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Native and Non-Native English-Speaking Doctoral Students' Strategies to Understand Idiomatics in Comics and Comic Strips.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Native and Non-Native English-Speaking Doctoral Students' Strategies to Understand Idiomatics in Comics and Comic Strips./
Author:	Himelhoch, Luz-Ayde .
Description:	1 online resource (230 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Foreign language instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28643655click for full text (PQDT)
ISBN:	9798535550299

Native and Non-Native English-Speaking Doctoral Students' Strategies to Understand Idiomatics in Comics and Comic Strips.
Himelhoch, Luz-Ayde .

Native and Non-Native English-Speaking Doctoral Students' Strategies to Understand Idiomatics in Comics and Comic Strips. - 1 online resource (230 pages)

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ph.D.)--University of South Florida, 2021.

Includes bibliographical references

Everyday language consists of many idiomatic and figurative expressions. For non-native English speakers to achieve native fluency, control of idiomatics-native speech that includes the use of both idiomatic and figurative language-is paramount. In this study, I aimed to explore the use of comics and comic strips in the learning and comprehension of L2 (second language) idiomatics. Seldom has the topic of comics and comic strips been addressed as it applies to idiomatics learning in second language acquisition (SLA). I employed a descriptive and exploratory approach in this study to address this gap in SLA pedagogy. A total of 21 doctoral non-native English-speaking students and doctoral native English-speaking students studying SLA at a major university in the Southeastern region of the United States volunteered for this study. I collected data integrating four participant tasks: the Pre-Study Questionnaire, the Comic Idiomatics Task, the Post-Study Questionnaire, and the Post-Study Semi-Structured Interview. The results provided evidence that there is a clear need for the teaching of L2 idiomatics. More precisely, this study revealed that (1) the doctoral native English-speaking students performed differently than the doctoral non-native English-speaking students when asked to identify and deduce the meaning of idiomatic and/or figurative expressions embedded in comics and comic strips and (2) the doctoral native English-speaking students and the doctoral non-native English-speaking students used similar strategies/techniques in that the native speakers used context clues, recollection, and guessing, whereas the non-native speakers used context clues, recollection, guessing, and referring to their native language. Second and foreign language teachers in the field of SLA can incorporate the strategies/techniques gleaned from this study in the design and development of a curriculum that addresses the needs and challenges of second language learners.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798535550299Subjects--Topical Terms:

3541319
Foreign language instruction.
Subjects--Index Terms:

Comics and comic stripsIndex Terms--Genre/Form:

542853
Electronic books.

Native and Non-Native English-Speaking Doctoral Students' Strategies to Understand Idiomatics in Comics and Comic Strips.
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520 $a Everyday language consists of many idiomatic and figurative expressions. For non-native English speakers to achieve native fluency, control of idiomatics-native speech that includes the use of both idiomatic and figurative language-is paramount. In this study, I aimed to explore the use of comics and comic strips in the learning and comprehension of L2 (second language) idiomatics. Seldom has the topic of comics and comic strips been addressed as it applies to idiomatics learning in second language acquisition (SLA). I employed a descriptive and exploratory approach in this study to address this gap in SLA pedagogy. A total of 21 doctoral non-native English-speaking students and doctoral native English-speaking students studying SLA at a major university in the Southeastern region of the United States volunteered for this study. I collected data integrating four participant tasks: the Pre-Study Questionnaire, the Comic Idiomatics Task, the Post-Study Questionnaire, and the Post-Study Semi-Structured Interview. The results provided evidence that there is a clear need for the teaching of L2 idiomatics. More precisely, this study revealed that (1) the doctoral native English-speaking students performed differently than the doctoral non-native English-speaking students when asked to identify and deduce the meaning of idiomatic and/or figurative expressions embedded in comics and comic strips and (2) the doctoral native English-speaking students and the doctoral non-native English-speaking students used similar strategies/techniques in that the native speakers used context clues, recollection, and guessing, whereas the non-native speakers used context clues, recollection, guessing, and referring to their native language. Second and foreign language teachers in the field of SLA can incorporate the strategies/techniques gleaned from this study in the design and development of a curriculum that addresses the needs and challenges of second language learners.
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