[en] CANONICAL OR GRAPHIC NOVELS IN AN ENGLISH LANGUAGE CLASSROOM: STUDENTS REACTIONS

[pt] ALINE FÁTIMA PEREIRA DA COSTA SOUZA

[en] FEELING

[en] FOREGROUNDING

[en] GRAPHIC NOVEL

[en] READER RESPONSE THEORY

[en] READERS

[en] Graphic novels can be considered an interesting resource to be used in English language classrooms due to the fact that the illustrations they provide may help students understand the text more easily (CRAWFORD, 2004). In addition, as they present less text, they may be considered to be a more encouraging reading option for students (KRASHEN, 1993). In order to check whether these assumptions are correct and whether students enjoy the graphic novel reading experience, this study compares students reactions to the reading of the same story in the format of a graphic novel and of a canonical book. This research was carried out with sixty 4th grade students in a private bilingual school in Rio de Janeiro. Students were asked to read the text and then answer a questionnaire about the way they felt while reading the text and the way they evaluated the text itself. Results showed that students liked both types of text and there were no significant differences in their reading reactions. The results indicate that students appreciate graphic novels. However, it should not be considered as the key to solve students reading issues. Graphic novels should be used as a bridge but not as a replacement for canonical books.

JULIANA JANDRE BARRETO

SONIA ZYNGIER

2018-07-10

[pt] TEXTO

application/pdf

INGLÊS

https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=34365@2

https://doi.org/10.17771/PUCRio.acad.34365