An Evaluation of Grades 10 and 11 English First Additional Language Learners’ Interpretation of Verbal and Nonverbal Cues in Cartoons: A Case Study of the Sibasa Circuit, Limpopo Province

Abstract

English First Additional Language (EFAL) learners often struggle to interpret verbal and nonverbal cues in visual texts, affecting comprehension and engagement. This study aimed to evaluate the interpretative repertoire of Grade 10 and 11 learners regarding verbal and nonverbal cues in cartoons, focusing on selected English First Additional Language (EFAL) learners in the Sibasa Circuit, Limpopo Province. The study sought to answer the following question: How do EFAL learners interpret verbal and nonverbal cues in cartoons? The study adopted an exploratory design to generate insights and identify key variables, while the descriptive part provided a more detailed, structured analysis, leading to a more comprehensive understanding of the research problem. The population for the study comprised 18 grade 10 and 11 EFAL learners from purposively selected secondary schools within the Sibasa Circuit. The study adopted administered tests for data collection. Data was triangulated with thematic and relevance theory underpinning analytical perspectives. The findings of the study show that participants face various challenges that affect their ways of attaching meaning to visual texts (cartoons). The ability to make meaningful connections, plausible interpretations, and inferences seems to be limited. These include a limited ability to infer covert and implicit meanings. Furthermore, learners have difficulty engaging with visual literacy elements such as font, font size, and the meaning of body language and gestures in visual texts.