Visual Metaphors in Pedagogical Discourse

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Abstract

A visual metaphor is an image that allows you convey the meaning that escapes during verbal representation, as well as to enhance the impact of the message. It is for this reason that visual metaphor occupies a special place in pedagogical discourse. The explanation of unknown concepts and phenomena by referring to the formed units of knowledge presented figuratively is a necessary stage of cognition of reality. Visual metaphorization of complexly organized aggregates of objects and phenomena of the surrounding world facilitates their perception, thereby representing their essence in a visual and accessible form. The basis of the visual metaphor is the similarity in function, purpose, shape, color, size. A number of scientific papers are devoted to the methodology of analyzing individual verbal metaphors. At the same time, the visual metaphors used by the teacher to explain the transmitted educational information have not been practically investigated. This provision determines the relevance of the research. The target of the study is to study the specifics of visual metaphorization in pedagogical discourse. As part of the educational process, visual metaphors are embodied in the form of mind maps, mood boards, singular metaphorical references that explicate an Abstract idea in a system of images formed during the development of curricula and personal subjective experience. It is established that the use of these methods of visualization of theoretical material, built on the basis of a given visual metaphor, contribute to the structuring and memorization of educational information, the development of creative and cognitive potential. A visual metaphor acts as a vector for analyzing a problem situation: the creative process of interpreting a visual image leads to the identification of a logical relationship between the images, revealing the nature of the object or phenomenon being studied, as well as the formation of creative thinking of students.

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Fig. 1. Mental map on the topic “Literary heritage of W. Shakespeare”
Source: authors’ study

 

Fig. 2. Mental map on the topic “Vacation planning”
Source: authors’ study

 

Fig. 3. Mental map on the topic “Linguistic structuralism”
Source: authors’ study

Table 1
Express card No.1 on the topic “Linguistic structuralism”

Экспресс карточка № 1 / Express card No.1
Тема «Лингвистический структурализм» / «Linguistic structuralism»
1

Сформулируйте основные положения структурализма. /
Formulate the main provisions of structuralism.

2

Проанализируйте дихотомию язык-речь как противопоставление двух самостоятельных сущностей в рамках единого целого. /
Analyze the language-speech dichotomy as an opposition of two separate entities within a single whole.

  Fig. 4. Results of the control and generalizing test by students of 10 “A” and 10 “B”
Source: authors’ study

Fig. 5. Antinomy of language as activity and as creation
Source: authors’ study

Fig. 6. Antinomy of necessity and freedom in language
Source: authors’ study

Table 2
Text-instructions for drawing up a mood board

1Изучение теоретического материала / Study of theoretical foundations
2

Разработка концепции мудборда, отбор визуальных образов, адекватных идее / Development of the mood board concept, selection visual representations on a par with the idea

3Оформление мудборда / Mood board design
4

Подготовка устных ответов на вопросы: / Preparation answers to questions posed:
1) Какой идеей объединены все визуальные образы? / What is the idea of combining all visual images?
2) Какое значение имеет каждое отдельное изображение? / What is the meaning of each individual image?
3) В какой цветовой гамме составлен мудборд и почему? / What color scheme is the mood board in and why?

 

 

Fig. 7. Moodboard of 10th "A" student
Source: authors’ stud

Fig. 8. Moodboard of 10th "B" student
Source: authors’ study

Table 3
Individual oral survey on the topic «Principles of morphemes classification. Typology of morphemes». Student’s form

Fig. 9. Worksheet on the topic “Mladogrammatic stage in linguistics”
Source: authors’ study

Fig. 10. Worksheet on the topic “Stages of work on the essay”
Source: authors’ study

 

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About the authors

Nina L. Chulkina

RUDN University

Email: chulkina-nl@rudn.ru
ORCID iD: 0000-0002-6758-4683
SPIN-code: 8034-9263
Scopus Author ID: 57203533337
ResearcherId: AAB-9438- 2021

Dr.Sc. in Philology, Associate Professor, Professor of the Department of General and Russian Linguistics, Faculty of Philology

6, MiklukhoMaklaya str., Moscow, Russian Federation, 117198

Victoria V. Makashova

RUDN University

Author for correspondence.
Email: makashova_vv@rudn.ru
ORCID iD: 0000-0002-4265-0613
SPIN-code: 7378-6694
ResearcherId: JZD-5633-2024

PhD in Philology, Senior Teacher of Additional Education of the Department of Russian Language and Linguoculturology

6, MiklukhoMaklaya str., Moscow, Russian Federation, 117198

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1. Fig. 1. Mental map on the topic “Literary heritage of W. Shakespeare”

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2. Fig. 2. Mental map on the topic “Vacation planning”

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3. Fig. 3. Mental map on the topic “Linguistic structuralism”

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4. Fig. 4. Results of the control and generalizing test by students of 10 “A” and 10 “B”

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5. Fig. 5. Antinomy of language as activity and as creation

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6. Fig. 6. Antinomy of necessity and freedom in language

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7. Fig. 7. Moodboard of 10th "A" student

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8. Fig. 8. Moodboard of 10th "B" student

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9. Fig. 9. Worksheet on the topic “Mladogrammatic stage in linguistics”

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10. Fig. 10. Worksheet on the topic “Stages of work on the essay”

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Copyright (c) 2024 Chulkina N.L., Makashova V.V.

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