3.0 Introduction:
The focus of both is on the reactions of
adult intermediate EFL students to the use of comic strips in the English
classroom. There was an observer present
in both cases and the researcher’s observations are also taken into account.
This chapter shall be providing a discussion on the pilot study and the final
study. The pilot study serves as a sort of a pre-test for the researcher to
induce alterations on streamline the results of the final study. The pilot
study will be described in the succeeding portion of this chapter. Preceding
the presentation of the first study is the discussion on the final study where
its methodology, tools for research, and feedback shall be presented. Lastly,
an analysis of the chapter shall serve as conclusion for this study.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>3.1 Pilot Study:
mso-ansi-language:EN-GB'>
Three months prior to the final study the
researcher had carried out a pilot study. The subjects were an adult
multicultural group of six. Their level of English was upper-intermediate and
they were attending the University of Limerick, Ireland on the Erasmus program.
This was conducted with a group which includes mostly those of Asian origin
such as
and
Majority of the subjects are in their late teen and early twenties. This makes
the study rather compatible for the relatively young population. The study
sought to use comic strips to facilitate these students for vocabulary aid in
the classroom.
study
Upon the
completion of the pilot study, the researcher found that some aspects needed
altering before the final study.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>The researcher found that the majority of students, four of the
respondents believed that comic strips did not have an effect on their learning
of grammar. The aspect of grammar taught
was reported speech, which the students had, unknown to the researcher, already
been taught. Although the student's reactions
when they were subjected to the use of comic strips to aid their vocabulary
were negative based on the pre-test. The researcher also took the role of the
observer by immersing himself/herself in the classroom experience of the
respondents. The observer recommended that comic strips be used in the future
in this capacity as a grammar revision aid.
This is a possibility that the researcher tends to investigate in some
future research.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>The researcher used the statistics in the following paragraphs as an
indication that some aspects of the study required amending while others had
been successfully implemented. The
survey showed that 50% of students were of the opinion that comic strips were a
help to them in remembering vocabulary and 100% would welcome comic strips in
the classroom as an English aid in the future.
Moreover, majority of the students reported that they would like to see
comic strips used 'now and then' in the language classroom.
that students of an adult age are doesn’t mind a little novelty and fun whilst
learning English. Indeed, half of the respondent-students stated that they
welcomed the use of comic strips, as they were 'fun' and added variety to the
classroom. The remaining was of the
opinion that comic strips were an acceptable alternative form of references aside
from the textbook. From the above it can
be concluded that comic strips are a welcome vocabulary aid in the
English classroom. Moreover, this led to
the researcher's decision to focus the final study on vocabulary rather than
grammar.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
Overall, majority
of the subjects wanted to see comic strips used in the classroom again while
the remaining student insinuated that he/she would have preferred to talk about
politics. This brought the idea of different learning styles to the
researcher's attention and for that reason it was decided to include in the
final study, a questionnaire which would determine whether or not the different
learning styles of students had a role to play in the way they reacted to comic
strips.
Based on the
findings and results of the pilot study, it was decided to devise a new lesson
plan. This was done in order to address the inept grammar tools used in the
comic strips. The researcher decided that the focus of at least one of the
studies should contain humour as
'to understand humour of another culture can be difficult but it's an
essential element of not only life, but also becoming fluent' (Brown 1994: 51).
The pilot study
also highlighted a number of difficulties to the researcher.
students were not familiar with the use of such classroom materials.
The comments
might indicate that the students were not used to these language students were
not used to learning colloquial, spoken English and this was the reason that
they deemed the English presented to be 'sometimes not good'.
that comic strips were also being used to help them learn colloquial
English. T he need to include the above
statement was further deemed necessary when comments such as comic strips 'are
not that functional' and 'no whole sentences' are used were made.
comic strips needed to be stressed. 'No whole
sentences' are used in comic strips as this is how first language speakers
naturally speak. Another amendment to the study was to pre-teach
understanding of the jokes presented to the same respondents.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>Recall that in Chapter One, Section ??? the questionnaires used in the research
were the following: the background questionnaire, the learner styles
questionnaire and the feedback questionnaire that is referred to as the comic
strips survey. These were changed, as was the layout of the questionnaires.
questionnaires being user-friendlier with no room for ambiguity.
the students' language backgrounds was to be shortened so as to make it less
threatening to complete. It was also
believed that if questions appeared on both sides of an A4 page, as opposed to
single-sided text, this would also result in a user-friendlier questionnaire.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>The feedback highlighted the fact that some students in the pilot study
felt the vocabulary in the comic strips hindered their understanding of the
strips. This resulted in an omission of
a small number of comic strips from the final study and consequently more
accessible strips were selected, that is, strips with less challenging
vocabulary. Moreover, four of the students would have liked to see comic strips
used as a basis for discussion. Since majority of the students preferred the
gender stereotypes lesson, which included
discussion, this was deemed successful.
Because of the pilot study, it is evident
from the aforementioned that amendments were necessary before the main study
could be carried out. Such changes
included placing stress upon vocabulary and not grammar, highlighting that the
language used in comic strips is colloquial and as a result there will be an
absence of full sentences, and correcting ambiguous questions in the
questionnaires. After these alterations
were made the researcher implemented her final study.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>3.2 Final Study:
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
Participants
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>The researcher taught a group of adult intermediate students who were
attending a summer school in the University of Limerick, Ireland. An
observation is made through the immersion of the researcher for the purposes of
the final study. The reason why the
level of vocabulary skills is lower to that of the pilot is due to the scarcity
of students with upper-intermediate vocabulary skills attending the summer
course in the University.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>The study used the descriptive approach of research.T
descriptive research method uses observation and surveys. In this method, it is
possible that the study would be cheap and quick. It could also suggest
unanticipated hypotheses. Nonetheless, it would be very hard to rule out alternative
explanations and especially infer causations. Thus, this study will use the
descriptive approach. This descriptive
type of research will utilize observations in the study.
research, Creswell (1994) will guide the researcher when he stated: Descriptive
method of research is to gather information about the present existing
condition. The purpose of employing this
method is to describe the nature of a situation, as it exists at the time of
the study and to explore the cause/s of particular phenomena. The researcher
opted to use this kind of research considering the desire of the researcher to
obtain first hand data from the respondents so as to formulate rational and
sound conclusions and recommendations for the study.
style='font-family:"Courier New";mso-ansi-language:EN-GB'>
style='font-family:"Courier New";mso-ansi-language:EN-GB'>The research
described in this document is partly based on
mso-ansi-language:EN-GB'>quantitativestyle='font-family:"Courier New";mso-ansi-language:EN-GB'> research methods.
This permits a flexible and iterative approach. During data gathering the
choice and design of methods are constantly modified, based on ongoing
analysis. This allows investigation of important new issues and questions as
they arise, and allows the investigators to drop unproductive areas of research
from the original research plan.
style='font-family:"Courier New";mso-ansi-language:EN-GB'>
style='font-family:"Courier New";mso-ansi-language:EN-GB'>This study also
employs qualitative research
method, since this research intends to find and build theories that would
explain the relationship of one variable with another variable through
qualitative elements in research. These qualitative elements does not have
standard measures, rather they are behavior, attitudes, opinions, and beliefs.
Furthermore, as we define the qualitative research it is
multimethod in focus, involving an interpretative, naturalistic approach to its
subject matter. This means that qualitative researchers study things in their
natural settings, attempting to make sense of, or interpret phenomena in terms
of the meanings people bring to them. Accordingly, qualitative researchers
deploy a wide range of interconnected methods, hoping always to get a better
fix on the subject matter at hand.
Data collected from students
helped to decide whether or not comic strips are a beneficial aid in the EFL
classroom.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
Data was gathered from the
following sources:
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>Teaching
The group, which is described in Section 3.2.1
'Criteria for Selecting Study Participants', partook in the study for two
ninety-minute lessons handled by the researcher.
the researcher attended the class as an observer.
become familiar with not only each other's presence, but also personality.
second on a Friday.
Recordings
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>It was the intention of the researcher to tape-record both classes.
However, problems ensued with the recording of the second class, nevertheless,
was not deemed a significant problem by the researcher, as there were still
other means of data collected.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>Observer
The class teacher also
observed and took notes on the students' reactions to the comic strips during
each lesson. Facial expressions, body
gestures and student interactions during set activities were specifically
observed.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>Questionnaires
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>The students were given three questionnaires.
students' English learning. This was
used to measure the level of competency of the respondents to the English
language, length of time learning the language and difficulty rating of the
language were in relation to the their reactions and success rate concerning
comic strips in the classroom [Appendix XXX].
The second was a learning styles questionnaire designed
given to determine which types of learner benefited most from the use of comic
strips. The third questionnaire [Appendix XXX] was
distributed after the final lesson. The
purpose of this questionnaire was to determine the
students' opinions on the usage of comic strips, while also finding out whether
comic strips were felt to be helpful in the learning of English vocabulary.
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
mso-ansi-language:EN-GB'>3.2.3 Presentation and Purpose of Questionnaires:
all served a specific function, each being a necessary in determining the
success of comic strips in the classroom.
mso-ansi-language:EN-GB'> 3.2.3.1
Presentation and Purpose of the Background
first part gives the respondents the option to provide their names (Q1).
Secondly, if the students were learning English for a considerable period of
time and were still only at intermediate level, then they may more
accommodating new and alternative methods of learning the language i.e., comic
strips. On the other hand, they may be
set in their ways and reject any form of change. (Q's 2 and 3)It is also
imperative to ascertain how immersed the students are in the English
language. If they have spent a
reasonable period, at least one month, in another English speaking country they
may be more likely to have experienced regional dialects and colloquial
language (Q4). Similarly the students' determination to improve their English
and their experience of different dialects is also looked into (Q5). If English
is perceived to be more difficult than any other foreign language the students'
have learned, they find it the most difficult to learn, and find comic strips
to be beneficial, this will contribute to the researcher concluding that this
medium of teaching English is successful (Q's 7, 8 and 9). More importantly,
determining whether or not comic strips can be used to help the students in
their not only with purposes for studying English but also with their learning
goals should be enquired (Q 10).
an English speaking country; travel to English speaking countries; and
understand English songs and movies then the colloquial, incomplete grammatical
sentences will prove beneficial. To
learn another language is unavoidably connected with learning another
culture. Indeed, part of a country's
culture is humour. To understand the
humour of another culture can be difficult, but it is an
essential element of not only life (without it one will find difficulty
communicating), but also becoming fluent.
In other words, "Humour is a key element in interpersonal
communication" (Brown, 1994: 51).
mso-ansi-language:EN-GB'> 3.2.3.2
Presentation and Purpose of Learning Styles
mso-ansi-language:EN-GB'>
Questionnaire
which types of learner benefit most from the use of comic strips in the EFL
classroom. It was designed by Joy Reid
and used with her permission. It
acknowledges that different people learn in different ways and therefore
students should be aware of which way they learn best to help improve their
learning. “The questionnaire has been
designed to help you identify the way(s) you learn best – the way(s) you prefer
to learn” (Reid, 1984: 202). The
different styles of learners included in the questionnaire are the
following:
font-weight:normal'>
primarily with their eyes
font-weight:normal'>
font-weight:normal'>the auditory learners – these people learn with their ears
font-weight:normal'>
font-weight:normal'>the kinaesthetic learners – these people learn by
experience
font-weight:normal'>
font-weight:normal'>the tactile learners – these people learn best by
‘hands-on’ tasks
font-weight:normal'>
font-weight:normal'>the group learners – these people learn best in groups
font-weight:normal'>
font-weight:normal'>the individual learners: these people learn best while
alone (Reid, 1984: 202).
font-weight:normal'>
Purpose of the Survey
The researcher opted to use the questionnaire
as a tool since it is easy to construct having the rules and principles of
construction are easy to follow. Moreover, copies of the questionnaire could
reach a considerable number of respondents either by mail or by personal
distribution. Generally, responses to a questionnaire are objectified and
standardized and these make tabulation easy. But more importantly, the
respondents’ replies are of their own free will because there is no interviewer
to influence them. This is one way to avoid biases, particularly the
interviewers’ bias.
mso-ansi-language:EN-GB'>3.2.4 Feedback and implications of the Final Study
Questionnaires
mso-ansi-language:EN-GB'> 3.2.4.1
Feedback and Analysis of Background Questionnaire
mso-ansi-language:EN-GB'> 3.2.4.2
Feedback and Analysis of Learning Styles
The learner styles questionnaire revealed
that, in contrast to the initial beliefs, comic strips appear to appeal to most
types of learner in this group, not only the
visual learners. Each student was given Reid’s questionnaire at the beginning
of the first lesson and the following results were concluded.
of the students learn better while working in groups, and the same percentage
learn best kinaesthetically.
(unfinished)
color:maroon;mso-ansi-language:EN-GB'>
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";color:maroon;
mso-ansi-language:EN-GB'>src="file:///C:\DOCUME~1\COMP02~1.COM\LOCALS~1\Temp\msohtml1\01\clip_image002.gif"
v:shapes="_x0000_i1025">
color:maroon;mso-ansi-language:EN-GB'>
mso-ansi-language:EN-GB'>3.2.4.3 Analysis and Interpretation of Data
The survey concerned with the students'
reactions to the usage of comic strips in the classroom revealed a number of
interesting facts. As the two lessons were aimed at comic strips aiding
students in their comprehension and usage of vocabulary, it is significant to
note that some 87.5% declared that the comic strips used did indeed help them
remember new vocabulary better. Students
also stated that they would prefer that comic strips be used 'now and then' in
the classroom, which is consistent with the opinions of the pilot
students. 12.5% stated that comic strips
did not help her remember vocabulary any better than other methods and the same
percentage claimed that the class was not more entertaining with the use of
comic strips. (unfinished)
3.2.5 Presentation and Purpose of
Observer:
The observer, the class teacher, sat at
the side of the classroom, where she could have a full view of all 8
students. She noted body gestures;
student reactions to the comic strips and accompanying activities; and as many
oral answers as possible.
mso-ansi-language:EN-GB'>3.2.6 Feedback and Analysis of Observer’s Findings:
mso-ansi-language:EN-GB'> 3.2.6.1
Feedback and Analysis of Observer’s Findings:
This was the students’ first time being
taught by the researcher. Although it
was the observer who had taught them previously, the students showed no signs
of nervous tension of being taught by another teacher.
researcher had observed the previous seven classes and the students were
familiar with her.
When they were asked about their
knowledge and experience of comic strips one student remarked that what he
found difficult regarding comic strips were the words.
sometimes I can understand the words and not the jokes.”
question; number 10, on which questionnaire stating
that comic strips should be used, because they contain both words and pictures
and because of this the situations and words are easier to remember.
other classmates leaned forward in their chairs and appeared immensely
interested in the topic at hand.
Following this were new expressions for
the students to learn. These were
alternatives for the phrase ‘I think’.
The students' appeared eager to learn these.
looked at each other. They smiled
impressively and immediately took notes.
The next exercise had the students choosing the correct punch line from
a selection of three. The eldest student
was amused at the idea of finishing the last panel.
discussions of what the last panel should be.
The eldest remarked that it had to be something funny.
The second exercise had the eldest
student (25) again impressed, she laughed at the
cartoons and read them before doing the exercise.
started straight into the exercise without really taking time to read and enjoy
the strips. One student said, "This
is a good way. It's funny!” when he saw
the method in which the new vocabulary was presented.
Some of the male students laughed aloud
while reading the strips and one said to his neighbour “This is a funny
class.” Three of the females, two
Spaniards and a Korean, were overheard using the expressions that appeared in
the strips. They were doing so in a
manner which suggested that they were teasing each other.
they said to each other were “You’re a cutie”, see Table ? strip 4 and “Did you
have a magical time last night?” see table ? strip 5.
What the observer found captivating was
that two of the quiet male students were working together for the next activity,
writing a punch line for a number of comic strips.
observer, as they appeared quite animated about discussing answers.
individually, because they could not agree to some punch lines.
observer that they found the lesson funny and entertaining.
for this lesson as it was his first. He
joined the class at this late stage and afterwards told the observer and the
researcher that he found the class funny and helpful as he learns a different
way in
He also remarked that the lesson helped him to relax and he did not feel
nervous on his first day because the lesson ‘was very funny.’
mso-ansi-language:EN-GB'> 3.2.6.2
Feedback and Analysis of Observer’s Findings:
mso-ansi-language:EN-GB'>
Lesson 2: Gender Stereotypes Lesson
This lesson took place on a Friday
morning and the students had been out until late the night before.
was about they started to wake up.
During the first activity, the researcher mimed stereotypical
characteristics of an Irish and an American, and this raise a laugh from the
students. Next, they were put into
separate gender-based groups to come up with the main stereotypical
characteristics of the opposite sex.
This started slowly, but after some motivation from the researcher, they
made more of an effort to work, and as a result, each group came up with
sufficient information. Within the sex groups there was an element of
disagreement between three of the men.
They had a somewhat heated discussion in English about whether or not
women are always changing their minds.
Disagreements were not only present in the male group, two females also
argued about whether men are lazy or not.
Next, the students were put into mixed
groups; however the members the groups worked separately still be gender and
consequently new groups were formed: one male group of three, one female group
of the same and finally a unisex pair.
It was clear at this stage that the
Korean student was bored by the activity, she lounged down on the desk during
the activity, but the others continued, without attempting to address the bored
Korean student. As the lesson progressed, the groups became more animated in
their discussions.
mso-ansi-language:EN-GB'>3.2.8 Analysis of Lessons:
mso-ansi-language:EN-GB'> 3.2.8.1
Analysis of Lesson 1: the Humour Lesson
The purpose of this lesson was to
determine whether comic strips would aid in the comprehension and retention of
vocabulary such as alternatives to 'I think', and to help students how to 'get'
jokes in comic strips by exposing them to the punch lines in a multiple choice
exercise.
The class began quite comfortably.
taught the students, they were relaxed and 'showed no signs of nervous tension'
(See 3.2.6.1 Feedback and Analysis of Observer’s Findings: Lesson 1:
Humour Lesson). It is highly probable
that the students felt familiar with the researcher as she had observed and
occasionally helped the students with group work during seven previous lessons.
A comic strip was placed on the class
overhead projector (OHP) and the students were asked a number of
questions. These can be seen in the left
hand column of the table below with the answers in the right.
It is evident from the table above that
the majority of the students were familiar with comic strips; they had no
difficulty in naming some. Nevertheless, the Korean proved otherwise that all
students enjoyed comic strips as an alternative medium of studying. This
seemingly shows that some students either prefer the old-fashioned books in
studying or they are just plain bored of any form of schoolwork. They did
however believe that children and teenagers were considered as a distraction. Only
a single from those present read comics at that time and found them funny.
understand the jokes as "sometimes the words are too hard and sometimes I
can understand the words, but not the jokes.
Maybe I have to be English to understand!"
student recognized the fact that understanding the vocabulary of jokes is only
one element of comprehending them. In
order to fully appreciate the humour in jokes, in this case jokes that appear
in comic strips, one must have some insight into the culture of the language
medium. The student jokingly remarked,
"Maybe I have to be English to understand", and in this lesson he and
his classmates were going to learn how to 'get' jokes.
The same student answered 'Pictures and
words together. If you want to remember
a word it is easier, because you can think of the picture and remember the
words from that,' to the question 'Why do you think comic strips should be used
for English?’ This answer showed that at
least 12.5% of those present were aware of the benefits of using this medium in
the classroom. The observer and the
researcher both agreed that whilst answers to questions whether comic strips
are beneficial in their quest of learning the English language (Q9 & Q10)
were being answered, three of the remaining students nodded in agreement and
all were leaning forward in their seats, indicating a strong interest in the
topic at hand. The students were also
asked what makes a joke funny and none gave an answer.
researcher, as one aim of the lesson was to teach students how to 'get' a joke
in English and part of this was to learn what constituted a joke.
During the next part of the lesson the students
were pre-taught any new vocabulary needed in order to enable comprehension of
the comic strips. The aim of this
activity was to elicit from the students different ways of saying 'I think'.
with the final speech-bubble omitted, on the OHP and asking students to guess
what happens next. A mere 25% of the
group, used 'I think' in their estimation on what was to happen in that third
panel. The students gave no other
alternative to ‘I think’. When asked as
a group if they knew alternative ways of expressing 'I think'; 'I believe' and
'in my opinion' were suggested. From
these alternatives it was evident that this group of adult intermediate
students were in need of alternatives to 'I think'.
board (see table 3.2.7.1 Presentation and Purpose of Teaching Lesson 1: the
Humour Lesson, Activity 2), the students appeared impressed.
immediately made note of the phrases 'with enthusiasm'.
After this, the subjects were requested
to separate these phrases into columns headed 'strong' and 'very strong'.
words (see 3.2.7.1, Presentation and Purpose of Teaching Lesson 1: the
Humour Lesson, Activity 3). It was clear
by this activity that the students were quickly becoming familiar with the
phrases, but in order to make sure that they would use them comfortably whilst
speaking amongst each other they were asked to complete a number of comic
strips from three alternatives: one correct punch-line, one straight-forward
ending, and finally one non-sequitur ending (a response that does not follow
logically from anything said). The
students were required to use alternatives to 'I think' in guessing the correct
outcome of the last panel. It was noted
by the observer and the researcher that all of the eight students had input
into the discussion of the last panel, and all students used the following
phrases: 'I'd say that', 'I'm pretty sure that', 'I'm fairly certain that', 'I
honestly feel that', and 'without a doubt', that is 62.5% of the alternatives
to “I think” which had been presented.
What was noticeable was that 50% of the
students i.e., 100% of the females present in the class were making a more
conscious effort to use the new expressions.
In addition to this, two of these students who were working together,
could not agree on which alternative was the correct one and 'almost started to
argue' (see researcher's observations).
The male members, however, were also quite 'animated' in their
discussion of what should be the correct ending, of comic strips 1 and 3 in
particular. Although all four were
Spanish, English was the medium through which they communicated.
While the students were carrying out this
activity, they encountered new vocabulary.
To help students learn this vocabulary the researcher explained the
relevant words in comic form, above the accompanying comic strip (see comic
strip 3 below as an example). The reason
for doing this was to investigate whether comic strips aid students in their
comprehension of the English language.
One student, upon seeing the presentation of the vocabulary remarked to
his partner "This is a good way.
It's funny!” (See 3.2.6.1 Feedback
and Analysis of Observer’s Findings: Lesson 1: Humour Lesson). During the next
activity, the students were required to state the reason for their choices
regarding the multiple choice activity, they were also asked if they knew what
makes a joke funny. Five students
immediately gave the responses: 'Something that you don't think will happen',
'it should be a surprise' and 'it must be funny'. The final activity consisted
of the students completing the punch line to a selected number of comic strips.
ensued, with 75% of the students using the previously learned alternatives to
the 'I think' phrase, without being instructed to do so.
mso-ansi-language:EN-GB'> 3.2.8.2
Analysis of Lesson 2: the Gender Stereotypes
The aim of this lesson was to increase
student's vocabulary for describing people.
It must be noted that the students were already familiar with the comic
characters names, after studying them the previous class.
the researcher intended to display synonyms, antonyms and phrases to selected
vocabulary.
In order to introduce the class to the
idea of stereotypes the researcher began by miming the main characteristics of
an Irish and an American. To portray an Irish person, the researcher mimed
drinking a pint and dancing a jig. This
miming caused the students to smile. It
must be noted at this point that 87.5% of the students had been out dancing
until late the previous night; therefore were less energetic and more lethargic
than the previous class. The fact that
the researcher was portraying the stereotype of an Irish person was correctly
guessed. This was also the case for the
American mime See 3.2.7.2 Presentation and Purpose of Teaching Lesson 2: the
Gender Stereotype Lesson, Activity 1) The topic of the class was then elicited
from the students and the next section of the lesson began.
The aim of this lesson was to prepare the
students for a discussion on gender stereotypes. Divided into gender-based
groups, the students discussed and made note of the main stereotypical
characteristics of the opposite sex. As
most of the students seemed tired, this activity started slowly but after some
'motivation' from the researcher, discussions
increased (See 3.2.6.2: Feedback and Analysis of Observer’s Findings: Lesson 2:
Gender Stereotypes Lesson). When this
was complete, each group was asked to state the characteristics of the opposite
sex. This resulted in lively discussions
and 'friendly, humorous arguments' from both sexes.
Following this, a question was written on
the board: Are the stereotypical characteristics of males and females in real
life similar to the characteristics of the comic strip characters?
encourage more discussions between the students while also increasing their
vocabulary and providing dictionaries for the activity.
were asked to answer the question by completing the questions in the handout,
which was given to each student at this stage.
(See 3.2.7.2 Presentation and Purpose of Teaching Lesson 2: the Gender
Stereotype Lesson, Activity 5). For a
list of answers see xxx.
The researcher also observed that whilst
in the mixed sex groups, the students discussed carried out the activity in
their own sexes; in other words instead of three mixed gender groups there was
one and two same sex groups, one male and one female.
desk and yawned. This shows that either the student was uninterested, tired, or
bored. The students were then asked to discuss their answers as a class and
most of the characteristics were universal.
At this stage the researcher provided synonyms to the descriptions they
suggested. (See xxx). Again, the
question on the board was addressed and discussion ensued.
mso-ansi-language:EN-GB'>
mso-ansi-language:EN-GB'>
mso-ansi-language:EN-GB'>
mso-ansi-language:EN-GB'>Reference:
mso-ansi-language:EN-GB'>
mso-ansi-language:EN-GB'>
Qualitative and quantitative approaches.
Sage.
mso-ansi-language:EN-GB'>Reid, Joy. (1984) Learning Styles Instrument.
style='page-break-before:always;mso-break-type:section-break'>
Appendix 1
Presentation and Purpose of Teaching Lesson 1:
mso-ansi-language:EN-GB'>
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.5pt solid windowtext;mso-border-insidev:.5pt solid windowtext'>
mso-ansi-language:EN-GB'>Lesson 1: the Humour Lesson
Level:
text-decoration:none;text-underline:none'> Intermediate
Materials: Comic strips: the Born Loser, Mr. Potato Head,
Calvin and Hobbes, Fred Basset, Andy Capp
Aims: To teach students different ways of saying ‘I
think’
‘get’ jokes in comic strips by exposing them to punch lines in a multiple
choice exercise
Assumptions: Most students will be familiar with comic strips
of humour
Anticipated Difficulties: Students may find the concept of ‘getting’
a joke in English challenging.
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mso-border-insidev:.5pt solid windowtext'>
Activity
Number
Activity
Aim
1
the students.
comic strip on the OHP. Give
the students 1 minute to read it and then ask the following:
this?
you find them?
name some comic strips?
of people read comics?
you read comics?
not?
you think of the jokes in comic strips?
of you read comic strips in English?
always understand jokes in English? Why? /Why not?
Why do you think comic strips
To
introduce students to comic strips.
To
show students that humour is cultural.
2
new vocabulary for the next comic strip.
comic strip on the OHP and tell the students to read it.
next. A few students give their
opinions.
do you think happens next?
answering, ask if they know any other ways of saying ‘I think’.
their suggestions on the board as well as those in the table below.
solid windowtext .5pt;mso-padding-alt:0in 5.4pt 0in 5.4pt;mso-border-insideh:
.5pt solid windowtext;mso-border-insidev:.5pt solid windowtext'>
I think
I’d say that
I reckon that
My guess is that
I’m pretty sure that
I’m fairly certain that
I honestly feel that
I strongly believe that
Without a doubt
To
teach students alternative ways of saying ‘I think’.
3
Symbol;mso-bidi-font-family:Symbol'>·
Ask the students to put the different ways of
saying ‘I think’ under the following headings
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mso-border-insidev:.5pt solid windowtext'>
Strength
Strong
Very Strong
I think
I honestly feel that
I’d say that
I strongly believe that
I reckon that
Without a doubt
I’m pretty sure that
I’m fairly certain that
My guess is that
By
putting the phrases into tables the students will become familiar with the
words. They will learn the different
strengths of ‘ I think’ and will be able to use these for the next
activity.
4
Symbol;mso-bidi-font-family:Symbol'>·
Students are given comic strips and in pairs
they must tell their partner what they think happens next using the vocab
just learned. They have a choice of
three answers.
Symbol;mso-bidi-font-family:Symbol'>·
Any new vocabulary is supplied alongside the
respective comic strip.
The
students will become familiar with the requirements of humour, i.e. it must
be a surprise but ‘fit’ in with what comes before. (Brown xxx)
5
the answers the answers as a class and ask the students why they
picked the answers they did.
Ask them if they can come up with the requirements of a joke
now. What makes a joke funny?
To
understand what makes a joke funny.
6
are given comic strips with the punch line removed.
must try and think of a punch line.
To
practice the using vocab and understanding getting’ a joke.
7
the punch lines as a class
To
allow for discussion
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EN-GB'>
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EN-GB'>
style='page-break-before:always;mso-break-type:section-break'>
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>Appendix 2
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>Presentation and Purpose of Teaching Lesson 2:
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>the Gender Stereotype Lesson
mso-ansi-language:EN-GB'>
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mso-border-insidev:.5pt solid windowtext'>
mso-ansi-language:EN-GB'>Lesson 1: the Gender Stereotypes Lesson
Level:
text-decoration:none;text-underline:none'> Intermediate
Materials: Comic strips: the Born Loser, Mr. Potato Head,
Calvin and Hobbes, Fred Basset, Andy Capp
Aims: To increase students’ vocabulary of describing
people and their behaviour
theme of gender stereotypes and discussion with the comic strips.
Assumptions: Students will be familiar with comic strips after
the previous lesson
for describing people but may not be aware of alternative ways of
description, e.g. synonyms, antonyms, phrases.
Anticipated Difficulties: Students may become passionate about the
way their sex is perceived by the opposite.
They must be reminded that we are only looking at stereotypes and not
personal opinions.
.
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Activity
Number
mso-ansi-language:EN-GB'>
Activity
mso-ansi-language:EN-GB'>
Aim
mso-ansi-language:EN-GB'>
1
mso-ansi-language:EN-GB'>Welcome the students.
mso-ansi-language:EN-GB'>To remind them of the notion of stereotypes
mime the main characteristics of an Irish and an American.
mso-ansi-language:EN-GB'>Irish: drinking a pint and dancing a jig.
mso-ansi-language:EN-GB'>American: Putting on a baseball cap and
playing baseball.
mso-ansi-language:EN-GB'>Students must guess what nationality is being
portrayed.
To remind students of
the notion of stereotypes. To relax the students.
2
mso-ansi-language:EN-GB'>Divide the students into 2 groups – male and
female.
mso-ansi-language:EN-GB'>In these groups they must come up with the
main stereotypical characteristics for the opposite sex.
mso-ansi-language:EN-GB'>Monitor the groups and provide help where
needed.
To prepare students for
a discussion.
3
mso-ansi-language:EN-GB'>Ask the female group what stereotypes they
have about men.
mso-ansi-language:EN-GB'>Write these on the board and ask them for
their reasons. Ask the males if
they agree.
mso-ansi-language:EN-GB'>Ask the males about their findings on female
stereotypes. Ask the females if
they agree.
To get the students
talking and to generate a lively discussion between all students.
4
mso-ansi-language:EN-GB'>Tell the students to look at the OHP and read
the question. It will read,
“Are the stereotypical characteristics of males and females in real
life similar to the characteristics of the comic strip characters?”
Using comic strips will
provide humour and an opportunity to learn new vocabulary.
5
mso-ansi-language:EN-GB'>Divide the students into mixed groups of
three. Each receives a handout
of comic strips. Both men and
women are present in the comic strips.
Each group must read them and then decide on the stereotypical
characteristics of the comic characters.
to help them. Dictionaries are
available.
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EN-GB'>
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Question Handout
font-weight:normal'>Below you can see 5 comic strips.
index at the side of each strip.
Answer the questions on the next page.
answer. Keep in mind that we are
looking at stereotypes. Read the
comic strips before reading the questions.
mso-ansi-language:EN-GB'>Who is taller in each comic strip?
characters?
mso-ansi-language:EN-GB'>Look at the characters’ faces.
about their personality?
mso-ansi-language:EN-GB'>How do the make characters show their
emotions?
mso-ansi-language:EN-GB'> How
do the female characters show their emotions?
style='mso-bidi-font-size:10.0pt;font-family:"Courier New";mso-ansi-language:
EN-GB'>Write down answers for questions 5 and 6 in the OHT provided.
mso-ansi-language:EN-GB'>What are the stereotypical characteristics
of male comic strip characters?
mso-ansi-language:EN-GB'>What are the stereotypical characteristics
of female comic strip characters?
To learn new vocabulary
and discuss in a humorous environment.
6
mso-ansi-language:EN-GB'> One
member of each group presents the answers to qs 5 and 6.
and discussed.
Students discuss their
answers.
7
mso-ansi-language:EN-GB'>Introduce alternative ways of expressing the
characteristics the students have come up with.
Students learn new
vocabulary.
8
mso-ansi-language:EN-GB'>The question on the board is looked at again
and discussed as a class.
Students discuss what
they have learned using new vocabulary.
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EN-GB'>
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