This paper examined the effect of contexts and expression styles of manga on two strategies used when reading manga; global-local and picture-language focus strategies. In the experiment, 37 university students were asked to read the manga for the purpose of learning (study instruction condition) or to read it as you usually do (daily life instruction condition). After they read either a style of manga which had much verbal description (verbal manga), or another style of manga which had much pictures as well as verbal description jointly (picture-verbal manga), they answered questions about their use of global-local and picture-language focus strategies. Then they proceeded to the other instruction condition and read the other expression style of manga, so every participant was assigned to both instruction conditions and expression styles of manga. Two-way ANOVA showed the main effects of contexts and expression styles of manga were significant on both strategies, whereas the interactions were not significant. It meant participants used the local and language focus strategy in study instruction condition while they used the global and picture focus strategy in daily life instruction condition, and they took the local and language focus strategy in verbal manga meanwhile the global and picture focus strategy in picture-verbal manga. This result suggested participants changed their reading strategies in different contexts and expression styles of manga flexibly.

論文