Authors
- Shustrova Elizaveta V. Doctor of Phylological Sciences, Professor
Annotation
The article discusses the key issues and the data, which are of importance while creating problem-solving tasks connected with stereotypical images, aimed at forming interpretation skills in reference to English-speaking linguocultures. Under the present circumstances, such types of linguodidactic activities require special solutions for successful forming and development of professional competences at the concerned philological and foreign languages departments. The article includes a detailed analysis of stages and possible steps for the university staff when they work on multimodal (polycode) systems while mastering students’ professional competences. We choose, as one of possible examples, political polycode static text. The purpose of the article is to describe stages and provide examples of problem-based tasks while analysing multimodal (polycode) texts, which include stereotypical notions and phenomena, during professional training at faculties
of modern languages. The methodology consists in critical reading of research done by Russian specialists in didactics and scholars of other countries. As universal methods, we applied scientific, inductive and deductive methods. We also conducted an experiment at faculties of modern languages in Ekaterinburg. We implemented linguodidactic, problem solving and systematic approaches as basic ones. Because of stages, which have become traditional while working with text, we suggest certain steps that a university specialist may undertake. We also provide examples of problem-based activities, created on the features typical for polycode texts in English. Tasks are based on political cartoons and memes, which contain certain references to linguocultural stereotypes. Such polycode systems require delicate introduction and presentation of certain facts in connection with the linguocultures under analysis. At the same time, such texts assist in formation of complex interdisciplinary
bonds and ties. The reason is the necessity of reference to transferred lexical meanings, trope’s role in text organisation, correspondence between verbal and visual parts. The article describes stereotype-based technique, which, on the present data, implies parallel analysis of precedent phenomena, cognitive metaphor models, including that of container, gender opposition, image of a baby and child, stereotypes producing dehumanisation effect, visual metaphors, metonymy and symbol blends, allusions, and allegories. In the final part, we provided the experimental results. We believe that such experience of using problem- based tasks in formation of polycode / multimodal competence may become important part of both basic disciplines and supplementary part of university curricula for modern languages departments.
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