网络模因在英语教学中的具体应用

Alevtyna Kalyuzhna, Iryna Lavrinenko, Olena Radchenko
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摘要

本文讨论了在外语教学中使用网络模因的潜力。我们认为网络模因是一组符号学符号。这种方法解释了网络模因在教育过程中应用的潜力,因为大多数语言学习方法都依赖于符号学元素。网络模因是一种多模态结构,在英语教学中可以作为一种有效的材料呈现工具。模因分为言语模因、非言语模因和复杂模因(结合形象和言语元素)。本文选取了一组模因样本,将图像和语言元素结合在一起,展示了意义制造的过程,而意义制造是掌握一门外语的重要组成部分。由于视觉感知在学习过程中的重要性,以及网络模因作为以视觉形式存在的广泛表达和交流形式的本质,使用它们对教师和学习者都有益。根据罗兰·巴特的意象叙事潜能理论,对样本模因的构成要素进行了分析。我们提供的证据表明,语言信息的锚定和传递功能解释了意义的形成过程。从符号学的角度,详细考察了文本和图像组合的效果。本文特别关注模因在课堂和课外学习过程中的运用方式和使用效果,以练习情态语法现象。模因在接近现实生活的情境中展示了一种情态结构,提供了在情境中使用模因的例子,并激发学生对现实生活情境的模仿。网络模因所固有的幽默效果是为了引起众多受众的反应,从而使模因因预期反馈而成为外语教学的有效工具。网络模因中含有表达反讽和悖论的情态动词。本文提供了运用模因进行英语情态教学的工具,并对实验结果进行了分析。研究结果表明,在教学过程中使用网络模因的效率方面,实验取得了积极的成果,在学习新材料方面取得了更好的效果,学生的参与度和创造力水平也有所提高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Presenting grammar through Internet memes in teaching English for specific purposes
The article discusses the potential of using Internet memes in teaching a foreign language. We consider an Internet meme to be a set of semiotic signs. This approach explains the potential of Internet memes application in educational process since most of the language learning methods rely on semiotic elements. Internet memes are multimodal structures that can be used as an efficient tool for presenting material in teaching English. Memes are classified into verbal, nonverbal and complex ones (combining image and verbal element). A set of sample memes presenting the combination of images and verbal elements has been selected to demonstrate the process of meaning making, which is an integral part of mastering a foreign language. Due to the importance of visual perception in learning process and the very nature of Internet memes as widespread forms of expression and communication existing in visual format, the use of them if beneficial for both teachers and learners. The elements of the sample memes are analyzed in terms of Roland Barthes’ theory of image narrative potential. We provide the evidence that anchorage and relay functions of linguistic messages account for the process of meaning making. In terms of semiotics the effects of text and image combination are examined in detail. Special attention in the article is given to the ways of memes application and the effectiveness of their use in the in-class and out of class learning process for practicing a grammar phenomenon of modality. Memes demonstrate a modal construction in the situation close to real life providing a sample of using it in context and provoking imitation of real-life situation by student. The humorous effect inherent to Internet memes is aimed at achieving a reaction from numerous addressees, thus making memes an efficient tool for teaching/learning a foreign language due to an expected feedback. Special attention has been paid to Internet memes containing constructions with modal verbs expressing irony and paradox. The article provides tools of teaching English modals via memes as well as experiment results and their analysis. The study reveals positive results of the experiment in terms of efficiency of using Internet memes in educational process that demonstrates better results in learning new material as well as a higher level of students’ involvement and creativity.
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