Aleksandra Majdzińska-Koczorowicz, Julia Ostanina-Olszewska
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引用次数: 0
摘要
本文旨在研究图像和文本之间的相互作用，并参考所选的认知模型，以确定COVID-19大流行期间远程学习的形象。模因的双边性质将与认知语言学框架有关，特别是概念隐喻理论(CMT) (Lakoff and Johnson 1980, Kovecses 2002, Forceville 1996, 2008, 2009)，框架语义(Fillmore 1988)解释(Langacker 1987, 2008)，混合理论(Fauconnier and Turner 2002)，话语视点空间(Dancyngier and Vandelanotte 2017)进行讨论。
Reframing Reality of Online Learning on the Basis of Internet Memes
The paper sets out to investigate the interplay between image and text with reference to chosen cognitive models in order to pinpoint the image of distance learning during the COVID-19 pandemic. The bilateral nature of memes will be discussed in relation to the cognitive linguistics framework, in particular the Conceptual Metaphor Theory (CMT) (Lakoff and Johnson 1980, Kovecses 2002, Forceville 1996, 2008, 2009), Frame Semantics (Fillmore 1988) construal (Langacker 1987, 2008), blending theory (Fauconnier and Turner 2002), Discourse Viewpoint Space (Dancyngier and Vandelanotte 2017).
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