Graphic Novels In The German As A Foreign Language Classroom. Enhancing The Acquisition Of Vocabulary Through Reading

Table of Contents

Abstract

Table of Contents

List of Tables and Figures

Chapter 1, Introduction

Chapter 2, Literature Review

Chapter 3, Methods

Chapter 4, Results

Chapter 5, Discussion

References

Appendices, Appendix A

Appendices, Appendix B

Appendices, Appendix C

Appendices, Appendix C

Abstract

This research study investigated the incidental vocabulary acquisition through reading in the German language classroom at college level. For three weeks students were asked to read a graphic novel (experimental group); the other half of the students were asked to study vocabulary as flashcards (control group). To assess their vocabulary knowledge before the experiment took place the students were tested on their existing knowledge. After three weeks the students had to take an immediate posttest that asked for the same vocabulary as the pretest. Forty frequently used German words represented the vocabulary that the participants were tested on. These words also appeared frequently in the graphic novel that the students had to read: Game of Thrones – Das Lied von Eis und Feuer. By comparing the pre- and immediate posttest results, this research study aimed at showing whether incidental vocabulary acquisition takes place through reading. The results, however, did not suggest that reading a graphic novel had a sustainable impact on incidental vocabulary acquisition. The study’s control group scored much better in their posttests than the experimental group. This implied that the former had gained new words and improved their existing vocabulary knowledge. Conversely, the experimental group scored worse indicating that they had acquired less new words. Albeit these findings one should not deduce that studying flashcards is more effective, because the control group’s approach was considered to be an intentional and conscious vocabulary learning process not an incidental vocabulary acquisition.

List of Tables and Figures

Table 4.1 Paired Two-Sample t-Test (Before and After Score Results for Experimental Group)

Table 4.2 Paired Two-Sample t-Test (Before and After Score Results for Control Group)

Table 4.3 Paired Two-Sample t-Test (Comparison of Development of Content and Function Words for Experimental Group)

Table 4.4 Paired Two-Sample t-Test (Comparison of Development of Content and Function Words for Control Group)

Chapter 1

Introduction

Overview

Acquiring vocabulary is essential to learning a foreign (FL) or second language (SL). Words carry meaning; that is why vocabulary is crucial to communicate with each other. The question that arises was: how can vocabulary be taught effectively? Are traditional approaches like wordlists, flashcards, matching new words to their definition, and filling in blanks an ideal instructional method? Or, can vocabulary be learned more efficiently through another method: through reading literature?

Problem Statement

How to foster the efficient and sustainable acquisition of vocabulary has been an ongoing debate in Second Language Acquisition (SLA or L2 acquisition). Teachers know that a large vocabulary is next to the acquisition of grammar, a fundamental component for acquiring a new language. The more words a student knows, the more s/he is able to make herself/himself understood and the more s/he can engage in communication in that language.

Students, however, are often bored when they have to study vocabulary from traditional vocabulary lists or flashcards. As a result, the task of learning new vocabulary or revising already learned vocabulary is often neglected. Students often do not realize the importance of developing a large vocabulary to be able to communicate in class as well as in real-life situations. Krashen (1989) proposed that L2 vocabulary could be acquired alone through reading (p. 440). This notion was further explored in this research project.

Guiding Questions

The following questions were the foundation for the development of this study:

1. Are there any advantages to acquiring vocabulary through reading graphic novels?
2. Does the acquisition of vocabulary through reading graphic novels vary concerning content words and function words?
3. Is the acquisition of vocabulary through reading more sustainable than with traditional methods (such as flashcards, matching words to their definitions, and filling in blanks)?
4. Is the ability to communicate more effectively generally improved when reading literature?

Purpose of Study

The purpose of this research study was to gain insights into the acquisition of German vocabulary in a foreign language college classroom. Its purpose was to uncover more effective and sustainable ways of learning and acquiring vocabulary to enlarge the students’ vocabulary in order to enable them to communicate with other students and native German speakers.

Hypotheses

The following two sets of hypotheses were investigated in this study.

H01: In the German college classroom, reading graphic novels will not have an impact on students’ vocabulary score.

Hr1: In the German college classroom, reading graphic novels will increase students’ vocabulary score.

H02: Reading graphic novels will not increase the vocabulary score for content words more than for function words.

Hr2: Reading graphic novels will increase the vocabulary score for content words more than for function words.

Definition of Terms

Acquisition: In the field of linguistics, acquisition describes the procedure of gaining skills, competence and expertise in a language. It is often unconsciously done.

Content word: A content word is “a word that primarily expresses lexical meaning” (Merriam-Webster n.d.a), such as nouns, verbs, and adjectives.

Flashcards: A flashcard is a learning material (typically it is a card, therefore its name) that helps students learn vocabulary. The words that are supposed to be learned are on one side; sometimes the words are enhanced with pictures, at other times there are only pictures that act as a stimulus. On the back there is usually a translation or a monolingual definition to the aforementioned term.

Foreign language: A foreign language can be any language that is spoken in another country. It is often learned or acquired to gain cultural insights or out of interest; and, therefore, not essential for a person to survive in his/her surrounding community or country.

Function word: A function word is “a word ([such] as a preposition, auxiliary verb, or conjunction) that expresses primarily a grammatical relationship.” (Merriam-Webster n.d.b)

Second language: A second language is another language that is learned or acquired after the native language. It is often referred to as second language when the person lives in the area where it is spoken and is therefore dependent on the second language.

Graphic novel: According to Merriam Webster, a graphic novel is “a fictional story that is presented in comic-strip format and published as a book.” (Merriam-Webster n.d.c)

GFL: German as a foreign language can be learned/acquired as a L2; it is usually acquired outside the country of Germany.

Learning: In contrast to acquisition, learning describes the conscious process of gaining mastery of a language.

L1: Language L1 is the language a person acquires as his/her native language/mother tongue.

L2: Language L2 is considered to be another language that is to be acquired, either as a foreign language or a second language.

Chapter Summary

This study was designed to explore new approaches in how German as a foreign language (GFL) students can acquire vocabulary more effectively and sustainably. The hypotheses that acquiring L2 vocabulary can be achieved more effectively through reading short literary texts, like graphic novels, was researched with 16 students in a German language college classroom.

Chapter 2

Review of Related Literature

Overview

There have been several studies that researched the influence of reading on vocabulary acquisition. Many studies have shown that vocabulary gain could be achieved for L1 through reading. There are also a large number of research studies done on vocabulary gain in L2. Different studies concentrated on different aspects that foster vocabulary acquisition through reading. These various facets were investigated and are depicted in the following paragraphs of this chapter.

Importance of Proficiency With Regards to Incidental Vocabulary Gain or Growth

Reynolds’s study A Mixed-Methods Approach to Investigating First- and Second- Language Incidental Vocabulary Acquisition Through the Reading of Fiction from 2014 proposed that there were differences between L1 and L2 speakers with regard to incidental vocabulary acquisition through reading. The participants all read the same novel that originally used made-up words. Therefore, Reynolds was able to ensure that vocabulary acquisition was solely incidental and could not have been acquired elsewhere. Furthermore, he thus guaranteed that readers were at the same level concerning those new lexical forms. In his study, Reynolds concluded that there were large differences in the accomplished vocabulary acquisition by L1 and L2 readers when reading the same text. He uncovered statistical differences between the L1 and L2 experimental groups: The L1 group recalled three times as much of the vocabulary compared to the L2 group. Furthermore, both experimental groups significantly exceeded the control groups. Moreover, Reynolds highlighted that a frequency of three occurrences of a new form were sufficient to lead to acquisition. Reynolds used in his study an ANOVA to compare statistically significant differences among the groups’ recall scores. Pearson’s r correlations were calculated to determine whether the amount of time reading was related to vocabulary gain or growth (there is no significant correlation). The current study is designed to uncover whether vocabulary can be acquired incidentally in the L2- classroom. Reynolds’s study examined the differences in and influences on vocabulary acquisition through reading with regard to language level as well.

Impact of the Effects of Different Modes/Skills

In their study Incidental vocabulary acquisition from reading, reading-while- listening, and listening to stories from 2008, Brown et al. compared three different approaches to acquiring vocabulary in a foreign language incidentally: extensive reading, reading-while-listening, and extensive listening. Brown et al. highlighted that a single incidental encounter of a new word may not lead to acquisition. Because of a strong connection between incidental vocabulary learning and extensive reading, however, the authors claimed that at least some new words would be acquired. Brown et al. explored how often learners need to encounter forms (frequencies of recurrence) in order to acquire them. Brown’s study showed that the reading-while-listening mode scored the highest concerning remembering new vocabulary (48% of 28 new words based on recognizing the new form, 16% based on assigning a meaning to the new form). The reading-only mode, however, revealed similarly impressive vocabulary gains (45% and 15% respectively). The authors concluded that new vocabulary has to be encountered multiple times (up to 50 times) until it can be remembered sustainably when learners acquire the vocabulary incidentally through reading or reading-while-listening. This study used a student t-test analysis as well as an ANOVA to determine differences and significances. The connection of these results to the current study at hand investigated how emphasizing vocabulary acquisition can be accomplished through reading a graphic novel. The current study’s purpose was to compare traditional approaches to learning vocabulary to a more effective and sustainable approach. Thus acquiring vocabulary incidentally through (extensive) reading was a goal that was included in this study as well.

In her article A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition (2011), Vidal researched the effects of listening to and reading of academic genres on L2 incidental vocabulary acquisition and retention. In addition to this comparison, Vidal also studied the “effects of elaboration, frequency, predictability from word forms and parts, and type of word on incidental vocabulary gain through listening and reading” (p. 223). The results from Vidal’s study showed that there were significant effects: the test scores correlated with the treatment (listening or reading) and with students’ proficiencies. Therefore, acquisition and retention scores were significantly different for each group. However, these differences also varied depending on the individual’s language proficiency. Vidal therefore concluded that students acquired and retained vocabulary by listening to or reading academic texts. However the reading group achieved better results concerning acquisition and retention (immediate posttest) compared to the listening group. For the delayed posttest scores she could not find a significant difference between the two modes. Furthermore, she also found that the more proficient a student was the greater his/her gains were (this applied to both treatments). She uncovered that the more proficient students suffered from a greater loss of vocabulary knowledge when they acquired the vocabulary through reading than when they listened to the academic input. Vidal used an ANOVA to compare the scores of the vocabulary tests. She found that there was no significant difference between the posttests for the different modes of both experimental groups (reading and listening). After that she analyzed covariances with an ANCOVA concerning within-subject factors (comparing pretest, immediate and delayed posttest scores) and between-subject factors (influences of the different sources of acquisition for each group). Vidal’s study concentrated on two different modes of vocabulary acquisition and retention: reading and listening. The present study explored the amount of incidental vocabulary acquisition and retention through reading. Furthermore, Vidal also analyzed the influences of frequency, type of word, and predictability on vocabulary acquisition and retention. The current study concentrated on some of these aspects as well.

Impact of the Effects of Different Technologies

The study Incidental Second Language Vocabulary Learning from Reading Novels: A Comparison of Three Mobile Modes from 2012, Fisher et al. reveals that incidental vocabulary acquisition can happen in the L2 classroom. The authors compared three conditions (paper book, e-book, and enhanced e-book) and how those affected the incidental vocabulary acquisition while reading. Fisher et al. could not find statistically significant differences between the three modes. However, the authors found that a general gain of about one new word every two weeks due to incidental vocabulary acquisition is reasonable. This weak gain could partly be ascribed to the fact that the study’s participants did not have sufficient time in order to have incidental vocabulary acquisition occurring. Furthermore, the authors proposed that learners must encounter a new word at least eight times to instigate incidental vocabulary acquisition. Fisher et al. used an ANOVA to compare the individual participants’ results. This study by Fisher et al. intended to research whether incidental vocabulary acquisition by reading a graphic novel could take place in the GFL classroom. Because Fisher et al. could not uncover a preference for any of the three modes it is supposed that vocabulary gain can be achieved when reading a paper book. These results and how the study was conducted present many insights into how to conduct the current research study.

Necessity of Reading

The study Learning L2 Vocabulary through Extensive Reading: A Measurement Study by Horst from 2005 suggested that reading literature was more effective for vocabulary gain and growth than being engaged in the spoken language. The author claimed that independent reading introduces learners to a more divergent language than spoken language is able to. About 20 adult learners were tested on their vocabulary acquisition while reading simplified or graded readers that insured that the learners encountered words repeatedly. Horst found that around seven linguistic forms from a frequency list were acquired by reading; ten were acquired from infrequent off-list items (these items did not appear frequently in the readers but were acquired nevertheless). This resulted in an overall gain of around 17 new words. However, the learners had to self-rate their vocabulary knowledge: whether they knew a word; whether they did think they knew the meaning but were not sure about it; and, whether they did not know a word. Therefore, the results were challenged to be reliable. In her final statement, Horst mentioned that for acquiring a “sizable mental lexicon” (Horst 2005, p. 378) an “exposure to a great deal of written text” (ibid.) had to be involved. Horst’s study analyzed data using the student t-test to compare differences within study participants. Even though in this study there was no extensive reading involved, lexical forms were categorized according to frequency. This study aimed to examine whether more frequent words that appeared in the narrative were to be acquired incidentally while reading a graphic novel.

Required Frequency Of Encounters To Acquire A New Form

Different studies suggested different required frequencies of recurrence in order to acquire a new form incidentally by reading. Brown et al. (2008) suggested that for incidental vocabulary acquisition to take place, learners had to meet a new form significantly more than seven to nine times. Fisher et al. (2012) came up with similar results and stated that at least eight encounters were required for incidental vocabulary acquisition. However, they also claimed that 20 encounters were an optimal frequency of recurrence. In contrast, Horst (2005) found that there was a correlation of frequency and incidental vocabulary acquisition as well as retention, but she did not give details on the exact number of required encounters. Reynolds (2014) stated that results indicated that incidental vocabulary acquisition could occur due to as few as three encounters if the text was enjoyable and of importance to the reader (p. 111). In opposition to his own position, his literature research led him to the conclusion that six to 20 exposures were necessary for incidental vocabulary acquisition to happen. Vidal (2011) also mentioned a “positive effect for frequency of exposure during L2 incidental reading” (p. 224), but she also revealed that frequency was one of the aspects “contributed least to vocabulary learning” (p. 225). Furthermore, she discovered that the greatest vocabulary gain occurred when readers encountered a new form two to three times. Additionally, she suggested that there was no significant difference in vocabulary gains when readers encountered a form five or six times. Therefore, she concluded that higher frequently repetitions did not matter after a certain amount of occurrence.

Influence of the Importance and Predictability of a New Lexical Form

Some of the aforementioned research studies suggested that the importance and predictability of a new lexical form on the narrative’s events had an influence on incidental vocabulary acquisition and retention. They indicated that the more important a word was to the course of events the more it was acquired and retained. They also insinuated that predictability of a form from the context had a similar effect on acquisition and retention.

Especially Vidal (2011) advocated that predictability had a huge impact on incidental vocabulary acquisition. She considered predictability of “paramount importance” (p. 246) for vocabulary acquisition through reading. Predictability was understood to be the possibility to guess a word from its morphology, from its similarity to L1 words, or from the surrounding context. Reynolds (2014) stated on the importance of a word to the narrative that its significance determined the attention a word received and thus influenced its acquisition (p. 123). In his study, he also found out that when a word was important to the story’s events, fewer encounters were necessary for its acquisition (p. 124). Horst (2005) also mentioned the influence of a word’s importance to the events.

Chapter Summary

This chapter investigated recent research studies on the influence of vocabulary acquisition through reading. Different aspects play an important role when vocabulary is supposed to be acquired effectively and sustainably.

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