traditional texts. The language is casual, manageable and comprehensible to most, if not all. Therefore, regardless of language and proficiency level, comic book readers can deal with even unfamiliar texts and diction without real difficulty.
Comics could also enhance the acquisition of proper and effective reading comprehension strategies (Bryan et al, 2002). A study conducted by Mangubhai (2001) further proved the important benefits of consistent comic book reading, having discovered that students who read every day for a short amount of time for eight months, recorded an improvement in both their reading and listening comprehension skills; whereas over a twenty month period, their daily comic book reading positively influenced both their writing and oral/speaking skills as well.
5.2.1 Benefits of Comic Book Reading in the L2 and for the L2
The positive aspects of comics and comic book reading extend to L2 reading as well, as claimed in Tiemensma (2009) and Jones (2010).
Evidently, comics and contextual images subconsciously advance L2 readers in various forms, the most significant being memory recall and the formation and storing of mental schemata, indicated extensively in the work of Jones (2010) and Nicholas (2007).
Also, since comic books are generally targeted towards a native English-speaking audience, comics constitute true examples of realistic, authentic language (Williams,1995 in Drolet,2010). Expanding on this, through the use and reading of comics books, comic strips and graphic novels, the very structures of language, such as vocabulary and colloquialisms, become more easily comprehensible, while remaining
pleasurable reading materials not only to read, but also re-read (Cary, 2004 in Clydesdale, 2008); exposing the L2 comic reader to speech patterns such as ellipsis, blends, contrastive stress and intonation claimed by Williams (1995) (in Drolet, 2010), through its very format.
Moreover, language patterns requiring a deeper understanding of the L2, such as puns, double meanings and innuendos, an inherent part of comic book language, are also familiarized to readers in a manageable and understandable context (Lucas, 2005 in Clydesdale, 2008). Ranker (2007), additionally, found that comic book reading aided ESL learners in the development and improvement of their reading and writing skill.
Beyond its numerous and varying proven benefits, in the area of comic book reading and the L2, more research should and could be done to further examine the effects and implications their use could have on learners, both in and outside the classroom.
5.3 Comic Books, Attitudes and Motivation
Relations have been claimed to exist between the comic book reading and reading motivation and attitude, as indicated below.
Studies in the field have proposed ''that the use of popular culture materials in the classroom is strongly motivating for students'' (Morrison et al,2002 in Drolet, 2010). Touching upon this, a significant amount of research, mostly in the L1, has demonstrated that comics and their very format can increase motivation to read (Yang,2003; Tiemensma,2009; Ujie and Krashen,1996; Norton,2003; Krashen,2005 in Jones, 2010).
Comic books, thus, are a welcoming form of reading for most learners, whether in their L1 or in an L2, dyslexic and typical. The format is manageable, and extensive load is taken off the working memory. The very sequential and apospasmatic format of a comic book series leads readers to eagerly await for the continuation of the story and the publication of further issues. Comic books are, therefore, claimed as being an effective means by which to increase positive reading attitudes and motivation to read, as well as reading participation, as it reduces the feelings of intimidation, anxiety and the abandonment of vast amounts of texts.
L2, could have a lot more beneficial an effect than not, and should be considered more significant than mere easy, reading and a pass-time.
5.4 Comic Books and Reading Habits
Comics have the ability to develop favorable reading habits, as comic reading, and collecting in many cases, is also considered a hobby.
Comic book reading , thus, affects the creation of positive reading habits, as, indeed, most of their readers are avid collectors and owners of comics, often joining comic book clubs and fan clubs, to the verge of a cult following, as evident by a statement made in COMICS2007:5 in Tiemensma (2009). For many, comic book reading and owning/collecting is not merely a hobby, but a way of life.
5.5 Comic Book Reading Could Lead to the Reading of More Advanced and Demanding Texts
Whether it is because comic book reading mandates a certain skill set to manage, or because comic reading is claimed to be highly beneficial on multiple levels, comics are considered to be a stepping stone for further reading, even of more advanced, demanding texts (Cary,2004 in Jones, 2010; Krashen,1993 in Javid and Al-Khairi, 2011), especially in terms of the more reluctant and/or less able readers who do not particularly enjoy reading of any sort, or who fear failure (Koenke, 1981 in Yang, 2003; Tiemensma 2009).
When readers learn to enjoy one type of reading material, it is not unlikely that such a feeling be translated to other forms of reading, some being more demanding and complex than comics. Once a reading attitude and habit is developed, readers become significantly more motivated to continue pursuing the experience and activity.
Proof of such a position could be Ujie and Krashen (1996)'s study in the U.S., indicating that male students aged 10-14 who were avid comic readers both enjoyed reading and read more overall, books or otherwise, than less avid comic book readers and significantly more that non-comic book readers (in Krashen 2005 in Tiemensma, 2009).Also, a Scottish study by Schofield (2005), again regarding male learners, confirmed that comics
could significantly encourage reading; while suggesting that comics could positively affect literacy development rates (in Tiemensma, 2009).
Whichever the case, the use of more non-traditional texts, such as comics, could have an overall beneficial effect on readers in the L1 and/or L2;points this study hopes to examine and highlight.
6 – INFLUENCES ON READING ATTITUDES AND READING HABITS