Exploring Pathways for Using Memes to Assist International Chinese Language Teaching

Abstract

Against the backdrop of the ongoing "Chinese language fever," traditional international Chinese language teaching models face challenges and are in urgent need of innovation. Memes, as a product of Internet culture, offer unique opportunities for innovation in international Chinese language teaching due to their distinctive characteristics. This study, based on multimodal theory and constructivist learning theory, explores the feasibility, application pathways, and effectiveness of using memes to assist international Chinese language teaching. The research finds that memes can be applied in vocabulary, grammar, and cultural teaching to enhance teaching effectiveness. However, issues such as content selection, over-reliance on teachers, and insufficient guidance for student creativity exist in practice. To address these issues, the study proposes improvements, including selecting appro-priate memes, clarifying their auxiliary role, and strengthening guidance for student creativity. The aim is to provide theoretical and practical references for inno-vation in international Chinese language teaching, promoting Chinese cultural dis-semination and cross-cultural communication.

Headnote

Abstract

Against the backdrop of the ongoing "Chinese language fever," traditional international Chinese language teaching models face challenges and are in urgent need of innovation. Memes, as a product of Internet culture, offer unique opportunities for innovation in international Chinese language teaching due to their distinctive characteristics. This study, based on multimodal theory and constructivist learning theory, explores the feasibility, application pathways, and effectiveness of using memes to assist international Chinese language teaching. The research finds that memes can be applied in vocabulary, grammar, and cultural teaching to enhance teaching effectiveness. However, issues such as content selection, over-reliance on teachers, and insufficient guidance for student creativity exist in practice. To address these issues, the study proposes improvements, including selecting appro-priate memes, clarifying their auxiliary role, and strengthening guidance for student creativity. The aim is to provide theoretical and practical references for inno-vation in international Chinese language teaching, promoting Chinese cultural dis-semination and cross-cultural communication.

Keywords

Memes; International Chinese Language Teaching; Teaching Pathways

1. Introduction

The acceleration of globalization has led to increasingly frequent international exchanges, and Chinese, as an important language for international communication, has seen its teaching importance grow significantly. Statistics show that in recent years, a global "Chinese language fever" has emerged, with over 30 million people learning Chinese overseas as of 2023. As language learning and teaching increasingly integrate with technology, teaching concepts and models have undergone significant transformations. Interaction is no longer confined to traditional classroom environments but has evolved to flexibly utilize different environments and media (Zheng Yanqun, 2023). Traditional international Chinese language teaching models face challenges in meeting the diverse needs of learners, necessitating innovative teaching methods and resources.

At the same time, the rapid development of social media has given rise to a rich internet culture. Memes, as a typical product of internet culture, have gained widespread popularity globally due to their symbolic expression, strong dissem-ination power, and broad influence. Memes are ubiquitous in online communication and have become an important way for people to express emotions and share opinions (Ge Gretzel, 2018). Their role in language dissemination and cultural exchange has gradually gained attention, providing new ideas for innovation in international Chinese language teaching.

2. Overview and Characteristics of Memes

2.1 Definition and Dissemination of Memes

The term "meme" originates from Richard Dawkins' 1976 book *The Selfish Gene*, originally meaning "something imitated." In the context of social media, memes are often translated as "geng tú, but their forms have expanded to include a composite of images, text, videos, audio, and other media. Memes attract users with their concise, humorous content and unique creativity, spreading rapidly through sharing, adaptation, and re-dissemination among users.

The dissemination of memes relies on the openness and interactivity of social media platforms. For example, on platforms like Weibo and TikTok, users can easily post, share, and comment on memes, allowing them to gain widespread attention in a short time. Through social media, memes have rapidly become popular across various fields, generating a large number of related memes that cover topics such as celebrities, food, and movies, demonstrating their powerful dissemination capabilities.

2.2 Characteristics of Memes in Language Teaching

Memes compensate for the dullness of text-based communication and the inaccuracy of emotional expression, effectively improving communication efficiency. In modern cultural dissemination, memes serve as "social interaction symbols," promoting cross-cultural communication and information sharing through humor, resonance, and emotional connections (Paggio Patrizia, 2022). Memes are often closely linked to social hot topics and internet slang, making them a potential innovative tool in language education.

1) Symbolic and Concise Nature: Memes are characterized by their symbolic, concise, and highly disseminative nature. In language teaching, complex language knowledge can be transformed into concise meme formats, such as using an interesting image or video to explain a word or grammar point, helping learners understand and remember more quickly.

2) Emotional Resonance: Memes can evoke emotional resonance among learners, lowering the barrier to learning. Many memes contain elements of humor, fun, or emotion, which can attract learners' interest and allow them to learn in a relaxed and enjoyable atmosphere (Holtgraves, T. & Robinson, C., 2020).

3) Regenerative Capabilities: Memes have strong regenerative capabilities. This characteristic opens up diverse and creative paths for designing engaging Chinese language teaching models, including translation, captioning, and video dubbing.

3. Theoretical Foundations for Using Memes in International Chinese Language Teaching

3.1 Multimodal Theory

Multimodal theory, developed from Halliday's systemic functional linguistics, posits that communication involves multiple channels and media, including not only traditional linguistic symbols but also images, colors, music, and gestures. As a multimodal form of expression, memes integrate text, images, and colors, providing learners with rich sensory stim-ulation.

In international Chinese language teaching, the use of memes aligns with the requirements of multimodal theory. For example, when teaching Chinese vocabulary, displaying memes that include the target vocabulary allows learners to receive information from both visual and textual modalities, deepening their understanding of the vocabulary (Zhang Jian, 2023). Research shows that multimodal teaching can increase learners' information intake and comprehension depth, enhancing learning outcomes.

3.2 Constructivist Learning Theory

Constructivist learning theory emphasizes learners' active participation and knowledge construction. In the learning pro-cess, learners process and integrate new information based on their existing knowledge and experiences, building their own knowledge systems. Memes provide learners with rich contexts and materials, encouraging active participation in learning.

For example, when teaching Chinese grammar, teachers can provide memes containing specific grammatical structures, allowing learners to analyze the grammatical phenomena and attempt to create similar memes themselves. This approach stimulates learners' initiative and creativity, helping them better understand and master grammatical knowledge, in line with the principles of constructivist learning theory.

4. Pathways for Using Memes in International Chinese Language Teaching

4.1 Innovating Vocabulary Teaching with Memes

The application of memes in vocabulary teaching injects new vitality into international Chinese language teaching. First, memes can help students understand and remember vocabulary more intuitively through the combination of visuals and language. For example, teachers can select memes containing target vocabulary, using the interaction between images and text to help students grasp the meaning and usage of words in a relaxed and enjoyable atmosphere. This method not only increases students' interest but also enhances vocabulary retention.

Second, the fun and interactivity of memes make vocabulary learning less monotonous. Teachers can design meme-based vocabulary games, such as "Meme Guessing" or "Meme Chains," allowing students to repeatedly encounter and use new vocabulary in a game-like setting. This approach not only motivates students but also improves their ability to use vocabulary. Additionally, memes can help students master internet slang and everyday expressions. With the devel-opment of the internet, internet slang has become increasingly common in daily communication. By analyzing vocabulary in popular memes, students can better understand the semantics and pragmatics of these terms, improving their commu-nicative competence (Meng Quan, Xin Xiuming, & Ya Yangzheng, 2024). For example, through the "zhen xiang" (liter-ally "really fragrant") meme, students can learn the origin, meaning, and usage scenarios of this internet slang term.

4.2 Optimizing Grammar Teaching with Memes

Memes also offer significant advantages in grammar teaching. First, memes can help students understand abstract gram-mar rules through concrete contexts. Teachers can select memes that highlight specific grammatical structures, such as the "bú shì... ér shì..." (not...but...) pattern, allowing students to experience and master grammar rules in context. This method not only reduces the difficulty of grammar learning but also improves students' ability to apply grammar.

Second, the conciseness and visual nature of memes make grammar teaching more efficient. Teachers can use short sentences or dialogues in memes to guide students in analyzing and summarizing grammar rules. For example, by ana-lyzing the "w? tài nán le" (I'm so overwhelmed) meme, students can learn the usage and meaning of the "tài... le" (too...to...) structure. This approach not only enhances students' grammatical awareness but also improves their ability to apply gram-mar.

Additionally, memes can help students consolidate grammar knowledge through imitation and creation. Teachers can encourage students to create memes containing target grammar structures, deepening their understanding and application of grammar rules through imitation and innovation. For example, students can create memes using the "rú gu?... jiù..." (if...then...) structure, demonstrating its usage and meaning in context. This method not only improves students' gram-matical competence but also fosters their creativity and expressive skills.

4.3 Enhancing Cultural Teaching with Memes

Memes offer new perspectives and methods for cultural teaching in international Chinese language education. First, memes can vividly present Chinese cultural backgrounds through images and concise text. For example, teachers can select memes reflecting Chinese traditional festivals, customs, or social phenomena, such as the " hóng bao " (red envelope) meme for Chinese New Year, allowing students to learn about Chinese cultural characteristics in a relaxed atmosphere. This method not only increases students' interest but also enhances their cultural awareness.

Second, the fun and interactivity of memes make cultural teaching more engaging (Yin Jiexin, 2023). Teachers can design meme-based cultural discussion activities, such as "Meme Interpretation" or "Meme Creation Contests," allowing students to deeply understand Chinese cultural connotations by analyzing and creating memes. For example, by analyzing memes related to " nèi ju?n " (involution), students can explore the competitive pressures and cultural phenomena in Chinese society. This approach not only motivates students but also improves their cultural understanding.

Additionally, memes can help students compare and analyze cultural differences between China and the West. Teachers can select representative memes, guiding students to analyze cultural differences and explore the historical, social, and psychological factors behind them. For example, by comparing the usage scenarios and cultural connotations of Chinese and Western internet slang, students can better understand the similarities and differences between Chinese and Western cultures. This method not only improves students' cross-cultural communication skills but also fosters their critical cul-tural awareness.

5. Memes-assisted International Chinese Teaching: Case Study Analysis

To demonstrate the practical effectiveness of memes in international Chinese teaching more intuitively, this paper delves into two representative case studies.

5.1 Vocabulary Acquisition in a Beginner's Chinese Class at an International School

In this case, the instructor incorporated memes into vocabulary instruction for a beginner's Chinese class. When teaching animal-related vocabulary, the teacher utilized a series of endearing animal meme images, such as a panda holding bam-boo shoots accompanied by Chinese characters for "panda." The students were immediately captivated by these amusing memes, resulting in heightened focus and engagement. During the interactive segment of the class, the teacher conducted a "Guess the Animal from the Meme" game, displaying memes and prompting students to compete in identifying the corresponding Chinese vocabulary. The students participated enthusiastically, creating a lively classroom atmosphere. A post-class quiz revealed an impressive 85% accuracy rate in the students' recall of the newly learned animal vocabulary, indicating a significant improvement in memory retention compared to traditional teaching methods. This case demon-strates that memes not only stimulate students' interest in learning but also effectively enhance vocabulary acquisition efficiency.

5.2 Online Chinese Course-Grammar Instruction

Another case study originates from an online Chinese course, where the instructor employed memes to aid students in comprehending the "b?" sentence structure. The teacher selected a dynamic meme illustrating the sentence "Xiao Ming placed the book on the table", vividly depicting the action process. Subsequently, the teacher tasked students with creating their own memes incorporating the "b?" structure based on given scenarios. Students engaged in group discussions, un-leashing their creativity to produce works such as "Xiao Hong placed the flowers in the vase". During the group presen-tation and peer review session, students gained a deeper understanding of the structure and usage of the "b?" sentence. Feedback from post-class assignments indicated an improvement in the accuracy rate of using the "b?" structure from 60% to 75%. This case exemplifies how memes, through scenario creation and guided creative tasks, can effectively enhance students' mastery and application of grammatical knowledge.

These cases robustly demonstrate the feasibility and efficacy of utilizing memes as an auxiliary tool in international Chinese teaching. They provide practical examples for other educators to emulate and offer tangible evidence for the further promotion and optimization of memes in the realm of international Chinese language education.

6. Reflections and Suggestions on Using Memes in International Chinese Language Teaching

6.1 Existing Issues

In teaching, some issues arise with the selection of meme content. Some memes contain internet slang, which may have a limited lifespan and become difficult for students to understand after a certain period. Additionally, some memes may have ambiguous images or text, potentially misleading students' understanding of the content.

Teachers may sometimes over-rely on memes, causing the teaching focus to shift, with students paying more attention to the humor of memes rather than deep learning. In student-created memes, due to a lack of effective guidance, some students' work may be of low quality, failing to achieve the desired teaching outcomes.

6.2 Improvement Suggestions

When selecting memes, teachers should consider their educational value and relevance to the teaching content. Priority should be given to memes with positive and healthy content that is closely related to the teaching material. For memes containing internet slang, teachers should ensure that the usage scenarios and meanings are clear, avoiding overly obscure or time-sensitive content. Additionally, teachers should carefully review the images and text in memes to ensure accuracy. Teachers should clarify the auxiliary role of memes in teaching and avoid letting them dominate the teaching process. When using memes, teachers should guide students to focus on key knowledge points through questions and discussions, helping students deepen their understanding. When students create memes, teachers should provide detailed guidance and examples, organizing group collaborations and peer reviews to improve the quality and creativity of student work.

7. Conclusion

This study explores the multifaceted value and practical pathways of using memes to assist international Chinese language teaching. Theoretically, multimodal theory and constructivist learning theory provide strong support for their application. In practice, memes demonstrate unique advantages in vocabulary, grammar, and cultural teaching, stimulating learner interest, enhancing teaching effectiveness, and promoting Chinese cultural dissemination and cross-cultural communica-tion. However, issues such as content selection, teacher usage, and student creativity guidance remain. In the future, teachers should carefully select and appropriately use memes while strengthening student guidance (Hu Lina & Lin Yan, 2016). As internet culture continues to evolve, ongoing exploration of the integration of memes and international Chinese language teaching is of profound significance. This not only helps drive innovation in international Chinese language teaching and optimize teaching theory and practice but also lays a solid foundation for cultivating globally competent, cross-culturally communicative talents, enhancing the status and influence of Chinese in international communication.

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