drawing

Since their appearance, cartoons and their creators took interest in social and political facts and figures. Often a more direct witness than a text, cartoons were quickly transformed from their initial entertaining role, to a tool to attack oppressors and reveal social injustices. To easily communicate with their public, they had to share the same codes and experiences that lived their audience in the society. Various social factors were sometimes unconsciously transmitted in the drawing through the psyche of the cartoon’s creator, which was formed during his life, and sometimes consciously applied in the cartoon’s decoration, appearance or the movement of the characters in order to further elucidate the message. Therefore, cartoon analysis must take account of all social elements at the time of cartoons’ production and reception. In this area, French specialists, especially Roland Barthes are among the leading figures who have worked on the role of socials factors in image analysis. In this article, their opinions are applied to cartoon analysis in order to better understand the way a cartoon is intended to send a message to its public.

Given the role of lexical knowledge in language learning, strategies for vocabulary learning should be paid more attention in the literature. This study investigated the effects of visualization, drawing, and memorization on Iranian EFL learners' recall and retention of second language vocabulary using a quasi-experimental comparison design . To that end, three intact classes, incorporating sixty students in total , were randomly selected as the experimental groups of this study. Nation’s (2006) vocabulary size test was administered to them to homogenize them in terms of English lexical knowledge. The results of one-way ANOVA demonstrated that there were no significant differences among the three groups in terms of vocabulary knowledge. A piloted researcher-made vocabulary test was administered to the participants as the pretest and post-tests. The one-way ANOVA results showed that there were no significant between-group differences among the groups' performances on the immediate and delayed posttests. However, the results of a repeated-measures ANOVA indicated that the three strategies had a significant within-group effect on the three groups' vocabulary recall, while their vocabulary retention was found to have dropped significantly from immediate to the delayed posttest. All the same, the drawing group had the best performance from the pretest to the immediate posttest, and the control group was the weakest on delayed posttest. Finally, the findings are discussed, and implications are offered for EFL teachers and learners.