Xiaoer Dong
School of Dance and Drama, Chongqing Vocational College of Culture and Arts, Chongqing 400067, China.
*Corresponding author: Xiaoer Dong
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 appropriate memes, clarifying their auxiliary role, and strengthening guidance for student creativity. The aim is to provide theoretical and practical references for innovation in international Chinese language teaching, promoting Chinese cultural dissemination and cross-cultural communication.
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How to cite this paper
Exploring Pathways for Using Memes to Assist International Chinese Language Teaching
How to cite this paper: Xiaoer Dong. (2025). Exploring Pathways for Using Memes to Assist International Chinese Language Teaching. The Educational Review, USA, 9(1), 98-102.
DOI: http://dx.doi.org/10.26855/er.2025.01.014