Two Different Approaches to Improve Linguistic, Pragmatic, and Cultural Competence in SLA using a Graphic Novel

Abstract

The popularity of graphic novels and its reading accessibility make them the perfect instrument to learn a second language. The literature suggests that its use in the classroom is effective to increase literacy and reading levels among students due to its small text and visual support. Within language theories of second language acquisition there is an ongoing debate on whether input alone is sufficient to acquire a language, or whether output is as important in the acquisition process.

The purpose of this study is to evaluate whether an only input approach or an input and output approach would be more effective to improve the linguistic, pragmatic and cultural competence of L2 students. A graphic novel was used to implement both approaches. Another purpose of this study was to assess the affective response of students using a graphic novel in the classroom. The graphic novel selected was Moderna de Pueblo, an authentic graphic novel from Spain.

The participants of this study were 32 elementary students of Spanish and 15 advanced students of Spanish. The effect of either approach was evaluated quantitatively and the use of the graphic novel in the classroom was evaluated qualitatively.

Results suggest that elementary students would benefit more from an only-input approach with a simple or well-known story line. Advanced students would benefit more from an input and output approach with a related and contemporary graphic novel.